KINE 4300 Test 3 Practice Test

  1. Which of the following statements about CRTs is FALSE?

OThey are used to classify subjects as master/nonmaster.

OThey are used when specific, well-defined goals are identifiable.

OThey are limited to nominal measurement.

OThey are well suited for programmed instruction centered on behavioral objectives.

  1. Which of the following is NOT a basic approach for developing criterion-referenced standards?

Obehavioral

Oempirical

Ojudgmental

Onormative

  1. Which of the following best demonstrates the concept of a criterion-referenced standard?

OAllison's percent body fat is nearer the mean than Melba's.

OScotty was able to achieve a VO2max of 65 ml/kg/min on the treadmill.

OChristie scored a 95% on the final examination.

OElaine could not swim well enough to enter intermediate swimming.

OJessica's score was 3 standard deviations above the mean.

  1. What test statistic would be examined by determining how many students met the cutoff score and how many did not meet the cutoff score for a test on day 1 and again on day 2?

Oconstruct validity

Oconcurrent validity

Oequivalence reliability

Ostability reliability

  1. What statistic is often calculated with criterion-referenced reliability and validity?

Ot test

OANOVA

Ochi-square

OPearson product-moment

Ointraclass reliability

  1. False positives are subjects that truly ______the criterion, but the field test indicated that they ______.

OA. meet; did not

OB. did not meet; did

OC. either a or b

OD. neither a nor b

  1. Which of the following contains compatible words?

Omastery test, norms, cutoff score

Omastery test, criterion, cutoff score

Oachievement test, norms, cutoff score

Oachievement test, criterion, cutoff score

  1. What term describes a person who actually meets the criterion but whose field test results indicate that he did not?

Ofalse positive

Ofalse negative

Omaster

Ononmaster

  1. What is the order of the basic steps in mastery learning?

Opretesting, establishing behavioral objectives, instruction, and evaluation

Oestablishing behavioral objectives, instruction, pretesting, and posttesting

Oestablishing behavioral objectives, pretesting, instruction, and posttesting

Opretesting, instruction, establishing behavioral objectives, and posttesting

  1. Which of the following are evaluated in a categorical manner?

OA. norm-referenced tests

OB. criterion-referenced tests

OC. both a and b

OD. neither a nor b

  1. What is a major difference between norm-referenced reliability and validity, and criterion-referenced reliability and validity?

Othe size of the values obtained

Othe number of students involved

Othe interpretation of reliability

Othe interpretation of validity

Othe types of variables (X and Y) that are used

  1. Which of the following word or words is NOT normally associated with criterion-referenced measurement?

Oabsolute

Operformance comparison

Ostandards

Omisclassification

  1. A high school volleyball coach determines that each player must be able to serve 8 out of 10 serves into the court in overhand fashion. This is an example of a

Ojudgmental standard

Onormative standard

Oempirical standard

Ocombination standard

  1. What should be the first step in the grading process?

recording the scores

summing the scores

averaging the scores

determining the weight for each test score

determining instructional objectives

  1. A meaningful assessment must consist of which of the following two parts?

assessment task and performance criteria

stated purpose and student outcomes

normative standards and scoring procedures

authentic setting and ecological validity

  1. Grading is a

measurement process

formative evaluation

summative evaluation

criterion-referenced evaluation

  1. What is the biggest disadvantage of using arbitrary standards in grading?

consistency

accuracy

representation of student performance

feasibility

none of the above

  1. You want to grade on the "normal curve." What characteristic of the distribution are you most concerned about?

how homogeneous the class is

how heterogeneous the class is

how skewed the class is

the class mean and standard deviation

  1. What should be the first step in the grading process?

recording the scores

summing the scores

averaging the scores

determining the weight for each test score

determining instructional objectives

  1. Using a mean composite score or a total composite score would make no difference under which of the following conditions?

Every individual score was obtained for every student.

All scores were in T score format.

Objectives were weighted equally.

When natural breaks occur in the data.

  1. The lack of a clear definition of what a particular grade means negatively affects which of the following attributes most seriously?

objectivity

relevance

reliability

validity

  1. Which of the following is the LEAST important consideration in determining objectives?

whether the objective can be measured accurately

whether the necessary facilities are available to meet the objective

whether all students have an equal opportunity to accomplish the objective

whether the objective is a defensible educational goal

  1. What is the advantage of considering a grade to be a measurement rather than an evaluation?

It is less susceptible to a particular teacher's expectations.

Measurements require less precision than evaluations.

Evaluations convey less information than measurements.

Evaluations don't convey reward or punishment.

  1. What method should be used to obtain a composite score when scores from the various tests involved are measured on an interval scale and are normally distributed?

There is no way to obtain composite scores in this situation.

normalizing method

rank method

standard score method

  1. If scores were normalized, what T score would be assigned to a score that happened to fall at the mean of its raw score distribution?

0

50

75

need mean and standard deviation data

  1. If a teacher assumes the normal curve to extend from -3 to +3 standard deviation units, uses a grading system having five grades (A, B, C, D, F), and has composite scores that are precisely normal in shape, what percentage of A's will she award?

2.5%

3.5%

5.5%

need more information

  1. When is the grading procedure most seriously affected by the fact that all testing is unreliable to some degree?

when a relative grading system is used

when an absolute grading system is used

when grading is based on improvement rather than achievement

when grading is based on achievement rather than effort and attitude

  1. Adequate practice trials by children taking a fitness test will improve

reliability

relevance

validity

feasibility

all of the above

  1. What is the biggest disadvantage of using arbitrary standards in grading?

consistency

accuracy

representation of student performance

feasibility

none of the above

  1. Grading is a

measurement process

formative evaluation

summative evaluation

criterion-referenced evaluation

  1. Use the following information to determine the correct composite score: test A---weight 35%, score 90; test B---weight 35%, score 88; and test C---weight 30%, score 70.

73

78

83

86

  1. Which method of assigning grades provides the teacher with the most information about student performance on a given test, but is highly student-dependent?

normal curve

teacher standards

natural breaks

norms

  1. Which statement would most likely be made by a teacher using an absolute grading system?

An equal number of A's and F's will be given in this class.

All scores below 70% of the maximum will be considered failures.

The student achieving the highest score will receive an A.

The scores on each test will be relatively normally distributed.