Which of the following was a major shift in the 2014 AERA-APA-NCME Standards
for Educational and Psychological Testing?
A. Defining assessment validity as inference-accuracy for a specific purpose.
B. Formally sanctioning both the construct and the label: “Consequential Validity.”
C. Deleting a significant chapter of previous standards dealing with “fairness.”
D. Adding a complete chapter on affective assessment for individual students.
How does “classification consistency” differ conceptually from more traditional
indicators of test reliability?
A. Classification-consistency approaches are focused more on capturing the degree of
students’ consistent categorizations rather than supplying only numerical indices of
students’ score consistency.
B. Classification-consistency approaches do not employ numerical indicators of an
assessment’s consistency, unlike traditional reliability procedures.
C. In contrast to traditional reliability approaches, if there are no actual decisions linked
to a test’s use, it is impossible to determine a test’s classification consistency.
D. Whereas the three traditional forms of reliability evidence are largely
interchangeable, classification-consistency approaches to reliability are truly distinctive.
Which of the following approaches to bias-elimination is it most reasonable to expect
classroom teachers to use?
A. Empirical approaches
B. Judgmental approaches
C. Both empirical and judgmental approaches are equally reasonable for classroom
teachers to use.
D. Neither empirical nor judgmental approaches are reasonable for classroom teachers
to use.
Which of the following descriptions of validity is most accurate?
A. Validity refers to the consistency with which a test measures whatever it is
measuring.
B. Validity describes the degree to which a test’s usage leads to appropriate
consequences for students.
C. Validity describes the legitimacy of the decision to which a test-based inference will
be put.
D. Validity refers to the accuracy of score-based interpretations for specific purposes.
The standard error of measurement is focused chiefly on:
A. Test content evidence of validity
B. Response processes evidence of validity
C. Relations to other variables evidence of validity
D. None of the above
Consider the following statements regarding test-preparation. Which one is not
accurate?
A. Appropriate test-preparation will simultaneously improve students’ test scores as
well as students’ mastery of the knowledge and/or skills represented by the test.
B. If relatively brief, generalized test-taking preparation focused on such skills as how
to manage one’s time during test-taking is quite appropriate.
C. If teachers simultaneously direct their instruction toward a test’s specific items and
the curricular aim on which the test is based, this constitutes appropriate test
preparation.
D. If teachers adhere to the ethical norms of the education profession while preparing
their students, this is an important ingredient in appropriate test-preparation activities.
Stability data regarding assessment consistency is an instance of:
A. Test-retest reliability
B. Precision reliability
C. Internal-consistency reliability
D. Alternate-form reliability
Presented below are four item-writing rules. Which one is a guideline often
recommended for the construction of short-answer items?
A. Typically employ direct questions rather than incomplete statements, especially for
young students.
B. For incomplete statements, use at least three blanks, preferably more.
C. Be certain that the length of a blank coincides roughly with the correct answer’s
likely length.
D. Structure an item, both verbally and in format, so that students can decide how
lengthy their response should be.
Which of the following is not a general item-writing rule for classroom assessments?
A. Do not provide unclear directions to students about how to respond to an assessment.
B. Do not inform students about how much the items on a test will be weighted.
C. Do not employ sentence-structures unlikely to be easily understood by students.
D. Do not employ words, phrases, or sentences apt to be regarded as ambiguous to
students.