WorksheetsMEC1 Practice test
Total questions: 81
Worksheet time: 44mins
Which of the following is an indicator of validity?
Assessment measures what it is supposed to measure
Assessment produces the same results on retest
Assessment is consistent as a measuring instrument over time
Assessment produces consistent results across items within a test
Degree to which the assessment instrument adequately
evaluates the subject matter
Content validity
Predictive validity
Construct validity
Consequential validity
Degree to which the results of an assessment can be
used to determine future performance or achievement
Content validity
Predictive validity
Construct validity
Consequential validity
Degree to which an assessment measures what the
specifications indicate it is intended to measure
Content validity
Predictive validity
Construct validity
Consequential validity
Degree to which the results of an assessment are used
for a particular purpose and have social significance
Content validity
Predictive validity
Construct validity
Consequential validity
Which question asks about the content validity of a given assessment?
Does the measure predict future mastery of the intended content?
How does this assessment compare with another measure that has been demonstrated to be valid?
Is there agreement between a theoretical concept and the assessment?
Does the assessment measure the specific intended area of content?
What is the purpose of criterion-related validity?
To determine the degree to which the behaviors assessed in a measure or procedure represent the behaviors that are supposed to be measured
To determine the degree to which a measure or procedure is accurate by comparing it with another measure or procedure that is valid
To determine the degree to which there is agreement between a theoretical concept and a specific measuring device or procedure
To determine the degree to which a specific measure or procedure is a reasonable method to obtain results for an assessment
To determine the degree to which the assessment measures the intended concept and not another unintended variable
What is the purpose of construct validity?
Determine the degree to which the behaviors assessed in a measure or procedure represent the range of possible behaviors that are relevant for the assessment
Determine the degree to which a measure or procedure is accurate by comparing it with another measure or procedure that has been demonstrated to be valid
Determine the degree to which there is agreement between a theoretical concept and a specific measuring device or procedure
Determine the degree to which the measure or procedure is a reasonable method to assess the outcomes of interest
Which two criteria must be used to gather evidence of test validity?
Choose 2 answer
The test measures what it was designed to measure.
The test items are highly relevant to the content area being measured
The test has consistent scores among evaluators.
The test consistently provides similar results for the students taking the test.
The test items’ results are similar from one item to the next.
Which of the following is a threat to the validity of a test?
Choose 1 answer
Inclusion of new information
Order of answer options
Comparison of test administrations
Lack of student motivation
The teacher of a senior-level high school literature class wants to see how well her students can interpret James Joyce’s Ulysses.
Which valid measure would assess the students’ interpretation without being readily answerable on some other basis?
Choose 1 answer
Multiple choice
Performance task
Multiple selection
True-false
A teacher is assessing the reliability of several tests.
Match each test description according to the appropriate type of reliability the teacher should assess for the test. An open-ended test always graded by the same person
Internal consistency
Stability reliability
Equivalence reliability
Inter-rater reliability
A teacher is assessing the reliability of several tests.
Match each test description according to the appropriate type of reliability the teacher should assess for the test. A test whose items should all measure a similar thing
Internal consistency
Stability reliability
Equivalence reliability
Inter-rater reliability
A teacher is assessing the reliability of several tests.
Match each test description according to the appropriate type of reliability the teacher should assess for the test. A test with multiple forms
Internal consistency
Stability reliability
Equivalence reliability
Inter-rater reliability
A teacher is assessing the reliability of several tests.
Match each test description according to the appropriate type of reliability the teacher should assess for the test. A test graded through subjective judgment
Internal consistency
Stability reliability
Equivalence reliability
Inter-rater reliability
Why is reliability essential in testing?
Because the assessment should assess what it is supposed to assess
Because there is a correlation between the predictor and the predicted outcome
Because it is an indication of the consistency of scores across evaluators or over time
Because it supports the claim that the test measures or predicts the construct it purports to predict
Which two methods should be used to evaluate the reliability of a single test administered only once?
Choose 2 answers
Split-half
Kuder-Richardson
Test-retest
Equivalent forms
Stability and equivalence
What are the characteristics of reliability coefficients?
Choose 3 answers
A high coefficient value indicates high reliability.
A low coefficient value indicates high reliability.
A high reliability value indicates minimum student error.
A high reliability value indicates maximum student error.
The coefficient can be judged for the minimum level of acceptability.
Match each situation with the expected reliability coefficient response. Heterogeneous test groups
High reliability coefficients
Low reliability coefficients
Match each situation with the expected reliability coefficient response. Consistent interrater reliability tests
High reliability coefficients
Low reliability coefficients
Match each situation with the expected reliability coefficient response. High standard error of measurement
High reliability coefficients
Low reliability coefficients
Match each situation with the expected reliability coefficient response. Short test
High reliability coefficients
Low reliability coefficients
Match each situation with the expected reliability coefficient response. Constructed-response test
High reliability coefficients
Low reliability coefficients
Match each situation with the expected reliability coefficient response. Low standard error of measurement
High reliability coefficients
Low reliability coefficients
Match each example with the corresponding assessment type.
Student-produced evidence of accomplishment of curriculum goals that can be maintained for later use as a collection of evidence to demonstrate ability
Performance-based assessments
Formative assessments
Achievement tests
Match each example with the corresponding assessment type.
Clearly defined tasks with lists of explicit criteria for assessing student work or product
Performance-based assessments
Formative assessments
Achievement tests
Match each example with the corresponding assessment type.
Assessments that allow teachers to observe student behavior ranging from simple responses to demonstrations of work collected over time
Performance-based assessments
Formative assessments
Achievement tests
Match each example with the corresponding assessment type.
Tests in reading, written expression, and mathematics administered to all students after 85% of an academic year is completed
Performance-based assessments
Formative assessments
Achievement tests
Match each example with the corresponding assessment type.
Assessments of individual student success relative to learning standards that give parents, teachers, and schools one measure of student learning and school performance
Performance-based assessments
Formative assessments
Achievement tests
Match each example with the corresponding assessment type.
Assessments conducted to improve the quality of student learning, not to provide evidence for evaluating or grading individual students
Performance-based assessments
Formative assessments
Achievement tests
Match each example with the type of assessment it is an example of.
An assessment measures students' abilities to construct a science experiment that demonstrates a complete understanding of the scientific method.
Performance-based assessment
Placement test
Achievement test
Match each example with the type of assessment it is an example of.
Students must construct a geometric proof that demonstrates the appropriate steps and formulas for determining the distance between two points.
Performance-based assessment
Placement test
Achievement test
Match each example with the type of assessment it is an example of.
Students must produce a brief paper that presents a literary analysis of two distinct works by a single author.
Performance-based assessment
Placement test
Achievement test
Match each example with the type of assessment it is an example of.
A student reads through groups of words until reaching the point where the student does not understand a certain number of words. From this information, the student is assigned a reading group.
Performance-based assessment
Placement test
Achievement test
Match each example with the type of assessment it is an example of.
An assessment must include enough questions to test students with various levels of knowledge in a certain subject. The assessment determines what class students should be assigned to.
Performance-based assessment
Placement test
Achievement test
Match each example with the type of assessment it is an example of.
A computer-adaptive testing system helps assign students into appropriate courses to ensure academic success.
Performance-based assessment
Placement test
Achievement test
Match each example with the type of assessment it is an example of.
A student must take a set of assessments designed to measure reading recognition, spelling, and arithmetic computation.
Performance-based assessment
Placement test
Achievement test
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Answers are less likely to generate random guessing
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Can sample a broad content area in a shorter amount of time
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Ease of scoring provides faster feedback time
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Accepted methods of determining quality exist
(e.g., item analysis, validity, reliability)
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Easier to defend scoring
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Scoring is subjective, which affects interrater reliability
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Time consuming to score
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Answers are visible to the student, who needs
only to recognize it
Constructed-response items
Selected-response items
Categorize each characteristic as an advantage of either constructed-response items or selected-response items.
Include rubrics that often restrict answers that
could be considered plausible
Constructed-response items
Selected-response items
What are the components of a well-designed constructed-response assessment?
Choose 3 answers
Has item stem based on a single instructional objective with single answer choices
Is designed for students to demonstrate understanding by applying knowledge to particular situations
Has item stem based on a given stimulus and includes a series of questions that build from simple to complex
Assesses higher level thinking skills
Requires all answer options to have a particular format such as a map or other graphical representation
Which of the following is an example of formative evaluation?
Choose 1 answer
Examining the delivery of the instruction and making recommendations for future revisions
Examining the curriculum materials to determine how much students learn
Examining the immediate or direct effects of instruction on students, which include knowledge, attitudes, and other effects
Examining results of instruction beyond the immediate results to identify long-term as well as unintended program effects and to examine what happens when several programs of instruction operate in unison
What are three purposes of formative evaluation?
Choose 3 answers
To identify errors in spelling, syntax, and organization of curriculum
To provide diagnostic information to improve teaching
To assess the initial and ongoing curriculum
To identify outcomes of instruction
To assess the final impact of implemented curriculum
Which of the following are components of formative evaluation?
Choose 2 answers
Interpretation of qualitative data
Gathering data from students
Outcomes evaluation
Impact evaluation
Cost-benefit analysis
Which of the following questions would be appropriate for a formative evaluation?
Choose 1 answer
Did the curriculum meet its objectives?
Do some elements of the curriculum take more time than expected?
What was the effectiveness of the curriculum?
What was the net impact of the curriculum?
Which of the following is an example of summative evaluation?
Choose 1 answer
Provides ongoing diagnosis and feedback to teachers so they can change their teaching if needed.
Provides feedback on the effects or outcomes of curriculum assessing the overall impact on students.
Provides feedback during teaching and addresses questions about the students' attitudes.
Provides feedback on the interaction between the target group of students and the curriculum.
Which of the following are purposes for a summative evaluation?
Choose 3 answers
Determine the extent to which curriculum has met the original objectives
Determine the impacts and effects that the curriculum has had on the students
Assess the impact of a curriculum
Provide information to improve the curriculum during the design process
Assess the organization of materials and presentation process of instruction
Assess the initial instruction to improve teaching and learning
Which of the following are elements of summative evaluation?
Choose 2 answers
Outcome evaluation conducted to investigate whether the curriculum causes measurable effects on defined target outcomes
Impact evaluation conducted to assess the overall effects of the curriculum
Structured conceptualization conducted to help stakeholders define the program or technology, the target population, and the possible outcomes
Evaluation assessment conducted to determine whether an evaluation is feasible and how stakeholders can help shape its usefulness
Feedback during teaching addressing questions about the students' attitudes
Which question is appropriate for the purposes of a summative evaluation?
Choose 2 answers
Do pre-service teachers differ with respect to personal and work-related characteristics?
Do pre-service teachers in the professional development program change their teaching?
Do pre-service teachers have unaddressed or unfulfilled technical assistance needs?
Do pre-service teachers want to continue in the program?
Match each purpose with the form of evaluation it corresponds to.
Examines which aspects of teaching have impacts on student learning
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
Facilitates the use of the information gathered from each stage of evaluation to revise and optimize instruction iteratively
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
Fosters a professional, reflective attitude toward continued improvement of teaching
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
Collects data to make a judgment at the department level for accreditation of a new or revised course
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
Performances on assessments for two sections of a class were not equal.
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
Feedback on a teacher-designed website is used to refine the site prior to student use.
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
Student performance is assessed to determine the overall effectiveness of the curriculum.
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
A textbook draft is field tested prior to publication to evaluate lesson arrangement.
Summative evaluation
Formative evaluation
Match each purpose with the form of evaluation it corresponds to.
Weekly feedback is collected from students to improve the delivery of instruction the following week.
Summative evaluation
Formative evaluation
Match each role to the type of stakeholder that performs the role.
Examine long-term impact of instruction
Summative evaluation stakeholders
Formative evaluation stakeholders
Match each role to the type of stakeholder that performs the role.
Assess initial and ongoing instruction
Summative evaluation stakeholders
Formative evaluation stakeholders
Match each role to the type of stakeholder that performs the role.
Expose curriculum weaknesses to reform instruction
Summative evaluation stakeholders
Formative evaluation stakeholders
Match each role to the type of stakeholder that performs the role.
Examine cost-effectiveness of instruction
Summative evaluation stakeholders
Formative evaluation stakeholders
Match each role to the type of stakeholder that performs the role.
Assess quality and impact of instruction
Summative evaluation stakeholders
Formative evaluation stakeholders
Match each role to the type of stakeholder that performs the role.
Make diagnostic decisions to improve curriculum
Summative evaluation stakeholders
Formative evaluation stakeholders
Which types of qualitative data are collected during assessment activities?
Polytomous
Circular
Discrete
Continuous
What is an appropriate method for collecting qualitative data?
Choose 1 answer
Capturing scaled responses from participants
Generating data through focus groups
Obtaining high stakes assessment records from state educational offices
Administering surveys with closed-ended questions
As part of a formative evaluation for a new curriculum unit, a teacher would like to gather data to determine satisfaction with the learning experience for each student.
Which methods of collecting qualitative types of data would be appropriate?
Choose 2 answers
The teacher knows in advance what to look for and uses a questionnaire to collect numerical data
A semantic differential scale that asks the participant to indicate their attitude on a continuum between adjectives of satisfied and unsatisfied
Interviews with open-ended questions to determine the factors of satisfied or unsatisfied with the learning experience
A focus group of students to determine the individual steps through the learning process
A portfolio of work completed during the unit that can be evaluated using a rubric
Match each characteristic with the appropriate data-gathering tool.
Flexible inquiry process with a high response rate
Interviews
Questionnaires
Match each characteristic with the appropriate data-gathering tool.
Best when used for "what" and "why" questions
Interviews
Questionnaires
Match each characteristic with the appropriate data-gathering tool.
An opportunity for respondents to interact with stimuli
Interviews
Questionnaires
Match each characteristic with the appropriate data-gathering tool.
Allows for deeper probing for information
Interviews
Questionnaires
What type of quantitative data can be collected during a content assessment?
Choose 1 answer
Narrative observations
Motivation of students
Time to complete a task
Open ended survey questions of participant’s attitudes
What are appropriate methods for collecting quantitative data?
Choose 3 answers
Observing teachers to describe types of feedback given to students
Interviewing students to capture counts of types of reactions
Determining instructional needs through focus groups of student
Obtaining performance evaluation records from district offices
Administering surveys with Likert-type scale questions
A teacher wants to measure how new curriculum affects students’ time on task.
Which methods of collecting quantitative types of data would be appropriate to determine time on task?
Choose 2 answers
Observations to identify the types of behavior seen during time off task
Interviews to discuss the students’ motivation during the lesson
Observations to record the amount of time on task
Scores of the assessments taken during the intervention
Observations to record the number of times students are off task
A formative evaluation is conducted for a new teacher training program.
The following objectives were identified as requiring revision:
1. Teachers in training will learn how to teach interesting lesson plans to participants.
2. Teachers in training will learn about different instructional strategies.
The following revised objectives were recommended:
1. Examine six characteristics of a lesson plan for general classroom instruction.
2. Demonstrate knowledge of the direct instruction method in the content area.
Why would the revised objectives correct the weaknesses identified in the evaluation?
Choose 1 answer
The new objectives measure observable behavior.
The new objectives measure attitudes and motivation that are critical to the instruction.
The original objectives were biased and were not fair to all students.
The original objectives are too specific.
