Test Construction

Front 1

The Opimal item difficult level for a true/false test is:

Back 1

.75

Front 2

For a test item that has an item discrimination index (D) of +1.0, you would expect:

Back 2

Low achivers to be more likely to answer the item oorrectly than high achievers

Front 3

In terms of item response theory, the slope of the item response curve indicates the items:

Back 3

Discriminability

Front 4

A researcher correlates scores on two alternate forms of an achievement test and obtains a correlation ooefficient of .80. This means ___% of observed test score variability reflects true score variability:

Back 4

80

Front 5

To estimate the effects of lenghening a 50 item test to 100 items on the test's reliability, you would use which of the following:

Back 5

Spearman-Brown Formula

Front 6

To assess the internal consistency of a test that contains 50 items which are each scored as either "right" or "wrong," you would use which of the following:

Back 6

KR-20

Front 7

You administer a test to a group of examinees on April 1 and then re-administer the test to the same group of examinees on May 1. When you correlate the two sets of scores, you will obtained a:

Back 7

Coefficient of stability

Front 8

The kappa statistic for a test is .90. This means that the test has:

Back 8

Adequate inter-rater reliability

Front 9

For a multiple choice test of cognitive flexibility, coefficient alph is .55. Which of the following would be useful for increasing the magnitiude of this coefficient:

Back 9

Adding more tiems that are similar in terms of content and quality.

Front 10

Sally student receives a score of 450 on a college aptitude test. The test has a mean of 500 and a standard error of measurement of 50. The 68% confidence interval for Sally's soore is:

Back 10

400-500

Front 11

In a multitrait-multimethod matrix, a test's construct validity would be confirmed if:

Back 11

Monotrait-heteromethod coefficients are high and heterotrait-monomethod coefficients are low.

Front 12

Which of the following best defines the relationship between a predictor's reliability coefficient and its criterion-related validity coefficient:

Back 12

A test's validity coefficient cannot exceed the square root of its reliability coefficient.

Front 13

To prevent "criterion contamination," you would:

Back 13

Make sure raters are not aware of ratees' predictor scores.

Front 14

Validity is best described as:

Back 14

Accuracy

Front 15

The standard error of estimate is used to:

Back 15

Estimate the difference between an examinee's predicted criterion score and his or her true criterion score.

Front 16

A Wechsler IQ score is a(n):

Back 16

Standard score

Front 17

Percentile ranks and standard scores share in common which of the following:

Back 17

Both reference an examinee's score to those achieved by examinees inthe standardization sample.

Front 18

Assuming a normal distribution, which of the following represents the highest score:

Back 18

A T-score of 70