Question

52. The standard error of measurement is especially useful for

a. comparing the reliability of different tests

b. converting raw scores to standard scores

c. estimating validity coefficients

d. interpreting individual test scores

53. Of the following the most effective distractor would be the one selected by

a. 10% of the high scorers and 40% of the low scorers

b. 30% of the high scorers and 40% of the low scorers

c. 50% of the high scorers and 40% of the low scorers

d. 50% of the high scorers and 50% of the low scorers

54. If someone says this test is valid what would be the best response?

a. But is it also reliable?

b. How high is the validity

c. What is it valid for?

d. What is the validity coefficient?

55. Assigning norm-referenced grades to test scores involves grading on the basis of

a. achievement in relation to potential

b. number of objectives mastered

c. percentage of correct answers on the test

d. position in the group

56. Criterion-referenced grading involves comparison a. of achievement to potential

b. to an absolute but arbitrary standard

c. to a subjective but not absolute percentage of correct answers on the test

d. to position in the group

Answer 1

52. The standard error of measurement is especially useful for :- d. interpreting individual test scores

It is used to analyse the spread of the test scores around the true score.

53. Of the following the most effective distractor would be the one selected by

a. 10% of the high scorers and 40% of the low scorers

54. (D) it is relative to the other students and involves grading based on position in the group called normative group.

55. (C) it is basically the percentage of correct answers on the test

56. B , comparison with absolute but arbitrary criteria.