A researcher wishes to increase the score reliability of a reading test being used in a study. The ...

A researcher wishes to increase the score reliability of a reading test being used in a study. The score reliability could be most easily increased by increasing the
 
  a. number of items on the test. c. homogeneity of the group tested.
  b. number of persons tested. d. number of types of items on the test.

Ques. 2

An investigator computed the split-half reliability coefficient of a test and found it to be .85 . Later an equivalent form of the test was prepared and the reliability computed by administering the two forms to a group. One might expect that the reliability coefficient obtained by the latter procedure would be
 
  a. lower than .85 c. also .85.
  b. higher than .85.

Ques. 3

A language aptitude test is administered to 50 students who are entering an honors French course. After one semester, their scores from the final examination in the French course are correlated with the scores from the language aptitude test. The resulting correlation coefficient would provide what kind of evidence of the test's score validity?
 
  a. Content c. Concurrent
  b. Test-retest d. Criterion-related

Ques. 4

Split-half reliability will be higher than Kuder-Richardson reliability in
 
  a. a long test.
  b. a very difficult test.
  c. a heterogeneous test.
  d. a test with a large error variance.
  e. an internally consistent test.

Ques. 5

Which of the following represents the most direct evidence that a test is a valid measure of a construct?
 
  a. The test predicts success in college.
  b. The test scores correlate highly with teachers' ratings.
  c. The test includes a representative sample of the skills taught in the course.
  d. The test of trait Y places individuals into categories that were predicted from the theory of trait Y.

Ques. 6

The Kuder-Richardson 21 formula for estimating the score reliability of a classroom achievement test has the disadvantage that
 
  a. it is difficult to compute.
  b. it assumes that all test items are of equal difficulty.
  c. it is inappropriate for a power test.
  d. the resulting reliability coefficient must be adjusted by using another formula.

Ques. 7

Choose the method of estimating score reliability that would be most useful for each of the types of tests listed below. An achievement test to be given as a pretest and a posttest in a classroom research study
 
  a. equivalent forms c. test-retest
  b. split-half

Ques. 8

Choose the method of estimating score reliability that would be most useful for each of the types of tests listed below. A physical fitness test administered in junior high school
 
  a. equivalent forms c. test-retest
  b. split-half