Why are applying item analysis statistics to performance assessments more difficult than applying ...

Why are applying item analysis statistics to performance assessments more difficult than applying item analysis statistics to other types of tests, such as mastery and speed tests?
 
  a. Responses are all qualitative
  b. There are too many responses in performance assessments
  c. There are too few responses in performance assessments
  d. Performance assessments are just as likely to have item analysis statistics

Ques. 2

___________ are a form of performance assessment and involve the systematic collection of student work products.
 
  a. Essay questions
  b. Content journals
  c. Portfolios
  d. None of the above

Ques. 3

The use of distracters is very helpful in the construction of tests; however, the test developer must change either item difficulty or item discrimination because the use of distracters can negatively impact one or the other.
 
  a. True
  b. False

Ques. 4

When testing an individual to determine if they have a specific learning disability, it would be important to use a battery, such as the Wide Range Achievement Test 3, because it covers all areas of learning disabilities.
 
  a. True
  b. False

Ques. 5

Which of the following types of items is a multiple-choice, true-false, or matching question?
 
  a. Selected-response item
  b. Item-content item
  c. Constructed-response item
  d. None of the above

Ques. 6

A test developer correlates each response of a multiple-choice item with total test score. The following results are found: A(r = .10) B(r = -.32) C(r = .61) D(r = -.12). The correct answer was B. Which statement is best supported?
 
  a. The item exhibits good distracter characteristics and should be kept.
  b. The item exhibits poor distracter characteristics and should be revised or dropped.
  c. The item has a high difficulty and should be kept.
  d. The results do not allow any interpretation of the item's functioning.