Unit II Assessment

Unit II Assessment - Name:EmmanuelleBaileyGreene...

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Name: Emmanuelle Bailey-Greene FINAL EXAMINATION Directions: Select the best response for each of the following items. Some of the items ask you to identify one of the item’s four choices that is not in the same category as the other three choices. In such instances, the not in the item’s stem will always be italicized. 1. Which of the following statements most accurately reflects the relationship between students’aptitude and their achievement? E. Both aptitude and achievement are equivalent to a traditional conception of intelligence. F. Whereas aptitude tends to reflect potential, achievement tends to reflect prior learning. G. Actually, achievement is little more than an operationalization of aptitude. H. The level of a student’s aptitude can never exceed the level of the student’s achievement. 2. If Mr. Higgins, a fourth-grade teacher, tries to evaluate his major exams by ascertaining the degree to which his test’s items are functioning in a similar manner, what kind of test evaluative evidence is this? E. Stability reliability evidence F. Alternate-form reliability evidence G. Internal-consistency reliability evidence H. None of the above
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3. How does “classification consistency” differ conceptually from more traditional indicators of test reliability? E. Classification-consistency approaches are focused more on capturing the degree of students’ consistent categorizations rather than supplying only numerical indices of students’ score consistency. F. Classification-consistency approaches do not employ numerical indicators of an assessment’s consistency, unlike traditional reliability procedures. G. 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. H. Whereas the three traditional forms of reliability evidence are largely interchangeable, classification-consistency approaches to reliability are truly distinctive. 4. Cronbach’s coefficient alpha and the Kuder-Richardson reliability formulae are examples of: E. Stability coefficients F. Alternate-form coefficients G. Internal-consistency coefficients H. None of the above 5. Which of the following is the most useful indicator of the consistency of an individual student’s test performance? E. A polytomous item-analysis F. A dichotomous item-analysis G. A standard error of measurement H. An alternate-form reliability coefficient 6. Which of the following is a typical classroom teacher most likely to collect? E. Content-related evidence of validity F. Predictive criterion-related evidence of validity G. Concurrent criterion-related evidence of validity H. Standard-error-of-measurement evidence
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7. Which of the following approaches to assessment validity is the most intuitively incomprehensible? E. Content-related strategies
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Unit II Assessment - Name:EmmanuelleBaileyGreene...

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