Assembling a class exam should begin with which activity?
a. Decide on the item format(s).
b. Develop items that can be scored decisively.
c. Follow your table of specifications.
d. State the problem or task clearly.
Ques. 2Constructed-response items are superior to selected-response items for which condition? Demonstrating a student can
a. add two numbers.
b. show how to write a thank-you note.
c. define a geology term.
d. list the state in which the Mississippi River begins.
Ques. 3A classroom test item showed the following percentages of students selecting each multiple-choice response: A (2) B(92) C(3) D(3). B was the correct answer. Which analysis would be useful to describe this situation?
a. Distracter analysis
b. Item Difficulty analysis
c. Item Discrimination analysis
d. Item Bias analysis
Ques. 4Which of the following, from a classroom teacher's perspective, is probably the most serious drawback of portfolio assessment?
A. Parents' negative reactions to portfolio assessment
B. Students' negative reactions to portfolio assessment
C. Portfolio assessment's time-demands on teachers
D. The excessive attention given to portfolio assessment by educational policymakers
Ques. 5Which of the following is not a key step that a classroom teacher needs to take in implementing a portfolio assessment program?
A. Decide on the kinds of work samples to collect.
B. Decide which students should be involved in the portfolio assessment program.
C. Require students to evaluate continually their own portfolio products.
D. Schedule and conduct a meaningful number of portfolio conferences.
Ques. 6In an apprenticeship course for electricians, state regulation requires that students master the content of specific objectives such as calculating resistance for a given circuit. An item on the state test is constructed. Which Index would be best to evaluate the item?
a. Percent of test-takers getting the item correct
b. Percent of top 27 scorers on the test who get the item correct minus bottom 27 scorers on the test who get the item correct
c. Percent of test-takers who get the item correct after instruction minus percent of test-takers who get the item correct before instruction
d. Percent of test-takers who complete the course and get the item correct
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