When teachers are initially told that the students they will be teaching are either not very imaginative or are very imaginative, ratings using an adjective checklist will tend to reflect this original assessment. This is an example of
a. the effect of context.
b. visual analogue.
c. low sample size.
d. forced choice effect.
Two or more tests that are given together and relate seemingly diverse topics are called
a. structured.
b. unstructured.
c. batteries.
d. portfolios.
Describing the chances that low-ability test takers will obtain each score is called the
a. dichotomous format.
b. polytomous format.
c. guessing threshold.
d. 50 threshold.
The use of test batteries was common by the time of the
a. Ling Dynasty.
b. Han Dynasty.
c. Tam Dynasty.
d. Nam Dynasty.
One problem with the use of category rating scales is that
a. many respondents are confused by dichotomous formats.
b. responses are sometimes influenced by the context in which objects are rated.
c. rating scales must be at least 100 points in order to be meaningfully interpreted.
d. category rating scale data do not have ordinal scale property.
The origins of testing can be traced to
a. Egypt.
b. England.
c. China.
d. Russia.
The following is an item from an attitude scale: Physical punishment is essential in order to control children. Strongly disagree Disagree Neither agree or disagree Agree Strongly agree This item is in the
a. category format.
b. Likert format.
c. dichotomous format.
d. polytomous format.
What evolutionary constructs did Galton apply in his book Hereditary Genius?
a. Genetics and epigenetics
b. Survival of the fittest and individual differences
c. Random differences and population variation
d. Evolution and selective breeding
One method for measuring chronic pain asks the respondent to group statements according to how accurately they describe his/her discomfort. This would be an example of the
a. Q-sort format.
b. checklist format.
c. Likert format.
d. category format.
Test administration refers to the
a. construction of the test.
b. validation of the test.
c. act of taking a test.
d. act of giving a test.
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