Inservice - Recaping Questions - Item Anaysis & Exam Setting

Slides (62)

1. 1 - Pick Answer Which two broad categories can assessment fall under?

   1. Formal and informal

   2. Objective and subjective

   3. Educational and psychological

   4. Written and oral

2. 2 - Pick Answer When reviewing an assessment item, what should be considered first?

   1. The length of the item

   2. The font style used in the question

   3. The outcome and intent of the item

   4. The number of pages in the test

3. 3 - Pick Answer What is the main purpose of item analysis?

   1. To make examinations longer

   2. To exercise quality control over tests or exams

   3. To remove all difficult questions

   4. To replace teaching and learning outcomes

4. 4 - Pick Answer Item analysis is intended to improve which two qualities of a test or exam?

   1. Speed and neatness

   2. Reliability and validity

   3. Cost and design

   4. Length and spacing

5. 5 - Pick Answer In the examination development process, which stage is especially important for reliability and validity?

   1. Seating students

   2. Item writing

   3. Printing answer sheets

   4. Collecting scripts

6. 6 - Pick Answer Which document helps ensure that an exam covers the intended topics and outcomes?

   1. Attendance sheet

   2. Exam blueprint

   3. Lesson register

   4. Seating plan

7. 7 - Pick Answer A multiple-choice item is an example of which exam structure?

   1. Fixed-choice

   2. Open-ended

   3. Oral presentation

   4. Practical demonstration

8. 8 - Pick Answer A short-answer question requires students to do what?

   1. Select an answer from a list only

   2. Supply appropriate words, numbers, or symbols

   3. Guess from four alternatives

   4. Write a full essay every time

9. 9 - Pick Answer What is one major purpose of an exam blueprint?

   1. To ensure desired coverage of subject topics and learning objectives

   2. To arrange classroom furniture

   3. To decide the color of the examination paper

   4. To record students’ attendance

10. 10 - Pick Answer What does a blueprint identify for an exam?

    1. The names of students who will sit the exam

    2. The exact order in which students enter the classroom

    3. Learning objectives, skills to test, and their relative importance

    4. The number of teachers in the school

11. 11 - Pick Answer In exam specification, what does complexity describe?

    1. The time taken to print the examination

    2. The physical length of the question paper

    3. The thought process used to deal with information

    4. The number of students in a class

12. 12 - Pick Answer Which set correctly represents Bloom’s levels mentioned in the slides?

    1. Reading, writing, speaking, listening, drawing, counting

    2. Knowledge, comprehension, application, analysis, synthesis, evaluation

    3. Easy, medium, hard, very hard, optional, bonus

    4. Speed, accuracy, neatness, effort, behavior, attendance

13. 13 - Pick Answer What does level of difficulty refer to?

    1. The amount of effort and time required to accomplish a learning objective

    2. The number of colors used in a diagram

    3. The size of the answer booklet

    4. The number of students absent from the test

14. 14 - Pick Answer Which statement best explains difficulty and complexity?

    1. Difficulty can increase without the item becoming more complex.

    2. Complexity depends only on how many options are given.

    3. Difficulty has no effect on exam design.

    4. Difficulty and complexity are always exactly the same.

15. 15 - Pick Answer A good exam question should match the intended outcome at the correct level of what?

    1. Difficulty

    2. Decoration

    3. Printing quality

    4. Page numbering

16. 16 - Pick Answer What type of content should exam questions focus on?

    1. Important aspects of the content area

    2. Unrelated trivia

    3. Students’ personal opinions only

    4. Facts not connected to the learning outcomes

17. 17 - Pick Answer A well-written question should pose a problem that is:

    1. Dependent on another item

    2. Longer than all other questions

    3. Clear and unambiguous

    4. Hidden and confusing

18. 18 - Pick Answer Why should each question be independent of all other questions?

    1. To make all questions equally difficult

    2. To make the exam shorter

    3. To prevent one question from giving clues to another answer

    4. To remove the need for answer options

19. 19 - Pick Answer What should be true of the correct answer in a good item?

    1. It should be the longest option every time.

    2. It should be the one correct or best answer on which experts agree.

    3. It should always appear as option A.

    4. It should be debatable among experts.

20. 20 - Pick Answer Which flaw can unintentionally give students a clue to the answer?

    1. Plausible distractors

    2. Balanced option length

    3. A clear stem

    4. A grammatical inconsistency such as “a” or “an”

21. 21 - Pick Answer Why should exam writers avoid trick questions in achievement exams?

    1. They make marking easier.

    2. They guarantee validity.

    3. They test the ability to interpret the examiner’s hidden intention rather than the intended content.

    4. They always improve reliability.

22. 22 - Pick Answer On an exam with different question formats, what is recommended?

    1. Put the answer key before the questions.

    2. Use only one question on each page.

    3. Mix all formats randomly.

    4. Group questions of similar format together.

23. 23 - Pick Answer What progression should questions generally follow?

    1. Longest to shortest

    2. Difficult to easy

    3. Easy to difficult

    4. Random order only

24. 24 - Pick Answer Where should diagrams and tables be placed in relation to the question that uses them?

    1. Below all the options

    2. On a separate page only

    3. Above the question

    4. After the answer key

25. 25 - Pick Answer What should a well-written exam item clearly indicate?

    1. The teacher’s personal preference

    2. The page number of the textbook

    3. The nature of the response expected from the student

    4. The student’s final grade

26. 26 - Pick Answer What does it mean for an item to focus on an important concept?

    1. It avoids the intended learning outcome.

    2. It hides the correct answer in another item.

    3. It uses the longest possible wording.

    4. It tests meaningful content, not minor or irrelevant details.

27. 27 - Pick Answer What should the stem of a multiple-choice item do?

    1. Give away the answer through clues

    2. Include several unrelated problems

    3. Pose a clear question with a definite answer

    4. Depend entirely on the options to make sense

28. 28 - Pick Answer Why should exam questions assess application of knowledge when possible?

    1. They require students to use knowledge, not just recall an isolated fact.

    2. They make every question easier.

    3. They avoid testing learning outcomes.

    4. They remove the need for an answer key.

29. 29 - Pick Answer What does it mean for distractors to be homogeneous?

    1. They are plausible and belong to the same type or category.

    2. They are all obviously wrong.

    3. They are always longer than the correct answer.

    4. They are written in different languages.

30. 30 - Pick Answer A prompt-free item avoids which problem?

    1. Having a clear correct answer

    2. Technical flaws that benefit test-wise examinees

    3. Testing important content

    4. Using plausible distractors

31. 31 - Pick Answer When possible, questions should require students to interpret what kind of material?

    1. The school calendar

    2. The seating plan

    3. Data, images, graphs, or charts

    4. The cover page only

32. 32 - Pick Answer What is one common feature of poorly written test items?

    1. One definite correct answer

    2. Unnecessarily complex questions or directions

    3. Plausible distractors

    4. Clear wording

33. 33 - Pick Answer Why is it poor practice to ask students to order items without stating the basis for ordering?

    1. Items may be ordered in more than one valid way.

    2. It makes the item too short.

    3. Students cannot answer ordering questions.

    4. Ordering questions are always invalid.

34. 34 - Pick Answer Why should a question clearly state the nature of the desired description?

    1. Students should guess the examiner’s intention.

    2. Things can often be described in more than one way.

    3. Descriptions never need marking.

    4. Descriptions must always be one word only.

35. 35 - Pick Answer Why should absolutes such as always, never, and only be avoided?

    1. They make the answer key impossible to write.

    2. They make all distractors equally strong.

    3. They can confuse students if exceptions exist.

    4. They are required in every valid item.

36. 36 - Pick Answer What is the problem with implausible alternatives?

    1. They ensure the item is difficult.

    2. They make distractor analysis unnecessary.

    3. They increase the chance that students can guess the correct answer.

    4. They improve item validity every time.

37. 37 - Pick Answer Why can equal numbers of items in matching questions be a problem?

    1. They make matching questions impossible to mark.

    2. They prevent students from reading the directions.

    3. They remove the need for a correct answer.

    4. They may increase the chance of guessing correctly.

38. 38 - Pick Answer Which is an example of a grammatical clue?

    1. A clear diagram above the question

    2. A plausible distractor

    3. A balanced set of options

    4. An article such as “a” or “an” pointing to only one option

39. 39 - Pick Answer Why should a stem be answerable without reference to the alternatives?

    1. The options should carry all the important information.

    2. The distractors should be unrelated to the stem.

    3. The stem should ask a question with a definite answer.

    4. The correct answer should be hidden in another item.

40. 40 - Pick Answer What should be done with key words that would change the answer if missed?

    1. Remove them from the item

    2. Emphasize them using boldface, capitals, or underlining

    3. Hide them in long sentences

    4. Place them only in the marking guide

41. 41 - Pick Answer In a best-answer item, what must the stem specify?

    1. The number of pages in the test

    2. The name of the examiner

    3. How many students will pass

    4. In what way the answer is “best”

42. 42 - Pick Answer What is recommended for negatively worded stems?

    1. Make all options negative too.

    2. Avoid them where possible.

    3. Hide the negative word in the middle.

    4. Use them in every question.

43. 43 - Pick Answer Why should lengthy information be placed in the stem rather than repeated in the alternatives?

    1. It makes the options shorter and easier to compare.

    2. It guarantees every student will answer correctly.

    3. It removes the need for distractors.

    4. It makes the answer impossible to mark.

44. 44 - Pick Answer Why should All of the above be avoided?

    1. It makes every distractor equally popular.

    2. It can allow students to identify the answer using partial knowledge of other options.

    3. It always makes the item too difficult.

    4. It is the only valid multiple-choice format.

45. 45 - Pick Answer What should match in a valid examination item?

    1. The teacher’s handwriting and the student’s handwriting

    2. The page numbers and classroom size

    3. What is taught and what is assessed

    4. The seating plan and answer booklet color

46. 46 - Pick Answer Item analysis examines student responses to individual items in order to assess what?

    1. The teacher’s timetable

    2. The classroom size

    3. The quality of items and the test as a whole

    4. The school budget

47. 47 - Pick Answer Which set lists common methods used in item analysis?

    1. Seating, timing, copying, and checking

    2. Spelling, handwriting, punctuation, and attendance

    3. Printing, stapling, filing, and sorting

    4. Facility index, discrimination index, popularity of responses, reliability, and validity

48. 48 - Pick Answer Which is a purpose of item analysis?

    1. To identify unfair, ambiguous, or misleading items

    2. To avoid checking item quality

    3. To make every item very easy

    4. To remove all learning outcomes

49. 49 - Pick Answer What is the item difficulty index?

    1. The proportion of students who answered an item correctly

    2. The number of pages in a test

    3. The number of distractors in a question

    4. The time spent printing the exam

50. 50 - Pick Answer How is item difficulty commonly calculated?

    1. Number of options divided by number of students

    2. Total pages divided by total questions

    3. Number incorrect multiplied by total marks

    4. Number correct divided by total number who answered the item

51. 51 - Pick Answer What does a higher value of P indicate in item difficulty?

    1. The item has no correct answer.

    2. The item is longer.

    3. The item is automatically invalid.

    4. The item is easier.

52. 52 - Pick Answer Which items should generally be reviewed based on item difficulty?

    1. Items with difficulty of 0.2 or less, or 0.9 or more

    2. Items with exactly four options

    3. Items answered by all students

    4. Items written in clear language

53. 53 - Pick Answer For norm-referenced tests, which difficulty range often yields useful differences among students?

    1. 0.3 to 0.7

    2. 0.0 to 0.1

    3. 0.9 to 1.0 only

    4. 1.5 to 2.0

54. 54 - Pick Answer In item difficulty analysis, what does it suggest when no students choose a particular distractor?

    1. The whole exam is automatically invalid.

    2. The distractor may not be effective and should be reviewed.

    3. The distractor is definitely the correct answer.

    4. The item must be accepted without review.

55. 55 - Pick Answer What should be done if more students select a distractor than the correct answer?

    1. Assume all students guessed randomly.

    2. Ignore the result completely.

    3. Remove the correct answer from the key.

    4. Review the item and the distractor carefully.

56. 56 - Pick Answer If almost all students answer an item incorrectly, what might be the cause?

    1. The item is too easy

    2. The item is automatically excellent

    3. The answer key is unnecessary

    4. A problem with the item, the distractors, or students’ mastery of the concept

57. 57 - Pick Answer What is the purpose of distractor evaluation?

    1. To make every distractor longer than the correct answer

    2. To remove all incorrect options from the test

    3. To ensure students never choose a distractor

    4. To judge whether incorrect options are functioning effectively

58. 58 - Pick Answer Which statement best describes good distractors?

    1. They are selected by at least a few students and are ideally equally popular.

    2. They are always longer than the correct answer.

    3. They are never chosen by any student.

    4. They are unrelated to the content being tested.

59. 59 - Pick Answer What does the discrimination index measure?

    1. How quickly the teacher can mark the paper

    2. How many pages are in the exam

    3. How many students were absent

    4. How effectively an item distinguishes high scorers from low scorers

60. 60 - Pick Answer What discrimination index value is generally considered acceptable?

    1. -1 only

    2. Exactly 0 only

    3. Less than 0 only

    4. 0.3 or higher

61. 61 - Pick Answer What is the possible range of the discrimination index?

    1. 1 to 10

    2. 10 to 50

    3. 0 to 100 only

    4. -1 to 1

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