Teacher's Test Construction Process
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Questions and Answers

Why might a researcher choose to use a shorter measure instead of a longer and more comprehensive one?

  • Testing time is severely limited (correct)
  • The shorter measure is free to use
  • The shorter measure is proprietary
  • The shorter measure is more reliable and valid

    • What is typically the case when an existing measure was created primarily for use in scientific research?

  • It is described in detail in a published research article and is free to use (correct)
  • It is only briefly described by later researchers
  • It is proprietary and must be purchased
  • It is included in the Directory of Unpublished Experimental Measures

    • Where can you find details about proprietary measures and how to obtain them?

  • In the text provided
  • In your university library
  • In the Mental Measurements Yearbook (correct)
  • In the Directory of Unpublished Experimental Measures

    • What is the purpose of the American Psychological Association's Directory of Unpublished Experimental Measures and PsycTESTS?

    <p>To catalog measures that have been used in previous research</p> Signup and view all the answers

    What is the main difference between using an existing measure and creating your own measure?

    <p>Creating your own measure allows you to test new concepts</p> Signup and view all the answers

    Which of the following is NOT a reason a researcher might choose to use a shorter measure instead of a longer one?

    <p>The researcher wants to test new concepts</p> Signup and view all the answers

    What is a characteristic of multidimensional scales with correlated dimensions?

    <p>Each subscale is unidimensional.</p> Signup and view all the answers

    In scales with higher-order factors, what do the subscales assess?

    <p>Different psychological attributes linked by a broader attribute</p> Signup and view all the answers

    What distinguishes scales with uncorrelated dimensions from scales with higher-order factors?

    <p>The lack of a broader psychological attribute linking the subscales</p> Signup and view all the answers

    What does the NASA-TLX measure using its 6 subscales?

    <p>Different aspects of workload</p> Signup and view all the answers

    Which type of scale should not compute a total score across subscales?

    <p>Scales with uncorrelated dimensions</p> Signup and view all the answers

    In multidimensional scales, what does it mean when dimensions are uncorrelated?

    <p>Each dimension is independent and not related to the others.</p> Signup and view all the answers

    What might agreeable participants do when being measured?

    <p>Respond in ways they believe they are expected to</p> Signup and view all the answers

    How can participant reactivity affect the reliability and validity of scores?

    <p>By making scores inconsistent and unreliable</p> Signup and view all the answers

    What are demand characteristics in research studies?

    <p>Subtle hints about the study's real purpose</p> Signup and view all the answers

    How might a participant react if they perceive subtle cues indicating how the researcher expects them to behave?

    <p>They might respond as they believe is expected of them</p> Signup and view all the answers

    What impact can a researcher's own expectations have on participants' behaviors?

    <p>Bias participants' behaviors in unintended ways</p> Signup and view all the answers

    How might agreeable participants with low self-esteem respond when asked about their self-worth?

    <p>They will answer based on what they believe is socially appropriate</p> Signup and view all the answers

    What was the primary factor in determining the total number of items and item types for the test?

    <p>The time allocated for students to complete the test and students' general test-taking abilities</p> Signup and view all the answers

    How did the teacher determine the percentage of class time for each learning objective?

    <p>By dividing the minutes spent teaching each objective by the total minutes for the unit and multiplying by 100</p> Signup and view all the answers

    What was the purpose of determining the percentage of time spent in class on each objective?

    <p>To identify how many items on the test should address any particular objective and enhance test content validity evidence</p> Signup and view all the answers

    How did the teacher determine the number of items needed to measure each objective?

    <p>By multiplying the percentage of time on topic by the total number of items on the test</p> Signup and view all the answers

    What did the teacher do in instances where the calculated number of items for an objective was not a whole number?

    <p>Rounded to the nearest whole number when appropriate</p> Signup and view all the answers

    Why did the teacher not include any test items for Objective 4?

    <p>Not enough instructional time was spent teaching that content to justify assessing it on the unit test</p> Signup and view all the answers

    What is the primary purpose of measuring 'workload' as described in the text?

    <p>To develop questions that reflect different dimensions of workload</p> Signup and view all the answers

    Which of the following is an example of a 'bad' survey question?

    <p>The interface was visually pleasing and easy to use.</p> Signup and view all the answers

    Which of the following is an example of a 'good' survey question, as described in the text?

    <p>The interface was easy to use.</p> Signup and view all the answers

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