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Questions and Answers
What does 'R' represent in the context of test construction?
What does 'R' represent in the context of test construction?
- The number of examinees who get the item correct (correct)
- The number of examinees who incorrectly answered the item
- The total number of examinees
- The proportion of examinees who get the item correct
What is the purpose of the Grouping Method (Use of Extreme Groups) in test construction?
What is the purpose of the Grouping Method (Use of Extreme Groups) in test construction?
- To calculate the proportion of examinees in the upper and lower groups who get the item correct
- To determine the optimal point for selecting the upper and lower criterion groups
- To compare the difficulty of multiple-choice items with different numbers of choices
- To select the upper and lower 27% of examinees based on their test scores or job ratings (correct)
What does the formula $\frac{p_u - p_l}{1 - p_l}$ represent in the context of test construction?
What does the formula $\frac{p_u - p_l}{1 - p_l}$ represent in the context of test construction?
- The proportion of examinees in the upper group who get the item correct (correct)
- The proportion of examinees in the lower group who get the item correct
- The corrected item difficulty
- The uncorrected item difficulty
How can the difficulty of multiple-choice items with different numbers of choices be compared?
How can the difficulty of multiple-choice items with different numbers of choices be compared?
Which of the following is an example of a polytomously scored item?
Which of the following is an example of a polytomously scored item?
What is the main purpose of avoiding 'double-barreled' items in test construction?
What is the main purpose of avoiding 'double-barreled' items in test construction?
What does item analysis refer to in test construction?
What does item analysis refer to in test construction?
Which type of analysis in item construction involves evaluating content and form of items?
Which type of analysis in item construction involves evaluating content and form of items?
What is the principal focus of quantitative analysis in item construction?
What is the principal focus of quantitative analysis in item construction?
What does the item difficulty (pi) represent in test construction?
What does the item difficulty (pi) represent in test construction?
What should an increase in the proportion of examinees passing an item logically indicate?
What should an increase in the proportion of examinees passing an item logically indicate?
Which method is used for dichotomously scored items in estimation?
Which method is used for dichotomously scored items in estimation?
What is one guideline for generating an item pool according to De Vellis (2003)?
What is one guideline for generating an item pool according to De Vellis (2003)?
Why should exceptionally long items be avoided when constructing tests?
Why should exceptionally long items be avoided when constructing tests?
Which of the following best describes a 'double-barreled' item?
Which of the following best describes a 'double-barreled' item?
How does the level of reading difficulty impact test completion according to the text?
How does the level of reading difficulty impact test completion according to the text?
Which item format is NOT recommended for test construction based on the guidelines provided?
Which item format is NOT recommended for test construction based on the guidelines provided?
What could happen if 'double-barreled' items are included in a test?
What could happen if 'double-barreled' items are included in a test?
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Study Notes
California Q-Sort
- California Q-sort is an instrument used to measure personality, consisting of 100 cards with descriptive statements that observers arrange to describe a person.
Test Construction
- Item analysis is a process used to evaluate test items and select the final set for a test.
- There are two approaches to item analysis: qualitative and quantitative analysis.
Item Analysis
- Qualitative analysis involves evaluating content validity, item format, and effective item-writing procedures.
- Quantitative analysis involves measuring item difficulty and item discrimination.
Item Difficulty
- Item difficulty is defined as the proportion of examinees who get an item correct.
- Traditionally, the proportion of examinees passing an item is called item difficulty, but logically it should be called item easiness.
- Estimation methods for item difficulty include:
- Method for dichotomously scored items: P = R / N
- Method for polytomously scored items: uses the mean of total examinees' scores on one item
- Grouping method (using upper and lower criterion groups)
Estimation Methods
- Method for dichotomously scored items uses the proportion of examinees who get the item correct (P = R / N).
- Method for polytomously scored items uses the mean of total examinees' scores on one item.
- Grouping method uses upper and lower criterion groups to select examinees based on their test scores or job ratings.
Correct Chance Effects
- Corrected item difficulty takes into account the number of choices for a multiple-choice item.
- Uncorrected item difficulty does not account for the number of choices.
Item Writing Guidelines
- Define clearly what you want to measure.
- Generate an item pool.
- Avoid exceptionally long items.
- Keep the level of reading difficulty appropriate for the intended audience.
- Avoid 'double-barreled' items that convey two or more ideas at the same time.
- Consider mixing positively and negatively worded items.
Reliability
- Ensuring validity is crucial for reliability.
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