Chapter 6 Foundations Of Ed.

Front 1

Identify the variable in the following research topic:
"Is there a relation between middle-school students' grades and their self-confidence in science and math?"

Back 1

grades and self-confidence

Front 2

Identify the variable in the following research topic:
"What do high school principals consider to be the most pressing administrative problems they face?"

Back 2

administrative problems

Front 3

Identify the variable in the following research topic:
"What were the effects of the GI Bill on state colleges in the Midwest in the 1950's?"

Back 3

effects of the GI Bill

Front 4

Identify the variable in the following research topic:
"How do the first 5 weeks of school in Ms. Foley's classroom influence student activities and interactions in succeeding months?"

Back 4

student activities and interactions

Front 5

Identify the variable in the following research topic:
"There will be statistically significant relation between number of years a teacher has been teaching and his or her interest in taking new courses."

Back 5

years teaching and interest in taking new courses

Front 6

Categorical Variables used in a Qualitative Study (male/female, eye color, etc.)

Back 6

Nominal Variable

Front 7

Variables used with rank order, unequal parts (scores of 5, 6, 10 are equal to 1, 2, 3)

Back 7

Ordinal Variable

Front 8

Variables used to rank order and interval units, but no zero point (score of 10 and 30 have same degree of difference as a score of 70 and 90)

Back 8

Interval Variable

Front 9

Variable used for rank order, unequal parts, and interval units, with a defined zero point. (person is 5 feet tall and a friend is 2/3 as tall)

Back 9

Ratio Variable

Front 10

An abstraction that cannot be observed directly; it’s a concept invented to explain behavior (ex: intelligence, personality, creativity, ability, achievement, motivation).

Back 10

Contructs

Front 11

To be measurable, constructs must be operationally defined, in terms of processes or operations that can be observed and measured. Once they are defined, they become __________. It must be able to take on at least two values or scores.

Back 11

Variables

Front 12

A test score where the number of point value of items a person answered correctly on an assessment (basic unanalyzed)

Back 12

Raw Score

Front 13

A test where the student’s performance is compared to performance of other’.

Back 13

Norm-Referenced test

Front 14

A type of test where the performance of an individual is compared to pre-determined external standard.

Back 14

Criterion-Referenced test

Front 15

A test that measures how an individual student’s performance on a single assessment changes over time (progress monitoring).

Back 15

Self-Referenced test

Front 16

A test that measures intellectual processes such as thinking, processing, memorizing, etc.
Cognitive, Affective, or Projective

Back 16

Cognitive Test

Front 17

A test that measures mental characteristics related to emotion – attitude, interest, and value; self-report=responds to questions/statements about self (Garfield)
Cognitive, Affective, or Projective

Back 17

Affective Test

Front 18

A test where participants share their true feelings or thoughts onto an ambiguous stimulus. Because the purpose is not clear to the participant, conscious dishonesty of response is reduced.
Cognitive, Affective, or Projective

Back 18

Projective Test

Front 19

A test that is used to predict how likely students will socre or perform on future situation (FCAT Probability); Yield 3 scores – verbal, quanititative, and overall score individual or group administered.
Aptitude or Achievement

Back 19

Aptitude Test

Front 20

A test that measures current proficiency in given areas of knowledge or skill; standardized compared to norm.
Aptitude or Achievement

Back 20

Achievement Test

Front 21

Scale with statements that person strongly agrees (5), agrees (4), undecided (3), disagrees (2), or strongly disagrees (1). Gives point values.

Back 21

Likert Scale

Front 22

Scale that indicates attitude on topic by selecting a position on a continuum that ranges from one bipolar adjective to another (fair – unfair)

Back 22

Semantic Differential Scale

Front 23

Scale with respondent’s attitude toward self, others, activities, institutions, situations; Rate performance or preference using numerical scales.

Back 23

Rating Scales

Front 24

Scales where participants select from a list of statements that represent different points of view on a topic (Point value 1-11)

Back 24

Thurstone and Guttman Scales

Front 25

Validity or Reliability: The degree to which a test measures what it’s supposed to measure, and permits appropriate interpretation of scores. HOW APPROPRIATE IS THE TEST?

Back 25

Validity

Front 26

Validity or Reliability: The degree to which a test consistently measures whatever it is measuring. Expressed numerically by a reliability coefficient up to 1.00, which is a perfectly reliable test. The students’ scores are reflecting their true status with respect to the variable being measured. HOW CONSISTENT ARE THE SCORES OF THE TEST IF RETESTED?

Back 26

Reliability

Front 27

Testing validity to which the degree to which a test measures an intended content area.
Content Validity, Criterion-Related Validity, Construct Validity, Consequential Validity

Back 27

Content Validity

Front 28

Testing validity determined by relating performance on a test to performance on a second test or other measure; the second test is the criterion against which the validity of the initial test is judged.
Content Validity, Criterion-Related Validity, Construct Validity, Consequential Validity

Back 28

Criterion-related Validity

Front 29

Testing validity to which the degree of a test measures the intended hypothetical construct. What is this test really measuring? Content Validity, Criterion-Related Validity, Construct Validity, Consequential Validity

Back 29

Construct Validity

Front 30

Testing validity where the extent to which an instrument creates harmful effects for the user. What are the effects of various forms of testing on teachers or students?
Content Validity, Criterion-Related Validity, Construct Validity, Consequential Validity

Back 30

Consequential Validity

Front 31

Reliability where the degree to which scores on the same test are consistent over time (a.k.a test-retest) (approx. 2 weeks later, then correlate scores)

Back 31

Stability

Front 32

Reliability where the degree to which two similar forms of a test produce similar scores from a single group of test takers.

Back 32

Equivalence

Front 33

Reliability where the extent to which items on a test are similar to one another in content.

Back 33

Internal Consistency Reliability

Front 34

Reliability that is used with subjective tests, like essays, short-answer tests, performance/products tests, and observations.

Back 34

Scorer/Rater Reliability

Front 35

Internal Consistency reliability where you divide test in two halves and correlate scores on the two halves.

Back 35

Split- Half

Front 36

Internal Consistency reliability that determines how all items on a test relate to all other test items and to the total test; they should measure similar things.

Back 36

Kuder-Richardson (KR-20) and Cronbach’s Alpha Reliabilities

Front 37

How often we can expect errors of a given size in an individual’s test score.

Back 37

Standarad Error of Measurement

Front 38

Ms. LeBlanc wants to measure her students' attitudes toward math. Attitudes are an example of a(n)

A. construct.
B. operational definition.
C. variable.
D. independent variable.

Back 38

A. construct.

Attitudes reflect an abstract idea, or construct, that can be operationalized by choosing a scale to measure them. At this point they would become a variable.

Front 39

Ms. Howard has decided to use the test at the end of the textbook to measure the achievement levels of the students in her study. Which of the following BEST describes the chapter test?

A. A construct
B. A variable
C. An operational definition of a variable
D. An independent variable

Back 39

C. An operational definition of a variable

Ms. Howard has chosen a particular way to measure the achievement of her students. This represents an operational definition of achievement.

Front 40

Which type of measurement scale describes typical test scores ranging from 0-100?

A. Nominal
B. Ordinal
C. Interval
D. Ratio

Back 40

C. Interval

Typically test scores are considered interval scales because they have equal intervals without an absolute zero point.

Front 41

Variables such as gender, ethnicity, or political affiliation are measured on which scale?

A. Interval
B. Ratio
C. Categorical
D. Quantitative

Back 41

C. Categorical

These three variables are measured on a nominal scale and are thus considered categorical. They represent distinct qualities (e.g., male or female) but not quantities.

Front 42

Independent variable is to dependent variable as

A. effect is to cause.
B. predictor is to criterion.
C. cause is to effect.
D. criterion is to predictor.

Back 42

C. cause is to effect.

A common definition of independent and dependent variables in layperson's terms is cause and effect.

Front 43

Which of the following is a characteristic of a standardized test?

A. The administration of the test is controlled carefully to ensure that all examinees experience the same conditions.
B. The test is developed by experts to ensure it is technically sound.
C. The scores are interpreted in standard ways.
D. All of these.

Back 43

D. All of these.

All of these alternatives describe characteristics of a standardized test.

Front 44

Which of the following represents the most general, broad concept?

A. Test
B. Assessment
C. Measurement
D. Instrument

Back 44

B. Assessment

Assessment encompasses the general process of collecting, synthesizing, and interpreting information.

Front 45

Which type of response format BEST describes the following item? Discuss the fundamental assumptions underlying positivistic and post-positivistic philosophies of science.

A. Selection
B. Criterion-referenced
C. Norm-referenced
D. Supply

Back 45

D. Supply

This item requires the student to construct a response and therefore represents a supply format.

Front 46

Which of the following describes John's score of 92 on a test of 100 items?

A. Percentile rank
B. Stanine
C. Standard score
D. Raw score

Back 46

D. Raw score

The score of 92 has not been transformed into any standard score.

Front 47

Norm-referenced test scores are interpreted relative to

A. a standard or desired level of performance that describes what the student knows.
B. scores of others who have taken the test.
C. specific skills mastered by the student.
D. the percentage of students answered correctly.

Back 47

B. scores of others who have taken the test.

This is the definition of a norm-referenced interpretation.

Front 48

Which of the following BEST describes an assessment that examines students' ability to conduct a chemistry experiment in the lab?

A. Standardized test
B. Aptitude test
C. Interest inventory
D. Performance assessment

Back 48

D. Performance assessment

When an assessment measures a process or product, it is known as a performance assessment.

Front 49

Ms. House has received a copy of her daughter's standardized math test scores. Even though her daughter "passed" the exam, the report indicates a weakness in multiplication and division. At which type of instrument is Ms. House likely looking?

A. Affective scale
B. Norm-referenced test
C. Criterion-referenced test
D. Personality inventory

Back 49

C. Criterion-referenced test

When a test score is interpreted relative to the underlying knowledge being tested, it is considered a criterion-referenced test. The fact that there was a standard that Ms. House's daughter surpassed is another characteristic of a criterion-referenced test.

Front 50

A test measuring what students currently know is BEST described as which type of test?

A. Achievement
B. Aptitude
C. Affective
D. Projective

Back 50

A. Achievement

A test measuring what students already know is an achievement test. A test measuring their potential to know is an aptitude test.

Front 51

Mr. LeBlanc is measuring students' attitudes on a controversial topic. Which of the following would you recommend he use to control for the potential problem of students responding with socially acceptable responses?

A. Ensure construct validity
B. Allow anonymous responses
C. Ensure reliability
D. Ensure confidentiality

Back 51

B. Allow anonymous responses

While ensuring confidentiality is helpful, anonymity is a far better solution for controlling social acceptability.

Front 52

Bias is defined as

A. the distortion of responses based on gender, ethnicity, race, or language.
B. a lack of validity.
C. a lack of reliability.
D. a poor interpretation of a student's score.

Back 52

A. the distortion of responses based on gender, ethnicity, race, or language.

Bias involves distortion of test scores on the basis of personal or demographic characteristics.

Front 53

Which of the following type of scale is likely measuring a student's deeply held beliefs about certain ideas?

A. The Study of Values
B. The Attitudes Toward School Scale
C. The Strong Campbell Interest Inventory
D. The Minnesota Multiphasic Personality Inventory

Back 53

A. The Study of Values

Deeply held beliefs about specific ideas define a value, so the Attitudes Toward School Scale is the better choice.

Front 54

Which type of scale requires a student to respond to an item based on whether they strongly disagree, disagree, agree, or strongly agree?

A. Likert
B. Semantic differential
C. Rating
D. Thurstone

Back 54

A. Likert

The "strongly disagree" to "strongly agree" format is a common Likert scale.

Front 55

The extent to which a test provides scores that are meaningful, appropriate, or useful is referred to as

A. reliability.
B. validity.
C. accuracy.
D. social desirability.

Back 55

B. validity.

This is the definition of validity.

Front 56

Ms. Galbreth's son has applied to a high school in New Orleans, but the application was denied solely on his low score on the Iowa Test of Basic Skills (ITBS). Her son wants to attend this school and contends his current grades and other standardized test scores speak well to both his past work and future academic capability. In essence, he suggests the ITBS does not predict his future performance very well. Which of the following characteristics of the ITBS is this student questioning?

A.Construct validity
B.Content validity
C.Predictive validity
D.Concurrent validity

Back 56

C. Predictive validity

This is a case where the appropriate validity evidence is criterion-related. Because the test purports to predict "future academic capability," predictive validity is a better alternative than concurrent validity.

Front 57

A common complaint about policies that require students with special needs to take on-grade-level high stakes tests is focused on

A. Construct validity
B. Content validity
C. Predictive validity
D. Consequential validity

Back 57

D. Consequential validity

The consequences of making students take high stakes tests which they are very likely to fail is of concern in this situation.

Front 58

Which of the following is likely to reduce the validity of a test?

A. Unclear test directions
B. Ambiguous items
C. Untaught items
D. All of these

Back 58

D. All of these

Each of the alternatives could have a negative impact on validity.

Front 59

Test reliability refers to

A. the extent to which the test measures what it is supposed to measure.
B. consistency in the test results.
C. generalizabilty of the research results.
D. the types of writing errors that exist in the test.

Back 59

B. consistency in the test results.

This is the definition of reliability.

Front 60

Which of the following reliability estimates require only a single administration of a test?

A. Stability
B. Equivalence
C. Internal consistency
D. None of the above

Back 60

C. Internal consistency

Internal consistency entails artificially splitting a single test into halves, whereas both stability and equivalence require two test administrations.

Front 61

Internal consistency estimates of reliability like the KR 20 or Cronbach's alpha are used more frequently than other estimates like test-retest or parallel forms, because internal consistency estimates

A. are usually higher.
B. are easily calculated.
C. require only one administration of the test.
D. are more accurate than all other types of reliability estimates.

Back 61

C. require only one administration of the test.

The fact that a researcher needs to administer only one test is a major asset of internal consistency estimates of reliability.

Front 62

Which of the following is the appropriate way in which to view the reliability of observational data?

A. Test-retest
B. Parallel forms
C. Internal consistency
D. Inter-rater reliability

Back 62

D. Inter-rater reliability

Inter-rater and intra-rater reliability are the two ways by which the reliability of observational data can be estimated.

Front 63

Which of the following should be considered when selecting a test for use in a study?

A. Validity
B. Reliability
C. Ease of use
D. All of these

Back 63

D. All of these

These are the three major factors used to help a researcher make a decision about the use of a test.

Front 64

Which of the following should you consider when planning the administration of a test for your study?

A. Consulting with the appropriate administrators in the school system and schools you are using
B. Ensuring reasonable testing conditions
C. Being prepared
D. All of these

Back 64

D. All of these

All of these are major considerations in planning the administration of a test for a study.