Which of the following statements are true?

Inter-observer reliability must involve the use of one observer.

Test-retest reliability must involve participants taking part in the research more than once.

Inter-observer reliability must involve participants taking part in the research more than once.

Test-retest reliability must involve the use of more than one observer.

When using a statistical test to assess test-retest or inter-observer reliability, which of the following criteria MUST that test meet?

It must be a test of correlation

It must be a test of difference

It must be appropriate for nominal data

It must be appropriate for a repeated measures design

Which is a way in establishing test reliability?

Scores in a test with different versions are correlated to test if they are parallel.

The test is examined if free from errors and properly administered.

The components or factors of the test contain items that are strongly uncorrelated.

Two or more measures are correlated to show the same characteristics of the examinee.

How do we determine if an item is easy or difficult?

An item is difficult if majority of the students are not able to provide the correct answer. The item is easy if majority of the students are able to answer correctly.

An item is easy if majority of students are not able to provide the correct answer. The item is difficult if majority of the students are able to answer correctly.

An item can be determined difficult if the examinees who are high in the test can answer more the items correctly than the examinees who got lows scores. If not, the item is easy.

An item can be determined easy if the examinees who are high in the test can answer more the items correctly than the examinees who got low scores. If not, the item is difficult.

Which is used when the scores of the two variables measured by a test taken at two different times by the same participants are correlated?

Significance of the Correlation

A test question is answered correctly by 95% of the students. What can be said about this item's difficulty index?

The item has a moderate difficulty.

A test item has a difficulty index of P=0.50 and a discrimination index of D=0.45. What is the best conclusion about this item?

The item is of ideal difficulty and effectively discriminates.

The item is too easy and effectively discriminates.

The item is too easy and does not discriminate.

The item is too difficult and does not discriminate.

An item on a test is answered correctly by most of the high-scoring students and incorrectly by most of the low-scoring students. What does this indicate about the item?

The item has a good discrimination index.

The item has a poor difficulty index.

The item has a negative discrimination index.

The item has a low discrimination index.

A test item's difficulty index is found to be 0.05. What is the most appropriate action to take with this item?

Keep the item as is, it's a good discriminator.

Move the item to the beginning of the test.

A test has a negative discrimination index. What does this mean?

The item is answered correctly by more low-scoring students than high-scoring students.

The item is of ideal difficulty.

The item is answered correctly by more high-scoring students than low-scoring students.

The item is too easy for the test takers.

A test item has a negative discrimination index. What should be done with this item?

Move the item to the beginning of the test.

Keep the item as is, it's a good discriminator.

A teacher wants to create a parallel test to her current history quiz. What is the most important characteristic of the new test?

The new test must have the same form, but different content.

The new test must have the same questions as the original test.

The new test must have the same number of questions.

The new test must be administered at the same time as the original test.

A test item has a difficulty index of P=0.95 and a discrimination index of D=0.05. What is the most appropriate conclusion?

The item is too easy and has a low discrimination.

The item is too easy but has a good discrimination.

The item is of ideal difficulty and has a good discrimination.

The item is too difficult and has a low discrimination.

EDU215_Item Analysis and Validation

Authored by Fernan Gonzales

Professional Development

University

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MULTIPLE CHOICE QUESTION

10 sec • 1 pt

It refers to the consistency of the scores obtained.

Validity

Reliability

Practicality

Authenticity

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

It is a measure of internal consistency, that is, how closely related a set of items are as a group.

Cronbach's Alpha

Stability Test

Internal Consistency

Pearson Product Moment Correlation

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

The researcher determines the validity by looking at the features of the instrument.

Construct Validity

Content Validity

Face Validity

Predictive Validity

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

It measures by subjecting the instrument to an analysis by a group of experts who are knowledgeable about the subject both in theory and practices.

Construct Validity

Content Validity

Face Validity

Predictive Validity

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

This refers whether the test corresponds to its theoretical construct.

Construct Validity

Content Validity

Face Validity

Divergent Validity

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

It is determined by administering both the new test and the standardized test to a group of respondents, then finding the correlation between the two sets of the scores.

Concurrent

Predictive

Consistency

Convergent

MULTIPLE CHOICE QUESTION

20 sec • 1 pt

It refers to how well the test predicts some future behavior of the examinees.

Consistency

Concurrent

Predictive

Convergent

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EDU215_Item Analysis and Validation

It refers to the consistency of the scores obtained.

It is a measure of internal consistency, that is, how closely related a set of items are as a group.

The researcher determines the validity by looking at the features of the instrument.

It measures by subjecting the instrument to an analysis by a group of experts who are knowledgeable about the subject both in theory and practices.

This refers whether the test corresponds to its theoretical construct.

It is determined by administering both the new test and the standardized test to a group of respondents, then finding the correlation between the two sets of the scores.

It refers to how well the test predicts some future behavior of the examinees.

The ability of the instrument to measure what it intends to measure.

The same test is given to a group of respondents twice.

Items sought must be correlated with each other and the test should be internally consistent.

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