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CESP 433 Test # 4 Review - Reliability and Validity (Ch. 14) Flashcards | StudBud
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CESP 433 Test # 4 Review - Reliability and Validity (Ch. 14)
CESP 433 Test # 4 Review - Reliability and Validity (Ch. 14)
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This is a review over reliability and validity and also includes basic statistical information.
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Answers
1
What's the mode in the following set of scores? Scores: 0, 0, 1, 2, 4, 6, 10, 10, 19
6
0 and 10
0
5
2
An AGCT score of 140 would convert into an SAT score of (hint: mean AGCT 100, sd 20)
130
700
180
300
3
4th gr. student gets 6.5 in reading. What's best interpretation of grade equiv score in reading
He's reading 6th grade material as well as an avg 6th grader
Reading 4th grade material as well as an avg 6th grader
He should be promoted to the 6th grade
He has many of the reading skills that a 6th grader learned
4
The SAT and ACT tests are both what type of tests?
formative
standardized
criterion-referenced
diagnostic
5
Measure of the match between the information on a test and what's taught in a lesson is
test-retest reliability
construct validity
internal consistency
content validity
6
When creating a rubric, it's essential that the criteria listed
cover several levels of Bloom's taxonomy
produce a strong index of sensitivity
are placed in order of importance
match the lesson's objectives
7
Which is true: Grade equivalent scores
Are preferred by teachers and parents
Are highly reliable
Remain consistent from test to test
Are easily interpreted
8
Aptitude tests are successful to the degree that they
diagnose learning disabilities
measure student achievement
predict student performance
correlate with students' grades in the subject covered
9
What is the mean in the following set of scores? Scores: 0, 3, 5, 6, 6
none of the above
5
6
4
10
Which of the following sets of standard scores are all above the mean?
CEEB=300; z=-2; T=30
CEEB=500; z=0; T=50
CEEB=400; z=-1; T=40
CEEB=600; z=1; T=60
11
Getting different scores on a standardized test for science would make you question the test's
reliability
predictive validity
content validity
norms
12
Developing a rubric begins with
establishing instructional objectives
brainstorm to determine the range of possible performances
rating the importance of each criteria
establishing a cut-off score for a passing grade
13
Which describes desirable inter-rater reliability?
Students' scores are consistent across time.
Score on one test corresponds with score from similar test
The content of a test matches what was taught.
Multiple scorers of a test give similar scores.
14
Norm-referenced achievement tests administered by school psychologist or Sp. Ed. teacher
Show general learning aptitude
Primarily to assess skills/abilities taught in school
Can't be used to determine academic deficits or disabilities
Primarily to assess vocational/academic interests
15
To ensure assessment rubric on a performance asmt. has content validity is to
compare criteria on rubric to instr. objectives
determine if scores on rubric predict some other outcome
use rubric twice at diff. points to score same students
have two or more ind. raters score and then compare scores
16
A test that'll be an applied demonstration of skills in chemistry, what test should he create?
an essay exam
a performance assessment
a norm-referenced test
a multiple choice test
17
If a classroom assessment instrument is highly reliable, that means it
yields scores that form a bell curve
predicts future success in school
gives us similar results on different occasions
accurately assesses if students attained instr. objectives
18
Stanines, z-scores, and normal curve equivalents are all
standard scores
factor scores
raw scores
percentile scores
19
Average amount that scores in a distribution differ from the mean is indicated by the
standard deviation
stanine score
median
standard error of measurement
20
Sheila receives a score of 53 on a test with a mean of 38 and a std dev. of 10. Her T-score is
15
1.5
130
65
21
Validity of test results would be best reflected in response to which of the following ?'s
Does the test yield the type of information desired?
Are the test questions current?
Is there enough similarity among the items?
Are the test results consistent?
22
What is the median in the following set of scores? Scores: 66, 66, 74, 96, 98
none of the above
66
80
74
23
If you "go out" one standard deviation on both sides of the mean, you gather what % of scores
68
96
24
Those scoring high did well in ind. tech & those scoring low did poor in ind. tech. Test has
criterion-related evidence of (predictive) validity
internal reliability
content evidence of validity
discriminant evidence of validity
25
Percentile rank of 67 would mean (most likely) that
the student got 67% of the questions right
student did worse than 67% of students in norm group
student did as well / better than 67% of those in norm group
student score was equal to someone's who finished 67% of ?'s
26
Std. deviation is 16 and mean is 100, distribution is normal. This means 68% of scores between
100 and 132
84 and 116
92 and 108
84 and 100
27
If you "go out" two std. deviations on both sides of the mean, you gather what % of scores
96
68
28
1st class: mean of 60, std. dev. 15; 2nd class: mean of 58, std. dev. of 2. Conclude what?
Both classes need remediation.
The first class is significantly more capable.
The scores in the second class are more varied.
There are greater student differences in the first class.
29
Approximately what percent of z scores will be negative on a normal curve?
Cannot determine from the information given
50
0
25
