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Questions and Answers
What is a significant disadvantage of using true/false items in a test?
What is a significant disadvantage of using true/false items in a test?
How can the accuracy of answering true/false questions by chance be quantified?
How can the accuracy of answering true/false questions by chance be quantified?
What should be included in a polytomous item format?
What should be included in a polytomous item format?
Why are multiple choice items considered advantageous over true/false items?
Why are multiple choice items considered advantageous over true/false items?
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In the context of test development, what is a common issue associated with using an equal number of true and false items?
In the context of test development, what is a common issue associated with using an equal number of true and false items?
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What is a primary purpose of utilizing a large number of items in tests?
What is a primary purpose of utilizing a large number of items in tests?
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Which statement is true regarding the multiple choice item format?
Which statement is true regarding the multiple choice item format?
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What is the role of distractors in polytomous items?
What is the role of distractors in polytomous items?
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What is the probability of answering an item correctly by guessing if there are four options?
What is the probability of answering an item correctly by guessing if there are four options?
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What effect does increasing the number of wrong answers have on the corrected score?
What effect does increasing the number of wrong answers have on the corrected score?
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What is a potential consequence of guessing in a test that includes correction for guessing?
What is a potential consequence of guessing in a test that includes correction for guessing?
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Which of the following statements is true regarding the use of options in multiple-choice questions?
Which of the following statements is true regarding the use of options in multiple-choice questions?
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If a test taker answers correctly 40 out of 100 questions, what is their corrected score in a four-option test?
If a test taker answers correctly 40 out of 100 questions, what is their corrected score in a four-option test?
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What is a recommended number of options to use in multiple-choice testing according to experts?
What is a recommended number of options to use in multiple-choice testing according to experts?
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What can be a challenge for test developers when increasing the number of options for each item?
What can be a challenge for test developers when increasing the number of options for each item?
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What is the primary purpose of providing more options than needed in a matching test format?
What is the primary purpose of providing more options than needed in a matching test format?
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Which of the following statements correctly describes the Likert scale?
Which of the following statements correctly describes the Likert scale?
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What should be done with negatively worded items in a scoring method?
What should be done with negatively worded items in a scoring method?
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The category format for rating performance typically involves how many response options?
The category format for rating performance typically involves how many response options?
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In a Likert format, what is one common issue with respondents marking their answers?
In a Likert format, what is one common issue with respondents marking their answers?
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What is a key characteristic of the Likert scale compared to traditional binary choices?
What is a key characteristic of the Likert scale compared to traditional binary choices?
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Which of the following is a disadvantage of using a category format for performance rating?
Which of the following is a disadvantage of using a category format for performance rating?
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What is the fundamental difference between Likert’s scale and the category format?
What is the fundamental difference between Likert’s scale and the category format?
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What is the main purpose of showing videos of '10' and '1' rated performances to raters?
What is the main purpose of showing videos of '10' and '1' rated performances to raters?
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Which of the following best describes the use of adjective checklists?
Which of the following best describes the use of adjective checklists?
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In a Q-sort assessment, how are statements organized by the test taker?
In a Q-sort assessment, how are statements organized by the test taker?
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What is a characteristic of constructed response items?
What is a characteristic of constructed response items?
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Which type of constructed response item requires a brief answer?
Which type of constructed response item requires a brief answer?
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What distinguishes essay type items from other types of assessment formats?
What distinguishes essay type items from other types of assessment formats?
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What should characterize a good completion item?
What should characterize a good completion item?
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Which of the following is NOT a type of constructed response item?
Which of the following is NOT a type of constructed response item?
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Which test format requires the examinee to select one alternative from multiple options?
Which test format requires the examinee to select one alternative from multiple options?
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What is a main characteristic of the dichotomous format?
What is a main characteristic of the dichotomous format?
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In which type of item format are test takers required to choose between statements that are either true or false?
In which type of item format are test takers required to choose between statements that are either true or false?
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What distinguishes selected response formats from constructed response formats?
What distinguishes selected response formats from constructed response formats?
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Which of the following is NOT a type of selected-response format?
Which of the following is NOT a type of selected-response format?
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Which format uses a scale of agreement or frequency to assess responses?
Which format uses a scale of agreement or frequency to assess responses?
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In the context of item writing, what is the purpose of literature searches?
In the context of item writing, what is the purpose of literature searches?
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How are test formats broadly categorized?
How are test formats broadly categorized?
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What is one of the key factors a test developer must consider before writing test items?
What is one of the key factors a test developer must consider before writing test items?
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Which item format is most appropriate for a personality test?
Which item format is most appropriate for a personality test?
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If a test is designed to measure multiple traits, what consideration must be made regarding the number of items?
If a test is designed to measure multiple traits, what consideration must be made regarding the number of items?
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How should the number of items in the first draft of a standardized test compare to the final version?
How should the number of items in the first draft of a standardized test compare to the final version?
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What is likely NOT a factor that influences the number of items to be included in a test?
What is likely NOT a factor that influences the number of items to be included in a test?
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Which of the following is an important consideration when deciding on the nature of content for a test?
Which of the following is an important consideration when deciding on the nature of content for a test?
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What is a significant variable that can affect the decision on the number of test items to include?
What is a significant variable that can affect the decision on the number of test items to include?
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When developing test items from personal experience, what other support might a test developer seek?
When developing test items from personal experience, what other support might a test developer seek?
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Study Notes
Item Writing in Test Construction
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Test construction involves careful planning, considering factors like content range, item format, and number of items.
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Content Range: Test developers decide the nature and scope of content based on the test's objectives. Each item should measure a specific aspect of the content area.
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Item Formats: Different formats exist, with projective items suitable for personality tests, and not for achievement tests.
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Number of Items: The number of items impacts test length. Factors to consider include measuring multiple traits versus a single one, individual vs. group administration, and the number of traits.
- Standardized tests with multiple-choice often have twice as many initial items as the final version.
- Experts and literature can help with item writing.
- Factors like the test's purpose and number of examinees influence item format choices.
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Item Formats (Kaplan and Saccuzzo):
- Dichotomous format (right/wrong questions like true/false or yes/no) are easy to create and score, however, there is a chance for guessing correct answers, thus requiring large quantities of items to offset chance successes.
- Polytomous (polychotomous) format (multiple option questions) offer several multiple choice options. A stem, or question, is paired with distractors which seem to be correct answers, to prevent the respondent from simply guessing the correct answer.
- Matching items involve two columns of response options, and the respondent matches items between the columns.
- Likert Format is very common in personality assessments that allows respondents to express the degree of agreement on a statement ranging from strongly disagree to strongly agree. Includes a neutral option.
- Category Format similar to Likert scale, but can include more than 5 options, used to rate something e.g., athlete performance.
- Checklists and Q-sorts list adjectives or statements for responses. Checklists can be used in personality assessments, and Q-sorts involve sorting statements based on their applicability.
Constructed Response Formats
- Constructed response items (completion, short answer, essay) require respondents to provide or create correct answers, instead of selecting one.
- Completion items require completion of sentences.
- Short answer items demand concise answers.
- Essay questions require detailed responses about a topic.
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Description
This quiz explores the essential aspects of test construction, including content range, item formats, and the number of items. Understanding these factors is crucial for developing effective assessments that meet specific objectives. Additionally, it highlights the influence of test purpose on item writing.
