1. EDUC Quiz #10
W. Huitt

2. Question #1
In designing a classroom achievement test for your students, your major concern should be that the test
matches the instructional objectives for the material concerned.
contains questions considered fair by the majority of students.
measures what students are capable of doing rather than what they have done.
includes a variety of item types, such as objective questions and essay questions.

3. Question #2
An appropriate conclusion to draw from the acronym WYMIWYG is that
critical thinking is more important than creative thinking.
teachers should match evaluation activities to the desired level of Bloom et al.’s taxonomy of the cognitive domain.
teachers can expect students to engage in higher levels of thinking during learning activities even if they are not directly evaluated on summative exams.
principals should insist that at least forty percent of a teacher’s exams should address objectives at higher levels of Bloom et al.’s taxonomy of the cognitive domain.

4. Question #3
The validity of a test would be best reflected in response to which of the following questions?
Are the test results consistent?
Can this test be used in other schools?
Does the test yield the true results for the information desired?
Is the test biased against any subgroup or types of individuals?

5. Question #4
Which of the following is NOT true of the reporting function of evaluation?
Grades can serve as reinforcers for many students even if they are not interested in the course content.
Test scores and formative feedback can keep parents informed about their children’s schoolwork.
Most parents believe grades and other school evaluations are important and will reward children who do well.
All children want to receive praise and therefore grades can serve as an important reinforcer even if they are not valued by parents.

6. Question #5 A summative evaluation asks the question
How well is a student learning the material?
What is a student doing in the process of learning?
How well did a student learn the required content or skill?
What is the motivation for a student performing a particular behavior?

7. Question #6
In terms of the relationship between reliability and validity of evaluations,
a test can have reliability, but not necessarily have validity.
a test can have validity, but not necessarily have reliability.
if a test has reliability, validity can be assumed.
both can be demonstrated by having the scores distributed according to a normal curve.

8. Question #7
The type of validity that relates present performance to future performance is ______ validity.
behavioral
predictive
construct
content

9. Question #8 Criterion-referenced evaluations focus on
assessing students’ mastery of specific skills as related to preset standards.
comparisons of a student’s scores to those of other students in the country.
comparisons of a student’s scores to those of other students in the class.
assessing students’ mastery compared to other students in the country.

10. Question #9
When schools collect data on student attendance, student performance on quizzes and tests, samples of student writing, and pictures of student projects, they are involved in the process of
testing.
evaluation.
assessment.
measurement.

11. Question #10
The scoring reports for a criterion-referenced achievement test would most probably show
students’ rankings compared to all other students who have taken the test.
the number of test items a student answered correctly for each objective.
students’ confidence ratings of their performance on each items.
a student’s normal curve equivalent score on each item.

12. Question #11 A main goal in writing multiple-choice questions is to
make the answers longer than the stem so as to require more reading and mental processing.
include at least one distractor that a knowledgeable student is likely to regard as correct.
make the distractors appear just as reasonable as the correct answer to students who do not know the material.
make the average difficulty index .60 (or 60% correct).

13. Question #12
Which of the following is TRUE regarding standardized norm-referenced tests?
They are typically given only in high school, not elementary school.
They evaluate students on all the content areas covered in the previous school year.
They provide little information on which to rank students according to their knowledge of a given subject.
They are not specific to content taught in the classroom; items are selected from sources such as textbooks, state curricula, and standards published by professional societies.

14. Question #13
In criterion-referenced grading, when does the teacher decide what performance constitutes mastery of the instructional objective?
When the teacher can compare the scores of all the students.
In advance before the lesson is taught.
At the end of the lesson.
During the lesson.

15. Question #14
A danger that exists when a teacher allows students to retake tests is that they may
not do as well the second time as the first.
not study until after attempting the first test.
decide that they won’t study before either test.
become too discouraged after taking the first test to study for the second test.

16. Question #15
Critics of standardized testing state it is difficult to draw conclusions about teacher effectiveness from standardized norm-referenced testing because
schooling is only one of many influences on a student's school achievement.
what teachers do in classrooms often does not match with the content tested.
much of the content deemed important by educators is not covered by these tests.
All of the above are correct.
Only b and c are correct.

17. Question #16
Education majors at VSU must develop a collection of their work that will demonstrate growth, self-reflection, and achievement. This collection is called a(n)
portfolio.
authentic assessment.
criterion assessment.
performance assessment.

18. Question #17
Mr. Hopkins, a physical education teacher, develops a survey to assess students’ attitudes toward different sports. He administers it to his sixth-period class four times this month and each time the students’ scores change. Mr. Hopkins’ survey results appear to lack
reliability.
specificity.
content validity.
representativeness.

19. Question #18
If a teacher wants to increase the reliability of any test, she or he could
increase the relative proportion of items that do not focus directly on the objectives being taught.
use more items that only a few of the students can answer correctly.
increase the number of test items.
add more easy items.

20. Question #19
Which of the following has research shown to be important when involving students in the evaluation process?
Developing criteria by which their work will be evaluated.
Monitoring and recording their successes and failures.
Communicating their performance to others.
All of the above are correct.
Only “b” and “c” are correct.

21. Question #20
A test that is designed to measure a student’s abilities is a(n) ___________ test.
aptitude
formative
norm-referenced achievement
criterion-referenced achievement

22. The End