True/False
Reliability
Validity
Item Analysis
Application
100
True or False? Validity is the most important type of quality control
TRUE! Refer to page 145.
100
What are the two ways to test the quality of an assessment?
Validity and Reliability
100
When considering content validity, why do researchers sometimes use a panel of judges?
To eliminate subjective, or biases opinions.
100
What is Item Analysis?
An in-depth examination of individual assessment items after an assessment has been given.
100
How many test items should a formal assessment have?
There is no specific amount, but the more the merrier! (page 146)
200
True or False? Item analysis is the percentage of individuals who correctly answer a given item.
FALSE! Refer to page 145. Item difficulty is the correct term.
200
Reliability measures _________ of an assessment.
Consistency.
200
How many different ways are there to check for validity?
Three
200
What are the two fundamental aspects involved in conducting an item analysis for the classroom?
Item Difficulty, and Item Discrimination
200
Which type of analysis is more accurate and precise for measuring quality control?
Formal Analysis
300
True or False? One of the most common forms of reliability is test-retest reliability.
TRUE! Refer to page 144.
300
What are two other examples of reliability that we see in everyday life?
Possible answers include: *Thermometers *Weight scales *Rain gauges *Weather sensors
300
For criterion-related validity, should students test scores be relatively the same or different on both, the older and newer tests?
The same. The students scores should be close to the same because both of the exams should test over the same range of material.
300
What kind of assessments must item difficulty be the most different on?
Criterion-referenced assessments
300
When examining test scores, what is the percentage range that constitutes the top of the class?
21%-33% (page 148)
400
True or False? If the group consistently misses the same question, the question doesn't need to be discarded.
FALSE! Refer to page 148. If the group consistently misses the same question, the question needs to be revised or discarded.
400
Is a test considered reliable if a student scores differently each time the same assessment is given?
No, in order for an assessment to be reliable, the student should score roughly the same each time the assessment is given.
400
What are the names of the forms to test for validity?
Criterion-related, content, and construct.
400
If the difference between the high and low scores on a test is big, is the level of item discrimination better or worse?
Better!!
400
Give an example of a program that you can use for formal analysis.
Scantron, Excel, Bubble sheets, etc.
500
True or false? An item correctly answered by more than 75% of students may be a questionable item.
TRUE! Refer to page 146. The test may be too easy and therefore may be an invalid representation of student's knowledge.
500
Define Internal Consistency Reliability.
Examination of one single administration of an assessment
500
Define and give and example of construct validity.
Analyzes and relates the assessment to a particular construct, or idea. i.e. Scores on a test about job stress should be able to predict the theories about the relationship between job stress and turnover and absenteeism.
500
Why is Item Analysis important?
Various answers.... 1. So we can see the difference in high and low scores, 2. So we can know if we need to change or drop any questions 3. So we know why students may have missed questions 4. So we see the percentage of students who missed certain questions 5. Helps us establish validity in our tests etc.
500
List three reasons why we use Reliability, Validity, and Item Analysis.
Various answers will be accepted!
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