Chapter 3 1
Selection
of Assessment Tools
MUL
TIPLE-CHOICE QUESTIONS
01. Which
factor is not considered in evaluating a measure's technical adequacy?
a.Reliability
b. Validity
c.
Standardization sample or other standard of comparison
d. Whether
the measure fits the purpose of assessment
02.
Reliability
c. is more
important than validity
d. is not a
concern with informal assessment tools
03. Which
type of reliability is concerned with a measure's internal consistency?
d. Construct
04. Which
type of reliability is an index of how consistent test results are over time?
d. Construct
05. If you
wanted to establish the validity of a new test of gourmet cooking skills, what
would be the best procedure?
a. Give the
test once, then give it again 6 weeks later to the same group of students
b. Give the
test and compare students' performance on odd items to performance on
even-numbered items
c. Give the
test and, at the same time, give another test of cooking skills that has already
been established as valid
06. A percentile rank
of 73 indicates
a. the
student answered 73% of the questions correctly
b. the
student's performance equaled or exceeded that of norm group
c. the
student's performance was inferior to that of 73% 01 group
d. the
student's performance falls within the range associated with mental retardation
07. A
test's standard error of measurement
d. stays the same no matter what the
test's standard deviation is
08.
According to your text, which is the best type of score for reporting test
results?
a. Age
equivalent
b. Grade
equivalent
c. Stanine
d. Standard
score
09. All of
the following are types of measurement scales except
10. The
best source of information about the characteristics of the standardization
sample of a particular test is ~
11 .As the
variability of the scores of an assessment device increases, error
a.
increases
b.
decreases
c. stays
the same
d. may
increase or decrease
12. The
type of measure that does not produce interval data is
13. Federal laws such as PL 94-142 and IDEA do not attempt to regulate
a. the use of
intelligence tests
b. selection of
assessment tools and their administration
c. classroom
assessment for instructional decisions
d.
communication with parents during the assessment
14. In
evaluating the reliability of a test, your text suggests 1001 minimum
correlation coefficient of
d. .95
15. Age and
grade equivalents are
c. ordinal data
d. all of the above
16. If a
measure has a mean of 100, standard deviation of 15, and scores are normally
distributed, a score of 70 would fall
a. two standard
deviations above the mean
b. within
one standard deviation of the mean
c. one
standard deviation below the mean
d. two
standard deviations below the mean
17.
According to federal guidelines, intelligence tests may be used in assessment
only if they are accompanied by
18. The
four types of measurement scales are
c. nominal,
ordinal, interval, and ratio
d. formal,
informal, survey, and observation
19.
Measures of central tendency are
a. mean,
mode, and median
b.
variability, range, and standard deviation
c.
distributed evenly
d. answers
a and b
20. The manual that accompanies an assessment tool should contain information about
a. the purpose of
the measure
b. how the measure
was constructed
c. norming,
reliability, and validity studies
d. all of
the above
21 .Assessment
of students who are ethnically, culturally, and linguistically diverse must be
approached cautiously because
a. students
should not be penalized for linguistic and cultural differences
b. some
tests may contain items that are culturally biased
c. using an
interpreter to administer a test to an individual who speaks a language other
than English can change the nature of the questions and violate standardization
conditions
d. all of
the above
22. The ban
on the use of individual intelligence tests with African American students in
California was lifted in 1992 for all disabilities except
TRUE-FALSE
QUESTIONS
01. Correlation
techniques are the most usual method for studying reliability.
02.
Criterion-referenced measures are always less biased than referenced measures.
03. To
reduce measurement error, instruments with low variability and high reliability
should be selected.
04. Age and grade
scores are examples of nominal data.
05. Assessment
tools should be selected to minimize the effects of the disability unless the
purpose of assessment is study of the disability itself.
06.
Criticism of special education in the 1960s and early 1970s centered around
misuse of intelligence tests with culturally and linguistically diverse
students.
07.
Assessment must be comprehensive and include all pert educational performance.
08. According to
federal law, if a student's native language is not English, the assessment must be conducted in the
student's native language, even if ..." appropriate assessment tools are
not available.
09. A major
concern in the selection of assessment tools is whether they provide the
information needed to answer the assessment questions.
10. In
selecting assessment tools, it is important to consider the presentation mode,
that is, the method by which students must answer questions or respond to
assessment tasks.
11 .The
standard of performance for criterion-referenced tests is the performance of
the standardization sample.
12. Norm
groups are typically drawn from general education classrooms in which students
with mild disabilities are included.
13. The
potential for bias in assessment is limited to the selection and administration
of norm-referenced tests.
14. To
determine a measure's test-retest reliability, the measure is administered to a
group of students and then readministered to the same group a few weeks later.
15. Predictive validity is concerned with the
relationship between the scores ~ that various evaluators assign to student
responses.
16. When
administration procedures are altered, norm-referenced tests become informal
procedures and test norms are no longer valid.
17. One
difficulty in meeting requirements for nondiscriminatory assessment is the lack
of agreement about what constitutes nondiscriminatory assessment.
18. If two
assessment tools are equally effective, the most efficient one should be
selected.
COMPLETION
QUESTIONS
01.
Assessment is the process of gathering _______________to answer important
educational questions.
02. The
professional first determines the adequacy of an assessment tool and then its
_______________value for the particular assessment task.
03.
Assessment tools must be free of racial and cultural _______________.
04. Every effort
must be made to provide assessment tools in the _______________ of the student
being assessed.
05.
Assessment tools must not _______________on the basis of a student's
disability.
06. According
to federal law, assessment must be conducted by a(n) _______________team.
07. The
tools selected for assessment must be validated for the specific
_______________ for which they will be used.
08. To
avoid administration and interpretation errors, only
_______________professionals should conduct the assessment.
09. In a(n)
_______________scale of measurement, persons or other objects of study are
ranked or placed in a sequence.
10. The
scale of measurement that is divided into categories is the
_______________scale.
11. A(n)
_______________scale of measurement begins with a true zero and has equal
intervals between units of measurement.
12. To
determine the appropriateness of test _______________, it is necessary
to consider factors such as age, grade, gender, method of selection, and
representativeness.
13. A test
is considered _______________if it measures what it purports to measure.
14. The
arithmetic average of a group of scores is called the _______________.
15. The
best estimate of score variability is the standard _______________ because it
takes into account each score's relationship to the mean.
16. The
most controversial suggested solution to the problem of discriminatory
assessment is a(n) ______________ on standardized testing.