The principle of informed consent implies that examinees must be informed of the content of a
test and what it purports to measure before consenting to take it.
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The most basic of all standard scores are z scores.
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The Family Educational Rights and Privacy Act of 1974 is concerned with the matter of
confidentiality of student information.
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The traditional and most common method of interpreting a person's score on a standardized test
is to compare it with the scores of other people who have taken the test.
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The general Spearman-Brown formula is used to estimate the reliability of a lengthened test.
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Multiple-choice items emphasize recognition rather than recall.
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Coefficient alpha represents a generalization of the Kuder-Richardson internal consistency
method of determining test reliability.
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Simple random sampling is less likely than stratified random sampling to yield a sample that is
representative of the target population.
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The most versatile of all objective test items, in that it can be adapted to the assessment of simple
or complex objectives, is the true-false item.
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The Code of Fair Testing Practices in Education was designed to regulate the administration of
all tests used in educational contexts.
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