18 Questions
What is the primary purpose of criterion-referenced testing and assessment?
To determine if a student has mastered specific knowledge or skills
What is the main purpose of pilot work in the test construction process?
To identify the best ways to measure the targeted construct
Which of the following is a key characteristic of scaling in measurement?
The assignment of numbers to observations according to established rules
Which of the following is an important consideration in item writing for test construction?
Both a and b
Which of the following is a key aspect of item format in test construction?
The number of options per question
How do scoring procedures differ between norm-referenced and criterion-referenced assessments?
Norm-referenced assessments focus on comparing student performance to a group norm, while criterion-referenced assessments focus on demonstrating mastery of specific skills or knowledge
What is the term used to describe the diminished utility of an assessment tool for distinguishing testtakers at the high end of the ability being measured?
Ceiling effect
If all testtakers answered all items correctly, what might the test user conclude according to the text?
The test was too easy for this group of testtakers
In scoring, what is the typical rule in a cumulatively scored test regarding the relationship between the score and the ability being measured?
The higher the score, the higher the testtaker's ability
Which scoring model departs radically in rationale from both cumulative and class models?
Ipsative scoring
What does item branching in assessment refer to?
Tailoring content and order based on previous responses
What type of scoring is used for placement in a particular class or category with other testtakers who have similar response patterns?
Class or category scoring
What is the MAIN purpose of test conceptualization in the test development process?
To define the specific construct or skill that the test is designed to measure
Which of the following is a key difference between norm-referenced and criterion-referenced tests?
Norm-referenced tests compare test takers to a standardized group, while criterion-referenced tests compare test takers to a specific performance standard
Which of the following is a desirable characteristic of a good item on a norm-referenced achievement test?
High scorers on the test respond correctly, while low scorers respond incorrectly
Which of the following is a key consideration when determining the ideal format of a test during the test conceptualization phase?
The type of responses required from test takers (e.g., multiple choice, open-ended)
Which of the following is a potential benefit of using a criterion-referenced approach to test development?
Provides more meaningful information about test takers' mastery of specific content or skills
When conducting item analysis during the test development process, which of the following is a key statistic to consider?
The item discrimination index, which indicates how well the item differentiates between high and low performing test takers
Study Notes
Test Development and Scoring
- Norm-referenced comparisons are insufficient when knowledge of mastery is required.
- Criterion-referenced testing is used in licensing contexts, such as medicine or driving, and in educational contexts where mastery of material is essential.
Pilot Work
- Pilot work refers to the preliminary research surrounding the creation of a test prototype.
- The test developer determines how to measure a targeted construct, creating, revising, and deleting test items, and conducting literature reviews and experimentation.
Test Construction
- Scaling is the process of assigning numbers according to rules to measure a construct.
- Item writing, item format, and scoring are critical components of test construction.
Scoring Models
- Cumulative scoring: higher scores indicate higher ability or trait.
- Class or category scoring: testtakers earn credit towards placement in a particular class or category.
- Ipsative scoring: compares a testtaker's score on one scale to another scale within the same test.
Test Development Steps
- Test conceptualization: idea generation, review of related literature, and preliminary questions.
- Test construction: creation of the test instrument.
- Test try-out: testing the instrument with a small group.
- Item analysis: analyzing the performance of each item.
- Revision: refining the test based on the analysis.
Test Conceptualization
- Preliminary questions to ask:
- What is the test designed to measure?
- Who will use and take the test?
- What content will it cover?
- How will it be administered?
- What is the ideal format?
- Who benefits from the test?
- How will meaning be attributed to scores?
Item Development
- Norm-referenced test: a good item is one that high scorers respond correctly to and low scorers respond incorrectly to.
- Criterion-referenced test: a good item is one that high scorers respond correctly to and low scorers respond incorrectly to.
Ceiling Effect and Item Branching
- Ceiling effect: the diminished utility of an assessment tool for distinguishing testtakers at the high end of the ability or trait being measured.
- Item branching: the computer's ability to tailor the content and order of presentation of test items based on responses to previous items.
Test your understanding of criterion-referenced testing and norm-referenced comparisons in assessment. Explore the differences between these approaches and their applications in licensing and educational contexts.
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