tag:blogger.com,1999:blog-9526086547396421112024-02-21T05:12:52.463+08:00MC CD 115This instructional blog was created to supplement classroom learning of MC CDE students taking <em>Measurement & Evaluation</em> for the 2nd Semester of SY 2007-08.
If you're not enrolled in this course, feel free to explore this site just the same.cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-952608654739642111.post-79647343238416431262008-01-06T10:14:00.000+08:002008-01-06T11:28:28.917+08:00Graded Review 1 Answers (Normal Curve Problems)A team of educational psychologists and special education teachers developed <span style="font-style: italic;">Panukat ng Mga Kakayahang Di-Berbal</span> (PKDB), a test specially designed to measure nonverbal abilities of Filipino students with learning disabilities (FSLD). During the development of the instrument, it was established that PKDB scores <u>approximate a normal distribution</u> with a <u>mean of 63</u> and a <u>standard deviation of 20</u>. (Lower scores indicate delay in the development of nonverbal abilities)<br /><br />Using the given information above, determine the correct/best answer for each of the problems below.<br /><br />Click <a href="http://faculty.vassar.edu/lowry/calculator.html" target="_blank">HERE</a> if you wish to use an online calculator.<br /><br />Click <a href="http://rvgs.k12.va.us/statman/Table-A3.jpg" target="_blank">HERE</a> to view a normal curve table.<br /><br /><br /><ol><li>What is the z-score equivalent of the raw score 63 in PKDB?<br /><br /><ol type="A"><li>1197<br /></li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="color: rgb(51, 102, 255);font-size:130%;" >0.00</span><br /></li><li>0.50<br /></li><li>1323</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What proportion of FSLD can be expected to score below 63?<br /><br /><ol type="A"><li>50.00<br /></li><li>0.00<br /></li><li>1.00<br /></li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">0.50</span></li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What percentage of FSLD can be expected to score above 63?<br /><br /><ol type="A"><li>0.50<br /></li><li>0.00<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">50.00</span></span><br /></li><li>100.00</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 70 in PKDB?<br /><br /><ol type="A"><li><span style="font-weight: bold; color: rgb(51, 102, 255);">0.35</span><br /></li><li>1470<br /></li><li>1330<br /></li><li>-0.35</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and your answer in the previous item?<br /><br /><ol type="A"><li><span style="color: rgb(51, 102, 255); font-weight: bold;font-size:130%;" >0.1368</span><br /></li><li>0.3632<br /></li><li>0.6368<br /></li><li>0.8632</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What proportion of FSLD can be expected to have scores above 70?<br /><br /><ol type="A"><li>0.1368<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.3632</span></span><br /></li><li>0.6368<br /></li><li>0.8632</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>Suppose 164 FSLD were randomly sampled to take PKDB. How many can be expected to have scores above 70?<br /><br /><ol type="A"><li>104<br /></li><li>22<span style="font-size:130%;"><br /></span></li><li><span style="color: rgb(51, 102, 255); font-weight: bold;font-size:130%;" >60</span><br /></li><li>142</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 92 in PKDB?<br /><br /><ol type="A"><li>1903<br /></li><li>-1777<br /></li><li>-1.45<br /></li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">1.45</span></li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.9625<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.4265</span></span><br /></li><li>0.0735<br /></li><li>0.5735</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What percentage of FSLD can be expected to have scores below 92?<br /><br /><ol type="A"><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">92.65</span></span><br /></li><li>42.65<br /></li><li>57.35<br /></li><li>7.35</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 50 in PKDB?<br /><br /><ol type="A"><li>0.65<br /></li><li>-937<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">-0.65</span></span><br /></li><li>1063</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.2578<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.2422</span></span><br /></li><li>0.7422<br /></li><li>0.7578</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the proportion of FSLD that can be expected to have scores below 50?<br /><br /><ol type="A"><li>0.2422<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.2578</span></span><br /></li><li>0.7578<br /></li><li>0.7422</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 38 in PKDB?<br /><br /><ol type="A"><li>1.25<br /></li><li>823<br /></li><li>-697<br /></li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">-1.25</span></li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.8944<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.3944</span></span><br /></li><li>0.1056<br /></li><li>0.6056</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What percentage of FSLD can be expected to have scores above 38?<br /><br /><ol type="A"><li>10.56<br /></li><li>39.44<br /></li><li>60.56<br /></li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">89.44</span></li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 40 in PKDB?<br /><br /><ol type="A"><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">-1.15</span></span><br /></li><li>1.15<br /></li><li>863<br /></li><li>-737</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and your answer in the previous item?<br /><br /><ol type="A"><li>0.6251<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.3749</span></span><br /></li><li>0.8749<br /></li><li>0.1251</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 60 in PKDB?<br /><br /><ol type="A"><li>1263<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">-0.15</span></span><br /></li><li>0.15<br /></li><li>1137</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.4404</li><li>0.5596</li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">0.0596</span></li><li>0.9404<br /> </li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What proportion of FSLD can be expected to have PDKB scores between 40 and 60?<br /><br /><ol type="A"><li>0.4345</li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">0.3153</span></li><li>0.5655</li><li>0.6847</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>Suppose 378 randomly selected test takers took PKDB. How many can be expected to have scores between 40 and 50?<br /><br /><ol type="A"><li>164</li><li>214</li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">119</span></li><li>259<br /></li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 36?<br /><br /><ol type="A"><li>783<br /></li><li>-675<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">-1.35</span></span><br /></li><li>1.35</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.4115</span></span><br /></li><li>0.0885<br /></li><li>0.9115<br /></li><li>0.5885</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 94?<br /><br /><ol type="A"><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">1.55</span></span><br /></li><li>1943<br /></li><li>-1817<br /></li><li>-1.55</li><li>No Answer. The correct answer is _________.<br /></li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.5606<br /></li><li>0.9394</li><li>0.0606<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">0.4394</span></span><br /></li><li>No Answer. The correct answer is _________.<br /></li></ol></li><br /><li>What percentage of FSLD can be expected to have PKDB scores between 36 and 94?<br /><br /><ol type="A"><li>47.21<br /></li><li>97.21<br /></li><li>2.79<br /></li><li>14.91</li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">85.09</span></li><li>52.79</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score has an area of 0.2190 from the mean?<br /><br />I. 0.33<br />II. -0.33<br /><br /><ol type="A"><li>I alone<br /></li><li>II alone<br /></li><li>both I and II<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">neither I nor II</span></span><br /></li></ol></li><br /><li>What scores serve as boundaries for the middle 43.80% of FSLD's scores in PKDB?<br /><br /><ol type="A"><li>59.4 and 66.6<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">51.4 and 74.6</span></span><br /></li><li>47.4 and 78.6<br /></li><li>33.4 and 92.6</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score/s has/have an area of 0.1400 from the mean?<br /><br /><ol type="A"><li>-1.08<br /></li><li>0.36<br /></li><li>-0.36<br /></li><li style="font-weight: bold; color: rgb(51, 102, 255);"><span style="font-size:130%;">-0.36 and 0.36</span></li><li>-1.08 and 1.08</li><li>1.08</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score/s has/have an area of 0.1400 below it?<br /><br /><ol type="A"><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">-1.08</span></span><br /></li><li>0.36<br /></li><li>-0.36<br /></li><li>-0.36 and 0.36</li><li>-1.08 and 1.08</li><li>1.08</li><li>No Answer. The correct answer is _________.</li></ol><br /></li><li>What PKDB score separates the 14% of FSLD with the <span style="font-weight: bold;">most developed</span> nonverbal abilities from the rest?<br /><br /><ol type="A"><li>41.40<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">84.60</span></span><br /></li><li>70.20<br /></li><li>55.80</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>Suppose 87 out of 400 randomly selected students with learning disability were classified as having severely delayed nonverbal abilities. What PKDB score must one have to be classified as severely delayed?<br /><br /><ol type="A"><li>below 78.60</li><li>above 78.60<br /></li><li><span style="font-size:130%;"><span style="color: rgb(51, 102, 255); font-weight: bold;">below 47.40</span></span><br /></li><li>above 47.40</li><li>above 51.40<br /></li><li>below 51.40</li><li>above 74.60</li><li>below 74.60</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score must be used to correctly answer item 33?<br /><br /><ol type="A"><li>0.78<br /></li><li>0.58<br /></li><li>-0.58<br /></li><li style="color: rgb(51, 102, 255); font-weight: bold;"><span style="font-size:130%;">-0.78</span></li><li>No Answer. The correct answer is _________.</li></ol></li></ol>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-55549404927887381012008-01-06T09:03:00.000+08:002008-01-06T09:50:21.873+08:00Review 1 Answers (Normal Curve Problems)Ms Mavie Lees administered a test of psychomotor speed to her <u><span style="font-weight: bold;">42 </span>SpEd students</u>. She found out that the time (in minutes) it took her students to finish the test was <u>normally distributed</u> with an <u>average of <b>70.5 </b>minutes</u> and a <u>standard deviation of <b>2.662 </b>minutes</u>.<br /><br /><span style="font-weight: bold;">PART I.</span><br /><br /><table border="5"><tbody><tr><td>If the required answer is...<br /></td><td>Then, round it off to the nearest...<br /></td></tr><tr><td style="vertical-align: top;">- proportion,<br />- percentage,<br />- number of students,<br /></td><td style="vertical-align: top;">- four decimal places<br />- two decimal places<br />- whole number<br /></td></tr></tbody></table><br /><ol><li>What proportion of students finished the test in less than 70.5 minutes?<br /><span style="font-weight: bold;">0.5000</span><br /><br /></li><li>How many students finished the test in less than 70.5 minutes?<br /><span style="font-weight: bold;">21 students</span><br /><br /></li><li>What percentage of students needed more than 70.5 minutes to finish the test?<br /><span style="font-weight: bold;">50.00%</span><br /><br /></li><li>How many students needed more than 70.5 minutes to finish the test?<br /><span style="font-weight: bold;">21 students<br /></span><br /></li><li>What proportion of students completed the test in less than 71.5 minutes?<br /><span style="font-weight: bold;">0.6480<br /></span><br /></li><li>How many students completed the test in less than 71.5 minutes?<br /><span style="font-weight: bold;">27 students<br /></span><br /></li><li>What percentage of students required more than 68.5 minutes to finish the test?<br /><span style="font-weight: bold;">77.34%<br /></span><br /></li><li>How many students required more than 68.5 minutes to finish the test?<br /><span style="font-weight: bold;">32 students<br /></span><br /></li><li>What proportion of students needed less than 69.5 minutes to finish the test?<br /><span style="font-weight: bold;">0.3520<br /></span><br /></li><li>How many students needed less than 69.5 minutes to finish the test?<br /><span style="font-weight: bold;">15 students<br /></span><br /></li><li>What percentage of students had to work for more than 72.5 minutes to complete the test?<br /><span style="font-weight: bold;">22.66%</span><br /><br /></li><li>How many students had to work for more than 72.5 minutes to complete the test?<br /><span style="font-weight: bold;">10 students<br /></span><br /></li><li>What proportion of students needed between 66.5 and 71.5 minutes to finish the test?<br /><span style="font-weight: bold;">0.5812<br /></span><br /></li><li>How many students needed between 66.5 and 71.5 minutes to finish the test?<br /><span style="font-weight: bold;">12 students<br /></span><br /></li><li>What percentage of students finished the test within 72.5 and 74.5 minutes?<br /><span style="font-weight: bold;">15.98%<br /></span><br /></li><li>How many students finished the test within 72.5 and 74.5 minutes?<br /><span style="font-weight: bold;">7 students<br /></span><br /></li><li>What proportion of students finished the test within 67.5 and 68.5 minutes?<br /><span style="font-weight: bold;">0.0974<br /></span><br /></li><li>How many students finished the test within 67.5 and 68.5 minutes?<br /><span style="font-weight: bold;">4 students</span><br /></li></ol><br /><span style="font-weight: bold;">PART II.</span><br /><br />Round off your answer to 2 decimal places.<br /><br />For questions 1-8, your answer should also include either the words “or shorter” or “or longer.” For example, <span style="font-style: italic;">“25.75 minutes or shorter” </span>or <span style="font-style: italic;">“25.75 minutes or longer.”</span><br /><br /><br />To finish the test, how much time was needed by the...<br /><br /><ol><li>… fastest 14% of the students? <span style="font-weight: bold;"><br />67.63 minutes of shorter</span><br /><br /></li><li>… fastest 10 students? <span style="font-weight: bold;"><br />68.61 minutes or shorter</span><br /><br /></li><li>… fastest 64% of the students? <span style="font-weight: bold;"><br />71.46 minutes or shorter</span><br /><br /></li><li>… fastest 36 students?<br /><span style="font-weight: bold;">73.35 minutes or shorter</span><br /><br /></li><li>… slowest 6 students? <span style="font-weight: bold;"><br />73.35 minutes or longer</span><br /><br /></li><li>… slowest 24% of the students? <span style="font-weight: bold;"><br />72.39 minutes or longer</span><br /><br /></li><li>… slowest 39 students? <span style="font-weight: bold;"><br />66.59 minutes or longer</span><br /><br /></li><li>… slowest 64% of the students?<br /><span style="font-weight: bold;">69.54 minutes or longer</span><br /><br /></li><li>… middle 85% of the students? <span style="font-weight: bold;"><br />66.67 to 74.33 minutes </span><br /><br /></li><li>… middle 52% of the students? <span style="font-weight: bold;"><br />68.61 to 72.39 minutes</span></li></ol>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-33185169401511681602008-01-06T08:29:00.000+08:002008-01-06T09:26:14.864+08:00Review 1 (Normal Curve Problems)Ms Mavie Lees administered a test of psychomotor speed to her <u><span style="font-weight: bold;">42 </span>SpEd students</u>. She found out that the time (in minutes) it took her students to finish the test was <u>normally distributed</u> with an <u>average of <b>70.5 </b>minutes</u> and a <u>standard deviation of <b>2.662 </b>minutes</u>.<br /><br />Part I.<br /><br /><table border="5"><tbody><tr><td>If the required answer is...<br /></td><td>Then, round it off to the nearest...<br /></td></tr><tr><td style="vertical-align: top;">- proportion,<br />- percentage,<br />- number of students,<br /></td><td style="vertical-align: top;">- four decimal places<br />- two decimal places<br />- whole number<br /></td></tr></tbody></table><br /><ol><li>What proportion of students finished the test in less than 70.5 minutes?<br /><br /></li><li>How many students finished the test in less than 70.5 minutes?<br /><br /></li><li>What percentage of students needed more than 70.5 minutes to finish the test?<br /><br /></li><li>How many students needed more than 70.5 minutes to finish the test?<br /><br /></li><li>What proportion of students completed the test in less than 71.5 minutes?<br /><br /></li><li>How many students completed the test in less than 71.5 minutes?<br /><br /></li><li>What percentage of students required more than 68.5 minutes to finish the test?<br /><br /></li><li>How many students required more than 68.5 minutes to finish the test?<br /><br /></li><li>What proportion of students needed less than 69.5 minutes to finish the test?<br /><br /></li><li>How many students needed less than 69.5 minutes to finish the test?<br /><br /></li><li>What percentage of students had to work for more than 72.5 minutes to complete the test?<br /><br /></li><li>How many students had to work for more than 72.5 minutes to complete the test?<br /><br /></li><li>What proportion of students needed between 66.5 and 71.5 minutes to finish the test?<br /><br /></li><li>How many students needed between 66.5 and 71.5 minutes to finish the test?<br /><br /></li><li>What percentage of students finished the test within 72.5 and 74.5 minutes?<br /><br /></li><li>How many students finished the test within 72.5 and 74.5 minutes?<br /><br /></li><li>What proportion of students finished the test within 67.5 and 68.5 minutes?<br /><br /></li><li>How many students finished the test within 67.5 and 68.5 minutes?</li></ol><br /><br /><br />Part II.<br /><br />Round off your answer to 2 decimal places.<br /><br />For questions 1-8, your answer should also include either the words “or shorter” or “or longer.” For example, <span style="font-style: italic;">“25.75 minutes or shorter” </span>or <span style="font-style: italic;">“25.75 minutes or longer.”</span><br /><br /><br />To finish the test, how much time was needed by the...<br /><br /><ol><li>… fastest 14% of the students?<br /><br /></li><li>… fastest 10 students?<br /><br /></li><li>… fastest 64% of the students?<br /><br /></li><li>… fastest 36 students?<br /><br /></li><li>… slowest 6 students?<br /><br /></li><li>… slowest 24% of the students?<br /><br /></li><li>… slowest 39 students?<br /><br /></li><li>… slowest 64% of the students?<br /><br /></li><li>… middle 85% of the students?<br /><br /></li><li>… middle 52% of the students?</li></ol><br /><span style="font-weight: bold;">Click <a href="http://mc-cd-115.blogspot.com/2008/01/review-1-answers-normal-curve-problems.html">HERE</a> to check your answers.</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-42072296235645012612008-01-06T07:12:00.000+08:002008-01-06T11:29:14.198+08:00Graded Review 1 (Normal Curve Problems)<span style="font-weight: bold;">Instructions:</span><br /><ul><li>You may work alone, with a partner, or in groups of 3.</li><li>On a yellow half-sheet (crosswise) paper, write the letter of your answer for each of the 34 questions.</li><li>If you chose the "No Answer" option, please supply the correct answer as well.</li><li>If you have any questions, e-mail me at cv.mogol@gmail.com<br /></li></ul><br />A team of educational psychologists and special education teachers developed <span style="font-style: italic;">Panukat ng Mga Kakayahang Di-Berbal</span> (PKDB), a test specially designed to measure nonverbal abilities of Filipino students with learning disabilities (FSLD). During the development of the instrument, it was established that PKDB scores <u>approximate a normal distribution</u> with a <u>mean of 63</u> and a <u>standard deviation of 20</u>. (Lower scores indicate delay in the development of nonverbal abilities)<br /><br />Using the given information above, determine the correct/best answer for each of the problems below.<br /><br />Click <a href="http://faculty.vassar.edu/lowry/calculator.html" target="_blank">HERE</a> if you wish to use an online calculator.<br /><br />Click <a href="http://rvgs.k12.va.us/statman/Table-A3.jpg" target="_blank">HERE</a> to view a normal curve table.<br /><br /><br /><ol><li>What is the z-score equivalent of the raw score 63 in PKDB?<br /><br /><ol type="A"><li>1197<br /></li><li>0.00<br /></li><li>0.50<br /></li><li>1323</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What proportion of FSLD can be expected to score below 63?<br /><br /><ol type="A"><li>50.00<br /></li><li>0.00<br /></li><li>1.00<br /></li><li>0.50</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What percentage of FSLD can be expected to score above 63?<br /><br /><ol type="A"><li>0.50<br /></li><li>0.00<br /></li><li>50.00<br /></li><li>100.00</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 70 in PKDB?<br /><br /><ol type="A"><li>0.35<br /></li><li>1470<br /></li><li>1330<br /></li><li>-0.35</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and your answer in the previous item?<br /><br /><ol type="A"><li>0.1368<br /></li><li>0.3632<br /></li><li>0.6368<br /></li><li>0.8632</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What proportion of FSLD can be expected to have scores above 70?<br /><br /><ol type="A"><li>0.1368<br /></li><li>0.3632<br /></li><li>0.6368<br /></li><li>0.8632</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>Suppose 164 FSLD were randomly sampled to take PKDB. How many can be expected to have scores above 70?<br /><br /><ol type="A"><li>104<br /></li><li>22<br /></li><li>60<br /></li><li>142</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 92 in PKDB?<br /><br /><ol type="A"><li>1903<br /></li><li>-1777<br /></li><li>-1.45<br /></li><li>1.45</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.9625<br /></li><li>0.4265<br /></li><li>0.0735<br /></li><li>0.5735</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What percentage of FSLD can be expected to have scores below 92?<br /><br /><ol type="A"><li>92.65<br /></li><li>42.65<br /></li><li>57.35<br /></li><li>7.35</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 50 in PKDB?<br /><br /><ol type="A"><li>0.65<br /></li><li>-937<br /></li><li>-0.65<br /></li><li>1063</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.2578<br /></li><li>0.2422<br /></li><li>0.7422<br /></li><li>0.7578</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the proportion of FSLD that can be expected to have scores below 50?<br /><br /><ol type="A"><li>0.2422<br /></li><li>0.2578<br /></li><li>0.7578<br /></li><li>0.7422</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 38 in PKDB?<br /><br /><ol type="A"><li>1.25<br /></li><li>823<br /></li><li>-697<br /></li><li>-1.25</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.8944<br /></li><li>0.3944<br /></li><li>0.1056<br /></li><li>0.6056</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What percentage of FSLD can be expected to have scores above 38?<br /><br /><ol type="A"><li>10.56<br /></li><li>39.44<br /></li><li>60.56<br /></li><li>89.44</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 40 in PKDB?<br /><br /><ol type="A"><li>-1.15<br /></li><li>1.15<br /></li><li>863<br /></li><li>-737</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and your answer in the previous item?<br /><br /><ol type="A"><li>0.6251<br /></li><li>0.3749<br /></li><li>0.8749<br /></li><li>0.1251</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 60 in PKDB?<br /><br /><ol type="A"><li>1263<br /></li><li>-0.15<br /></li><li>0.15<br /></li><li>10.63</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.4404</li><li>0.5596</li><li>0.0596</li><li>0.9404<br /></li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What proportion of FSLD can be expected to have PDKB scores between 40 and 60?<br /><br /><ol type="A"><li>0.4345</li><li>0.3153</li><li>0.5655</li><li>0.6847</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>Suppose 378 randomly selected test takers took PKDB. How many can be expected to have scores between 40 and 60?<br /><br /><ol type="A"><li>164</li><li>214</li><li>119</li><li>259<br /></li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 36?<br /><br /><ol type="A"><li>783<br /></li><li>-675<br /></li><li>-1.35<br /></li><li>1.35</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.4115<br /></li><li>0.0885<br /></li><li>0.9115<br /></li><li>0.5885</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What is the z-score equivalent of the raw score 94?<br /><br /><ol type="A"><li>1.55<br /></li><li>1943<br /></li><li>-1817<br /></li><li>-1.55</li><li>No Answer. The correct answer is _________.<br /></li></ol></li><br /><li>What is the area under the normal curve between the mean and and your answer in the previous item?<br /><br /><ol type="A"><li>0.5606<br /></li><li>0.9394</li><li>0.0606<br /></li><li>0.4394<br /></li><li>No Answer. The correct answer is _________.<br /></li></ol></li><br /><li>What percentage of FSLD can be expected to have PKDB scores between 36 and 94?<br /><br /><ol type="A"><li>47.21<br /></li><li>97.21<br /></li><li>2.79<br /></li><li>14.91</li><li>85.09</li><li>52.79</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score has an area of 0.2190 from the mean?<br /><br />I. 0.33<br />II. -0.33<br /><br /><ol type="A"><li>I alone<br /></li><li>II alone<br /></li><li>both I and II<br /></li><li>neither I nor II<br /></li></ol></li><br /><li>What scores serve as boundaries for the middle 43.80% of FSLD's scores in PKDB?<br /><br /><ol type="A"><li>59.4 and 66.6<br /></li><li>51.4 and 74.6<br /></li><li>47.4 and 78.6<br /></li><li>33.4 and 92.6</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score/s has/have an area of 0.1400 from the mean?<br /><br /><ol type="A"><li>-1.08<br /></li><li>0.36<br /></li><li>-0.36<br /></li><li>-0.36 and 0.36</li><li>-1.08 and 1.08</li><li>1.08</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score/s has/have an area of 0.1400 below it?<br /><br /><ol type="A"><li>-1.08<br /></li><li>0.36<br /></li><li>-0.36<br /></li><li>-0.36 and 0.36</li><li>-1.08 and 1.08</li><li>1.08</li><li>No Answer. The correct answer is _________.</li></ol><br /></li><li>What PKDB score separates the 14% of FSLD with the <span style="font-weight: bold;">most developed</span> nonverbal abilities from the rest?<br /><br /><ol type="A"><li>41.40<br /></li><li>84.60<br /></li><li>70.20<br /></li><li>55.80</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>Suppose 87 out of 400 randomly selected students with learning disability were classified as having severely delayed nonverbal abilities. What PKDB score must one have to be classified as severely delayed?<br /><br /><ol type="A"><li>below 78.60</li><li>above 78.60<br /></li><li>below 47.40<br /></li><li>above 47.40</li><li>above 51.40<br /></li><li>below 51.40</li><li>above 74.60</li><li>below 74.60</li><li>No Answer. The correct answer is _________.</li></ol></li><br /><li>What z-score must be used to correctly answer item 33?<br /><br /><ol type="A"><li>0.78<br /></li><li>0.58<br /></li><li>-0.58<br /></li><li>-0.78</li><li>No Answer. The correct answer is _________.</li></ol></li></ol>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-31677065935837390532007-12-23T19:07:00.000+08:002007-12-23T20:30:02.164+08:00Measuring Learning OutcomesBelow are different relevant links that you may find helpful:<br /><br /><ul><li><a href="http://www.humboldt.edu/%7Etha1/bloomtax.html" target="_blank"><span style="font-style: italic;">Taxonomy of Educational Objectives</span></a> from Humboldt State University</li><li>G Krumme's <a href="http://faculty.washington.edu/krumme/guides/bloom1.html" target="_blank"><span style="font-style: italic;">Major Categories in the Taxonomy of Educational Objectives</span></a> and other links</li><li>Module on <a href="http://web.utk.edu/%7Emccay/apdm/plan/plan_b.htm" target="_blank"><span style="font-style: italic;">Planning the Test</span></a> by Alabama Department of Education</li><li><a style="font-style: italic;" href="http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=qualitytest/table#ques1" target="_blank">Table of Specifications</a> by Special Connections of University of Kansas</li><li>Mager's (1984) <a href="http://www2.gsu.edu/%7Emstmbs/CrsTools/Magerobj.html" target="_blank">Tips on Instructional Objectives</a><br /></li></ul>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-60463131679473479162007-12-23T12:38:00.002+08:002007-12-23T12:39:12.863+08:00Writing Essay Items<ul><li>Convey to students a clear idea regarding the extensiveness of the response desired<br /><br /></li><li>Construct items so that the student’s task is explicitly described<br /><br /></li><li>Do not employ optional items<br /><br /></li><li>Provide students with an approximate time to be expended on each item as well as each item’s value<br /><br /></li><li>Precursively judge an item’s quality by composing, mentally or in writing, a possible response</li></ul><br /><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-81210877191141527282007-12-23T12:38:00.001+08:002007-12-23T12:38:46.175+08:00Writing Completion Completion / Short-Answer Test Items<BR><br /><ul><li>Usually employ direct questions rather than incomplete statement, particularly for young students.<br /><br /></li><li>Structure the item so that a response should be concise.<br /><br /></li><li>Make sure blanks for all items are equal in length.<br /><br /></li><li>Place blanks in the margin for direct questions or near the end of incomplete statements.<br /><br /></li><li>For incomplete statements, use only one, or at most, two blanks.</li></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/shortanswer.html" target="_blank">here</a></span> to view an interactive guide to writing completion test items.</td></tr></table><BR><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-20930250750515573582007-12-23T12:37:00.001+08:002007-12-23T12:37:49.472+08:00Writing Matching Items<ul><li>Employ homogeneous list<br /><br /></li><li>Use relatively brief lists, placing the shorter words or phrases at the right<br /><br /></li><li>Employ more responses than premises<br /><br /></li><li>Order the responses logically<br /><br /></li><li>Describe the basis for matching and the number of times responses may be used.<br /><br /></li><li>Place all premises and responses for an item on a single page<br /><br /></li></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/matching.html" target="_blank">here</a></span> to view an interactive guide to writing matching test items.</td></tr></table><BR><br /><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-43649529053339330332007-12-23T12:36:00.002+08:002007-12-23T12:37:07.136+08:00Writing Multiple-choice Test Items<ul><li>Writing Item Stems<br /><br /></li><ul><li>Ask questions that require more than knowledge of facts<br /><br /></li><ul><li>a question might require selection of the best answer when all of the options contain elements of correctness. Such questions tend to be more difficult and discriminating than questions that merely ask for a fact. (Frary, 1995)<br /><br /></li></ul><li>In general, the stem should not pose more than one problem, although the solution to that problem may require more than one step. (Kehoe, 1995)<br /><br /></li><li>Construct the stem to be either an incomplete statement or a direct question, avoiding stereotyped phraseology<br /><br /></li><ul><li>rote responses are usually based on verbal stereotypes (Kehoe, 1995)<br /><br /></li></ul><li>Include as much information in the stem and as little in the options as possible.<br /><br /></li><ul><li>For example, if the point of an item is to associate a term with its definition, the preferred format would be to present the definition in the stem and several terms as options rather than to present the term in the stem and several definitions as options. (Kehoe, 1995)<br /><br /></li></ul><li>Restrict the use of negatives in the stem.<br /><br /></li><ul><li>Negatives in the stem usually require that the answer be a false statement. Because students are likely in the habit of searching for true statements, this may introduce an unwanted bias.<br /><br /></li></ul><li>Avoid irrelevant clues to the correct option<br /><br /></li><ul><li>Grammatical construction, for example, may lead students to reject options which are grammatically incorrect as the stem is stated. (Kehoe, 1995)<br /><br /></li></ul><li>Use simple and clear language in the questions.<br /><br /></li><ul><li>If the language is difficult, students who understand the material but who do not have strong language skills may find it difficult to demonstrate their knowledge.<br /><br /></li></ul></ul><li>Writing Options<br /><br /></li><ul><li>Be satisfied with three or four well constructed options. (Kehoe, 1995)<br /><br /></li><li>Ask questions with varying numbers of options.<br /><br /></li><ul><li>There is no psychometric advantage to having a uniform number, especially if doing so results in options that are so implausible that no one or almost no one marks them (Frary, 1995)<br /><br /></li></ul><li>Make incorrect alternatives attractive to students who have not achieved the targeted learning objectives (Childs, 1989)<br /><br /></li><li>Instead of repeating words in each alternative, include these words in the main body of the question.<br /><br /></li><ul><li>This will make the question easier to read and the options easier to compare.<br /></li><li>The grammar or structure of the main part of the question must not contain clues to the correct response, however. (Childs, 1989)<br /><br /></li></ul><li>Don't put negative options following a negative stem<br /><br /></li><ul><li>Empirically (or statistically) such items may appear to perform adequately, but this is probably only because brighter students who naturally tend to get higher scores are also better able to cope with the logical complexity of a double negative. (Frary, 1995)<br /><br /></li></ul><li>Try to avoid use "all of the above."<br /><br /></li><ul><li>Recognition of one wrong option eliminates "all of the above"<br /></li><li>recognition of two right options identifies it as the answer, even if the other options are completely unknown to the student. (Frary, 1995)<br /><br /></li></ul><li>Options which read “none of the above,” “both A and E above,” “all of the above,” etc., should be avoided when the students have been instructed to choose the “best answer,” which implies that the options vary in degree of correctness (Kehoe, 1995)<br /><br /></li><li>Do ask questions with "none of the above" as the final option, especially if the answer requires computation.<br /><br /></li><ul><li>Its use makes the question harder and more discriminating, because the uncertain student cannot focus on a set of options that must contain the answer.<br /></li><li>Of course, "none of the above" cannot be used if the question requires selection of the best answer<br /></li><li>It should not be used following a negative stem. (Frary, 1995)<br /><br /></li></ul><li>Make all choices exactly parallel.<br /><br /></li><ul><li>Novice test writers tend to make the correct answer longer and more carefully worded and, by doing so, may provide a clue to the correct answer. (Childs, 1989)</li><li>Construct distractors that are comparable in length, complexity and grammatical form to the answer, avoiding the use of such words as "always," "never," and "all.“ (Kehoe, 1995)<br /><br /></li></ul><li>After the options are written, vary the location of the answer on as random a basis as possible.<br /><br /></li><ul><li>A convenient method is to flip two (or three) coins at a time where each possible Head-Tail combination is associated with a particular location for the answer. (Kehoe, 1995)<br /><br /></li></ul><li>If possible, have a colleague with expertise in the content area of the exam review the items for possible ambiguities, redundancies or other structural difficulties.<br /><br /></li><ul><li>Having completed the items we are typically so relieved that we may be tempted to regard the task as completed and each item in its final and permanent form. Yet, another source of item and test improvement is available to us, namely, statistical analyses of student responses. (Kehoe, 1995)</li></ul></ul></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/multiplechoice.html" target="_blank">here</a></span> to view an interactive guide to writing multiple choice test items.</td></tr></table><BR><br /><br /><br />Source:<br /><span style="font-size:85%;"><br /></span><span style="font-size:85%;">Unless otherwise specified, the texts were from Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span><br /><span style="font-size:85%;"><br /><br /><span style="font-size:100%;">Other References:<br /><br /></span>Childs, Ruth A. (1989). Constructing classroom achievement tests. ERIC Digest ED315426.<br /><br />Frary, Robert B. (1995). More multiple-choice item writing do’s and don’ts. ERIC Digest ED398238.<br /><br />Kehoe, Jerard (1995). Writing multiple-choice test items. ERIC Digest ED398236.</span><br /><br /><span style="font-size:85%;"></span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-82958554641224448992007-12-23T12:36:00.001+08:002007-12-23T12:36:28.782+08:00Writing Binary-choice Test Items<BR><br /><ul><li>Phrase items so that a superficial analysis by the student suggests a wrong answer.<br /><BR></LI><LI>Rarely use negative statements, and never use double negatives.<br /><BR></LI><LI>Include only one concept in each statement<br /><BR></LI><LI>Have an approximately equal number of items representing the two categories being tested.<br /><BR></LI><LI>Keep item length similar for both categories being tested.<br /></li></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/truefalse.html" target="_blank">here</a></span> to view an interactive guide to writing true-false test items.</td></tr></table><BR><br /><BR><BR>Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span><BR>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-44568520469875842442007-12-23T12:34:00.000+08:002007-12-23T12:35:43.814+08:00General Item Writing "Commandments"<ul><li>Thou shall not provide opaque directions to students regarding how to respond to your assessment instruments<br /><br /><br /></li><li>Thou shall not employ ambiguous statements in your assessment items<br /><br /><br /></li><li>Thou shall not provide students with unintentional clues regarding appropriate responses<br /><br /><br /></li><li>Thou shall not employ syntax in your assessment items<br /><br /><br /></li><li>Thou shall not use vocabulary that is more advanced than required</li></ul><br /><br /><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-35488062670505989242007-12-23T12:22:00.000+08:002008-01-23T06:30:26.551+08:00Linear CorrelationWhen analyzing if individual test items and/or whether the whole the test itself “performed” well, knowing the concepts of linear correlation usually comes in handy.<br /><br />When teachers and educational researchers wish to explore/establish if two phenomena or variables are related, they use what is known as correlational technique.<br /><br /><strong>Creating graphs</strong> and <strong>computing for correlation coefficients</strong> are frequenly done in such research projects.<br /><br />The scattergram or scatter plot (or simply scatter) is the graph that is used in correlational studies.<br /><br />Click the provided links to review how to interpret scatter plots.<br /><ul><li><a href="http://www.regentsprep.org/regents/math/algebra/AD4/scatter.htm" target="_blank">scatter plots and correlation</a></li><li><a href="http://www.stat.berkeley.edu/%7Estark/Java/Html/Correlation.htm" target="_blank">correlation demo</a></li><li><span style="font-style: italic;">MyMath</span>'s lesson on <a href="http://www.mymaths.co.uk/samples/scatterGraphsLessonSample.swf" target="_blank">scatter graphs</a><br /></li></ul><br />Want to create your own scatter plot? Click <a href="http://nlvm.usu.edu/en/nav/frames_asid_144_g_4_t_5.html?open=activities&hidepanel=true&from=vlibrary.html" target="_blank">here</a> or <a href="http://www.people.vcu.edu/%7Erjohnson/regression/" target="_blank">here</a>.<br /><br />Please note that NOT all relationships are linear. Click <a href="http://dl.uncw.edu/digilib/mathematics/algebra/mat111hb/E&l/data/data.html" target="_blank">here</a> for scattergrams illustrating nonlinear relationship.<br /><br />The most popular correlation coefficient is the <a href="http://davidmlane.com/hyperstat/A34739.html" target="_blank">Pearson’s r</a>.<br /><br />Please take note that one of the assumptions of Pearson’s r is linearity and there are variables that may have nonlinear relationship.<br /><br />Another assumption is level of measurement. But when doing item analysis, sometimes, the only information is binary in nature (e.g., right or wrong answer, passed or failed the test, etc) Such data are definitely lower than interval level. We can use <strong>point biserial correlation coefficient</strong> or <strong>phi coefficient</strong>, both <em>“descendants”</em> of the Pearson’s r.<br /><br />Click <a href="http://edf5400-01.sp02.fsu.edu/Guide5.html#WIDELY%20USED%20COEFFICIENTS" target="_blank">here</a> to review the alternatives to Pearson's r when its assumptions could not be satisfied.<br /><br /><br />Additional Links (you might find some useful when you’re already teaching)<br /><ul><li>Using MS-Excel to <a href="http://www.mnstate.edu/wasson/ed602graphcorr.htm" target="_blank">create a scattergram</a>, <a href="http://www.gifted.uconn.edu/Siegle/research/Correlation/excel.htm" target="_blank">compute for Pearson's r</a></li><li> Computing for <a href="http://faculty.vassar.edu/lowry/corr_stats.html" target="_blank">Pearson's r</a>, <a href="http://faculty.vassar.edu/lowry/pbcorr.html" target="_blank">point-biserial r</a>, <a href="http://faculty.vassar.edu/lowry/tab2x2.html" target="_blank">phi coefficient</a></li></ul>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-15186853883336337332007-12-06T16:59:00.000+08:002008-01-10T12:06:45.989+08:00Z-scores and the Normal DistributionA good introduction to this topic is <em>Thomson Higher Education</em>'s workshop on <a href="http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/stat_workshp/zscores/zscores_01.html" target="_BLANK"><em>z-scores</em></a>.<br /><br />The normal distribution is a theoretical distribution but it allows us to make descriptive statements about a raw scores that are randomly sampled from empirical distributions that may be assumed normal.<br /><br /><table cellpadding="2" width="80%" align="center" border="2"><tbody><tr><td>The difference between theoretical and empirical distributions confuses you?<br />Click <a href="http://faculty.vassar.edu/lowry/ch2pt3.html" target="_BLANK">here</a> to compare the two.</td></tr></tbody></table><br /><br />The normal curve table allows us to determine the total area 1) above or below a score and 2)between two scores.<br /><br /><table width="75%" align="center" border="2"><tbody><tr><td align="middle">Click <a href="http://davidmlane.com/hyperstat/z_table.html" target="_blank"><span style="FONT-WEIGHT: bold">here</span></a> to view David Lane's interactive calculators for the normal distribution.</td></tr></tbody></table><br />Depending on the what is required by a normal curve problem, the area under the normal curve may be expressed as<br /><ul><li>proportion of cases/respondents/students</li><li>percentage of cases when multiplied by 100</li><li>number of respondents when multiplied by N (sample size).</li></ul><span style="FONT-WEIGHT: bold"><br /><br /><br /><br />Review:</span> Click the provided links 1) to check your mastery of the lesson and 2) prepare for the 3rd exam on <span style="FONT-WEIGHT: bold">11 January 2008.</span><br /><ul><li><a style="FONT-WEIGHT: bold" href="http://mc-cd-115.blogspot.com/2008/01/review-1-normal-curve-problems.html">Review 1</a> (This is NOT a graded activity. This is a copy of the questions we used in class. A link is provided if you wish to check your answers.)</li><li><a style="FONT-WEIGHT: bold" href="http://mc-cd-115.blogspot.com/2008/01/graded-review-1.html">Graded Review 1</a> (<span style="FONT-WEIGHT: bold">Due</span>: before the start of our <span style="FONT-WEIGHT: bold">9 January 2008</span> class) </li><li><a href="http://mc-cd-115.blogspot.com/2008/01/graded-review-1-answers-normal-curve.html"><strong>Answers</strong></a> to Graded Review 1<br /></li></ul>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-69078888652565299762007-11-17T22:41:00.000+08:002007-11-17T22:40:44.525+08:00Describing Data Numerically: The Four Measures<br><br />There are four groups of measures that can be used in describing data. Click the provided links to review the measures of:<br><br /><oL><li>the center (central location)</li><ul><li><a href="http://www.mste.uiuc.edu/hill/dstat/mode.html" target="_blank">mode</a></li><li><a href="http://www.mste.uiuc.edu/hill/dstat/median.html" target="_blank">median</a></li><li><a href="http://www.mste.uiuc.edu/hill/dstat/mean.html" target="_blank">mean</a></li></UL><br /><TABLE WIDTH="75%" BORDER="1" ALIGN="CENTER"><TR><TD>Click <a href="http://www.mste.uiuc.edu/hill/dstat/centtend.html" target="_blank">here</a> to view the difference between median and mean</TD></TR></TABLE><br><br /><li>spread (<a href="http://www.mste.uiuc.edu/hill/dstat/variation.html" target="_blank">variability</a>)</li><ul><li><a href="http://www.mste.uiuc.edu/hill/dstat/range.html" target="_blank">range</a></li><li><a href="http://www.mste.uiuc.edu/hill/dstat/variance.html" target="_blank">variance</a></li><li><a href="http://www.mste.uiuc.edu/hill/dstat/sd.html" target="_blank">standard deviation</a></li><li>less often used measures: <a href="http://www.statcan.ca/english/edu/power/ch12/range.htm" target="_blank">interquartile range</a> and <a href="http://www.learner.org/channel/courses/learningmath/data/session5/part_e/index.html" target="_blank">mean absolute deviation</a></li></ul><BR><br /><LI>asymmetry (<a href="http://davidmlane.com/hyperstat/A11284.html" target="_blank">skewness</a>)</LI><br /><TABLE WIDTH="80%" BORDER="1" ALIGN="CENTER"><TR><TD><ul><li>view an <a href="http://highered.mcgraw-hill.com/sites/dl/free/0072868244/124727/Skewness.html" target="_blank">interactive illustration</a> of this concept</li><li>the <a href="http://highered.mcgraw-hill.com/sites/dl/free/0072868244/124727/MeanMedianMode.html" target="_blank">relationship of the measures of central tendency</a> in symmetric and in skewed distributions</li></ul></TD></TR></TABLE><BR><br /><LI>flatness/peakedness (<a href="http://www.gseis.ucla.edu/courses/ed230a2/kurtosis.html" target="_blank">kurtosis</a>)</LI></OL><br /><br />Among the four measures, research reports in education and the social sciences rarely mention measure of kurtosis.<BR><br />You must have read that median, one of the three most often used measures of central location, is also known as 50th percentile (%ile).<BR><br />Also, one measure of variability is computed by getting the distance between the first and third quartiles. Quartile is a special name for some specific percentiles.<BR><br />Many standardized test scores are expressed in %iles. Click <a href="http://onlinestatbook.com/chapter1/percentiles.html" target="_blank">here</a> to review this topic. <BR><br />Another commonly reported score in standardized tests is the z-score. Click <a href="http://mc-cde-43.blogspot.com/2007/06/z-scores-and-normal-distribution.html">here</a> to learn more about this topic.<BR><br /><TABLE BORDER="1" WIDTH="80%" ALIGN="CENTER"><TR><TD>Links you might be useful when you're already a teacher using a spreadsheet for your class records:<ul><li><a href="http://www.cvgs.k12.va.us/DIGSTATS/main/Guides/g_3mxcel.html" target="_blank">Calculating for mean, median and mode using MS-Excel</a></li><li><a href="http://wps.prenhall.com/esm_tannenbaum_excursions_5/0,8136,944778-,00.html" target="_blank">Using MS-Excel's basic statistical functions</a></li></ul></td></TR></TABLE><br /><BR>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com3tag:blogger.com,1999:blog-952608654739642111.post-17160889284624557162007-11-17T22:39:00.000+08:002007-11-17T22:39:52.162+08:00Tables & GraphsTeachers employ statistics more often than they realize; for example, they need to summarize/describe 1) each student’s performance every quarter regularly or 2) the students’ performance as a class, etc.<br /><br />One way data sets (such as students’ grades or number of absences, etc) are usually summarized is by using <strong><em>tables</em></strong>.<br /><br />Click <a href="http://www.statcan.ca/english/edu/power/ch8/frequency.htm" target="_blank">here</a> to review different types of frequency distribution tables.<br /><br />An alternative to summarizing data sets is by using <strong><em>graphs</em></strong> or <strong><em>charts</em></strong>.<br /><br />Click <a href="http://www.stat.psu.edu/~resources/ClassNotes/ljs_06/sld001.htm" target="_blank">here</a> to review different ways of graphing data.<br /><br />Did you notice that some graphs <strong>CANNOT</strong> be used with categorical data? Categorical data are sometimes referred to as qualitative or nominal-level data.<br /><br />Click <a href="http://edf5481-01.su00.fsu.edu/LevelsofAnalysis.htm" target="_blank">here</a> to review how to differentiate nominal from the other three types of data/variables based on levels of measurement.<br /><br><br />Aside from graphs and tables, teachers often compute a value to <span style="font-weight:bold;">numerically<a href="http://mc-cde-43.blogspot.com/2007/06/describing-data-numerically-four.html"></a></span> describe or summarize any given data set.cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com1tag:blogger.com,1999:blog-952608654739642111.post-12027118164778574582007-11-15T21:45:00.002+08:002008-03-25T20:46:14.760+08:00Blog Updates / Changes25 March 08, 8:34 pm<br /><ul><li>Updated: Online class record to reflect <span style="font-weight: bold;">class participation grade </span>and <span style="font-weight: bold;">attendance bonus</span> (these two are not publicly available)<br /><br /></li><ul><li>the number of cuts that I've recorded are shown in the class record</li><li>note: 3 lates = 1 cut, therefore, 1.33 cuts may either mean 4 lates or 1 cut and 1 late<br /></li><li>those with perfect attendance were given a full 1 point</li><li>those with near-perfect attendance were given a partial bonus (e.g., 0.75, 0.50, 0.25)<br /><br /></li></ul><li>If the student has not submitted peer/self evaluation yet or has decided to revise the final paper, a note also in the last two columns of the online class record<br /></li></ul>24 March 08, 5:52 pm<br /><ul><li>Updated: Online class record</li><ul><li>Click <a href="http://docs.google.com/doc?id=dcj7rkvx_947dmfz2sf9" target="_">here</a> if you wish to view the rubrics I used to score your final paper (highest possible score was 55 points)</li><li>For those who wish to submit an improved version of their paper, you may see me tomorrow in MC so I can give you feedback.<br /></li><li>Check your peer evaluation grade; if you have lower than you expected please "pester" your group mates to submit their peer evaluation</li><li>Attendance bonus was set to zero. I left the class cards in school, I'll update this tomorrow.</li><li>Participation grade is set at 75.00 right now. The more participative ones in class will receive a higher grade on or before Wed (26 March)<br /></li></ul></ul><br />03 January 08, 10:14 am<br /><ul><li>Updated: Online class record to reflect performance in Quiz 4</li><li>Changed the column label "Quiz Average" to "Adjusted Quiz Mean" to indicate that only the highest 4 quiz grades were included in computing for the mean quiz grade</li><li>Please take note that if everybody will decide to fail the remaining requirements, 43 out of 54 students are now assured of passing the course.<br />Here is the breakdown:<br /><br /></li><ul><li>3 and above => none yet</li><li>2.5 => 4 students<br /></li><li>2.0 => 7 students<br /></li><li>1.5 => 15 students<br /></li><li>1.0 => 17 students<br /></li></ul></ul><br />11 January 08, 6:07 pm<br /><ul><li>Updated: Online class record to reflect performance in Quiz 3 and Graded Review 1<br /></li></ul>10 January 08, 12:04 pm<br /><ul><li>Added in <a href="http://mc-cd-115.blogspot.com/2007/12/z-scores-and-normal-distribution.html">Lesson II.C</a>: Link to Graded Review 1 Answers<br /></li></ul>06 January 08, 10:30 am<br /><ul><li>Links to two sets of review questions on normal curve problems were added in <a href="http://mc-cd-115.blogspot.com/2007/12/z-scores-and-normal-distribution.html">Lesson II.C</a>. Submit your answers to the second set of questions before our 9 January 2008 class.<br /></li></ul><br />24 December 07, 8:00 am<br /><ul><li>Activated links to:<br /></li><ul><li>Topics II.D to IV.C</li><li>Final paper instructions with sample answers using CD 115 Quiz 1 data<br />(Note: More sample answers will be added before 4 Jan 07)<br /></li></ul></ul>19 December 07, 6:30 pm<br /><ul><li>Updated: Online Class Record (to reflect grade in Exam 2 and Seat Work 1)</li></ul>06 December 07, 6:10 pm<br /><ul><li>Updated: Online Class Record (to reflect grade in Exam 1)</li><li>Activated:<br /></li><ul><li>Link to Topic II.C "z-Scores and the Normal Distribution" in the course outline</li><li>Link to sample encoded final paper data<br /></li></ul></ul>17 November 07, 10:45 pm<br /><ul><li>Activated: Link to Topic II.B "The Four Sets of Measures" in the course outline<br /></li></ul><br />15 November 07, 9:45 pm<br /><ul><li>Updated: Link to "different levels of measurement" in the Introduction page</li><li>Activated: Link to "Summarizing Data Using Tables and Graphs"<br /></li></ul>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-8509840806240982002007-11-09T17:33:00.000+08:002007-11-15T21:37:01.052+08:00IntroductionWhat do measurement, assessment and evaluation mean?<br /><br /><table align="center" border="2" width="80%"><tbody><tr><td>You might want to read how <a href="http://www.adprima.com/measurement.htm" target="_blank">Dr. Bob Kizlik</a> differentiated these three.</td></tr></tbody></table><br /><br /><em><strong>Measurement</strong></em> - according to Stevens (1959, in <a href="http://www.rasch.org/rmt/rmt111n.htm" target="_blank">Wright, 1997</a>)is the process of assigning numerals to events or objects (or in our case persons/students).<br /><br />Review the different levels of measurement <a href="http://courses.csusm.edu/soc201kb/level_of_measurement.htm" target="_blank">here</a>.<br /><br /><em><strong>Assessment</strong></em><br /><ul><li>Usually used synonymously with test or testing</li><li>A formal attempt to determine students’ status with respect to an educational variable of interest</li><li>A task or series of tasks used to obtain systematic observations presumed to be representative of educational traits or attributes</li></ul><br /><br />Tests may be classified in several ways:<br /><br /><table border="1"><tbody><tr><td>Teacher-made</td><td>constructed by teachers for use within their own classroom</td></tr><tr><td>Standardized</td><td>constructed by test specialists working with curriculum experts and teachers</td></tr></tbody></table><br /><br /><table border="1"><tbody><tr><td>Norm-referenced tests (NRTs)</td><td>designed to measure individual differences in achievement, intelligence, interests, attitudes, or personality</td></tr><tr><td>Criterion-reference tests (CRTs)</td><td>relate a student’s score on an achievement test to a domain of knowledge rather than to another student’s score</td></tr></tbody></table><br /><br /><table border="1"><tbody><tr><td>Individual tests</td><td><ul><li>designed to be administered to one person at a time</li><li>These tests are normally given orally and require examiner’s constant attention</li></ul></td></tr><tr><td>Group tests<br /></td><td><ul><li>can be given to many persons at a time</li><li>less complicated than individual tests</li><li>"Paper-and-pencil" tests are almost always given to groups</li></ul></td></tr></tbody></table><br /><br /><table border="1"><tbody><tr><td>Objective tests</td><td>those tests that have clear and unambiguous scoring criteria – that is, independent scorers can agree on the number of points answers should receive</td></tr><tr><td>Subjective tests </td><td>have vague scoring criteria</td></tr></tbody></table><br /><br /><table border="1"><tbody><tr><td>Power tests</td><td><ul><li>have generous time limits so that most students will be able to attempt every item</li><li>Items are arranged from easiest to most difficult; last few items are normally so difficult that no one is expected to get a perfect score</li></ul></td></tr><tr><td>Speed tests</td><td><ul><li>have severe time limits, but the items are so easy that few students are expected to make errors</li><li>The severity of time limits make it almost improbable for any student to finish all items</li></ul></td></tr></tbody></table><br /><br /><table border="1"><tbody><tr><td>Verbal tests</td><td>emphasize the use of language as the primary means of responding to test items or questions</td></tr><tr><td>Nonverbal tests</td><td>de-emphasize the role of reading in testing</td></tr><tr><td>Nonlanguage tests</td><td>are administered in pantomime or by gestures and require no language facility on the part of the examinee<br /></td></tr><tr><td>Performance tests</td><td>require examinees to perform a task rather than answering questions</td></tr></tbody></table><br /><br /><table border="1"><tbody><tr><td>Ability tests</td><td>contain items that can be scored in terms of speed, accuracy, or both</td></tr><tr><td>Personality tests</td><td>related to overt and covert dispositions of the individual – for example, the tendency that a person will show a particular behavior or response in any given situation</td></tr></tbody></table><br /><br />Types of Abilities<br /><table border="1"><tbody><tr><td>Achievement</td><td>refers to previous learning</td></tr><tr><td>Aptitude</td><td>refers to potential for learning or acquiring a specific skill</td></tr><tr><td>Intelligence</td><td>commonly refers to a person’s general potential to solve problems, adapt to changing circumstances, think abstractly, and profit from experience, independent of prior learning</td></tr></tbody></table><br /><br />Types of Personality Tests<br /><table border="1"><tbody><tr><td>Structured personality tests</td><td>provide a statement, usually of the “self-report” variety, and require the test taker to choose between two or more alternatives</td></tr><tr><td>Projective personality test</td><td>one in which the stimulus (test materials) and the required response or both are ambiguous</td></tr></tbody></table><br /><br /><em><strong>Evaluation</strong></em><br /><ul><li>A process through which a value judgment or decision is made from a variety of observations and from the background and training of the evaluator</li><li>Some equate the term with grading</li><li>Others equate the term with program or curriculum evaluation (consider WJ Popham's definition below)</li></ul><br /><br /><table border="1" width="80%"><tbody><tr><td><em>Evaluation is an appraisal of the worth of an educational program or, in the case of classroom teachers, either the effectiveness of an instructional activity or the competence of the teacher</em></td></tr></tbody></table><br /><br /><strong>Types of Evaluative Decisions</strong><br /><ul><li>Selection<br /><br /></li><ul><li>Selection tests and other measurement devices are used to help decide who will be accepted or rejected by an institution<br /><br /></li></ul><li>Placement and Classification<br /><br /></li><ul><li>Placement tests, usually administered after applicants are selected, assign individuals to different levels or types of categories.</li></ul><ul><ul><li>Placement involve “vertical” grouping within a single job, program, or subject<br /><br /></li></ul></ul><ul><li>Classification tests are designed to place individuals in optimal programs to increase the probability of success<br /></li></ul><ul><ul><li>Classification involves “horizontal” groupings in different curricula or different jobs<br /><br /></li></ul></ul><li>Diagnosis and Remediation<br /><br /></li><ul><li>Diagnostic tests determine a person’s strengths and weaknesses in order to improve performance or well-being<br /><br /></li></ul><li>Feedback<br /><br /></li><ul><li>The process of informing students, parents, teachers, and administrators regarding student progress</li></ul><ul><li>There’s a good amount of evidence that supports the argument that knowledge of results increases student learning</li></ul><ul><li>Feedback is NOT the same as marking or grading; marks, though, do provide feedback to students and their parents<br /><br /></li></ul><li>Administrative Policy<br /><br /></li><ul><li>Administrative policy decisions may be made at the school, district, regional/state, or national level</li></ul><ul><li>These decisions may determine how much money should be given to a school district or a degree program in a school<br /><br /></li></ul><ul><li>These decisions have the most impact on students<br /><br /></li></ul><ul><ul><li>Promotions decisions<br />(whether a student’s score on a criterion is at or above the cutoff established to allow him/her to be promoted to the next grade/year level, or whether he/she will be offered an opportunity for remedial instruction or whether he/she is retained and must repeat the year)<br /><br /></li></ul></ul><ul><ul><li>Graduation decisions<br />(whether a student’s score on a criterion is at or above the cutoff established to allow the student to obtain a diploma)<br /><br /></li></ul></ul><ul><li>These decisions have direct impact on school staff as well<br /><br /></li></ul><ul><ul><li>Reconstitution<br />(if a class, school, or district’s performance on a national test or high-stakes test is unacceptably low, a teacher, principal, or an entire school staff may be replaced or “reconstituted” in an effort to break a pattern of low achievement)<br /><br /></li></ul></ul><ul><ul><li>Recognition<br />(if the performance is high enough, the class, teacher, school, principal, district, etc., may qualify for financial and other incentives, including recognition at local, regional/state, and national gatherings)<br /><br /></li></ul></ul><li>Program and Curriculum<br /><br /></li><ul><li>Measurement can be valuable in making decisions about programs and curricula</li></ul><ul><li>Programs can involve innovative projects instituted by a school or district or by an individual teacher who wants to evaluate the effectiveness of his/her teaching methods<br /><br /></li></ul><ul><li>Formative vs. Summative Evaluation<br /><br /></li></ul><ul><ul><li>Formative evaluation<br /></li><ul><li>helps the teacher or administrator make effective decisions throughout the duration of the course of project</li></ul></ul></ul><ul><ul><ul><li>this is done during the program</li></ul></ul></ul><ul><ul><ul><li>It is closely related to feedback and diagnostic functions of testing<br /><br /></li></ul></ul></ul><ul><ul><li>Summative evaluation<br /></li><ul><li>occurs at the end of a program or course and determines its overall effectiveness</li></ul></ul></ul><ul><ul><ul><li>The purpose of summative evaluation is not so much to help individual students currently participating in the program as it is to make a decision about whether the project has been successful and should be continued or modified or whether it was unsuccessful and should be dropped<br /></li></ul></ul></ul></ul><br /><br /><strong><em>References</em></strong><br /><ul><li>Kubiszyn, T. & Borich, G. (2003). Educational testing and measurement: Classroom application and practice. (7th ed.) Singapore: John Wiley & Sons.</li><li>Kaplan, R.M. & Sacuzzo, D.P. (1993). Psychological testing: Principles, applications and issues. Pacific Grove, CA: Brooks/Cole Publishing.</li><li>Popham, W. J. (2002). Classroom assessment: What teachers need to know. (3rd ed.). Singapore: Allyn and Bacon.</li><li>Sax, G. (1997). Principles of educational and psychological measurement and evaluation. (4th ed.). CA: Wadsworth Publishing Company.<br /></li></ul>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-34488498164455664352007-10-29T16:47:00.000+08:002007-12-24T07:31:39.965+08:00Course Outline<span style="font-weight: normal; line-height: normal; font-style: normal;"><br /><dl><dt><strong>Course Title</strong> </dt><dd>Measurement and Evaluation<br /><br /></dd><dt><strong>Course Description</strong> </dt><dd>The course equips the students with knowledge and skills in constructing different classroom tests, and in employing the essentials of measurement in order to evaluate the children’s achievement.<br /><br /></dd><dt><strong>Number of Units</strong> </dt><dd>3 units<br /><br /></dd><dt><strong>Prerequisite Course</strong> </dt><dd>Psy 12 – General Psychology<br /><br /></dd><dt><strong>Course Objectives</strong><br /></dt><dd>At the end of the course, students are expected to be able to: <ul><li>Describe the different types of paper-and-pencil tests are often employed when assessing students specially young children</li><li>Match learning objectives with test items</li><li>Create reliable and valid instruments</li><li>Interpret results of standardized tests</li><li>Evaluate tests</li></ul></dd></dl><br /><strong>Topics</strong><br /><ol type="I"><li><a href="http://mc-cd-115.blogspot.com/2007/06/introduction.html">Introduction</a><br />(Measurement vs. Testing vs. Assessment vs. Evaluation; Different types of psycho-educational tests)</li><br /><br /><li>Review of basic statistical concepts relevant to educational measurement</li><br /><ol type="A"><li><a href="http://mc-cd-115.blogspot.com/2007/06/summarizing-and-describing-data-using.html">Summarizing Data Using Tables and Graphs</a></li><li>Describing Data Numerically: <a href="http://mc-cd-115.blogspot.com/2007/06/describing-data-numerically-four.html">The Four Sets of Measures</a></li><li><a href="http://mc-cd-115.blogspot.com/2007/12/z-scores-and-normal-distribution.html">Z-Scores and the Normal Distribution</a></li><li><a href="http://mc-cd-115.blogspot.com/2007/12/linear-correlation.html">Linear Correlation</a></li></ol><br /><br /><li><a href="http://mc-cd-115.blogspot.com/2007/12/measuring-learning-outcomes.html">Measuring Learning Outcomes</a><br />(Review of previously learned taxonomies of educational objectives; Table of specifications: The test’s “blue print”, Matching instructional and testing objectives)<br /><br /><br /></li><li>Writing Test Items</li><br /><ol type="A"><li><a href="http://mc-cd-115.blogspot.com/2007/12/general-item-writing-commandments.html">General Item-writing Guide</a><br /><br /></li><li>Selected-response Tests<br /><br /></li><ol><li><a href="http://mc-cd-115.blogspot.com/2007/12/writing-binary-choice-test-items.html">Binary Choice</a> (e.g. True-False)</li><li><a href="http://mc-cd-115.blogspot.com/2007/12/writing-matching-items.html">Matching</a></li><li><a href="http://mc-cd-115.blogspot.com/2007/12/writing-multiple-choice-test-items.html">Multiple Choice</a><br /><br /></li></ol><li>Constructed-response Tests<br /><br /></li><ol><li><span style="font-weight: normal; line-height: normal; font-style: normal;"><a href="http://mc-cd-115.blogspot.com/2007/12/writing-completion-completion-short.html">Completion / Short-answer</a><br /></span></li><li><span style="font-weight: normal; line-height: normal; font-style: normal;"><a href="http://mc-cd-115.blogspot.com/2007/12/writing-essay-items.html">Essay</a><br /></span></li></ol></ol><br /><br /><li>The Classical Test Theory and Test Reliability</li><br /><br /><li>Test Validity</li><br /><br /><li>Standard Error of Measurement (SEM) and Accuracy</li><br /><br /><li>Evaluation and Improvement of the Written Test</li><br /><br /><li>Short Introduction to Performance-based Assessment</li></ol><br /><br /><strong>Course Requirements</strong><br /><ul><li>Active Class Participation</li><li>Major Exams<br /></li><li>Final Paper<br /></li><ul><li>View <a href="http://docs.google.com/View?docid=dcj7rkvx_408dkpjsp" target="_blank">sample letter</a></li><li>View <a href="http://spreadsheets.google.com/pub?key=p9O0ahbkOhy2zKC9Y6Ew1Ww" target="_blank">sample encoded data </a><br />(CD 115 Quiz 1 answers of 50 randomly selected students)</li><li>View <a href="http://docs.google.com/View?docid=dcj7rkvx_903gbbkxn3g" target="_blank">final paper instructions</a>.<br />(Sample answers using CD 115 Quiz 1 data were provided)<br /></li></ul></ul><br /><br /><strong>Grading System</strong> <ul><li>65% Class Average<br /></li><li>35% Final Paper Grade<br /></li></ul><br /><br /><strong>References</strong><br /><ul><li>Anastasi, A. & Urbina, S. (1997). <em>Psychological testing. (7th ed.).</em> NJ: Prentice-Hall.</li><li>Bridgemena, B. (1992). A comparison of quantitative questions in open-ended and multiple choice formats. <em>Journal of educational measurement,</em> 29 (3), 253-271.</li><li>Dolly, J. & Willimas, K.S. (1986). Using test-taking strategies to maximize multiple-choice scores. <em>Educational and psychological measurement,</em> 46 (3), 619-625.</li><li>Downie, N. M. & Heath, R. W. (1984). <em>Basic statistical methods. (5th Ed.).</em> NY: Harper &<br />Row. Philippine Reprint, National Bookstore.</li><li>Green, K. (1984). Effects of item characteristics on multiple-choice item difficulty. <em>Educational and psychological measurement, </em>44 (3), 551-561.</li><li>Hambleton, R.K. & Daniel, R.I. (1978). Guidelines for evaluating criterion-reference tests and test manuals. <em>Journal of educational measurement,</em> 15 (4), 321-327. </li><li>Linn, R.L. (1993). Testing and instruction: Links and distinction. <em>Journal of educational measurement,</em> 20 (2), 179-189. </li><li>Linn, R.L. & Gronlund, N.E. (2000). <em>Measurement and assessment in teaching (8th ed.).</em> NJ: Prentice-Hall. </li><br /><li>Kubiszyn, T. & Borich, G., (2004). <em>Educational testing and measurement: Classroom application and practice. (7th ed.)</em>. Singapore: John Wiley & Sons, Inc. </li><li>Mentzer, T.L. (1982). Response biases in multiple-choice test item files. <em>Educational and psychological measurement,</em> 42 (2), 437-448. </li><li>Popham, W.J. (2002). <em>Classroom assessment: What teachers need to know. (3rd ed.).</em> Boston: Allyn-Bacon. </li><li>Plake, B.S. & Huntley, R.M. (1984). Can relevant grammatical cues result in invalid test items? <em>Educational and psychological measurement,</em> 44 (3), 687-696.</li><li>Ruiz-Primo, M.A., Baxter, G.P. & Shavelson, R.J. (1993). On the stability of performance assessments. <em>Journal of educational measurement,</em> 30 (1), 41-53. </li><li>Sax, G. (1997). <em>Principles of educational and psychological measurement and evaluation. (4th ed.).</em> Singapore: Wadsworth Publishing Company. </li><li>Toffelson, N. (1987). A comparison of the item difficulty and item discrimination of multiple-choice items using the “None of the Above” and one correct response options. <em>Educational and psychological measurement, </em>47 (2), 377-383. </li><li>Ward, W. C. (1982). A comparison of free-response and multiple-choice forms of verbal aptitude tests. <em>Applied psychological measurement,</em> 6 (1), 1-11. </li><li>Zeidner, M. (1987). Essay versus multiple choice type classroom exams: The students’ perspective. <em>Journal of educational research, </em>80 (6), 352-358.</li></ul><br /><br /></span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-21777851956082798972007-09-19T05:56:00.000+08:002007-09-19T05:57:53.938+08:00Writing Essay Items<ul><li>Convey to students a clear idea regarding the extensiveness of the response desired<br /><br /></li><li>Construct items so that the student’s task is explicitly described<br /><br /></li><li>Do not employ optional items<br /><br /></li><li>Provide students with an approximate time to be expended on each item as well as each item’s value<br /><br /></li><li>Precursively judge an item’s quality by composing, mentally or in writing, a possible response</li></ul><br /><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-44584725799183039272007-09-19T05:52:00.000+08:002007-09-19T06:06:25.042+08:00Writing Completion Completion / Short-Answer Test Items<BR><br /><ul><li>Usually employ direct questions rather than incomplete statement, particularly for young students.<br /><br /></li><li>Structure the item so that a response should be concise.<br /><br /></li><li>Make sure blanks for all items are equal in length.<br /><br /></li><li>Place blanks in the margin for direct questions or near the end of incomplete statements.<br /><br /></li><li>For incomplete statements, use only one, or at most, two blanks.</li></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/shortanswer.html" target="_blank">here</a></span> to view an interactive guide to writing completion test items.</td></tr></table><BR><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-43055051126164262012007-09-19T05:47:00.000+08:002007-09-19T06:08:08.289+08:00Writing Matching Items<ul><li>Employ homogeneous list<br /><br /></li><li>Use relatively brief lists, placing the shorter words or phrases at the right<br /><br /></li><li>Employ more responses than premises<br /><br /></li><li>Order the responses logically<br /><br /></li><li>Describe the basis for matching and the number of times responses may be used.<br /><br /></li><li>Place all premises and responses for an item on a single page<br /><br /></li></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/matching.html" target="_blank">here</a></span> to view an interactive guide to writing matching test items.</td></tr></table><BR><br /><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-47569549775855790402007-09-19T05:21:00.000+08:002007-09-19T06:10:44.310+08:00Writing Multiple-choice Test Items<ul><li>Writing Item Stems<br /><br /></li><ul><li>Ask questions that require more than knowledge of facts<br /><br /></li><ul><li>a question might require selection of the best answer when all of the options contain elements of correctness. Such questions tend to be more difficult and discriminating than questions that merely ask for a fact. (Frary, 1995)<br /><br /></li></ul><li>In general, the stem should not pose more than one problem, although the solution to that problem may require more than one step. (Kehoe, 1995)<br /><br /></li><li>Construct the stem to be either an incomplete statement or a direct question, avoiding stereotyped phraseology<br /><br /></li><ul><li>rote responses are usually based on verbal stereotypes (Kehoe, 1995)<br /><br /></li></ul><li>Include as much information in the stem and as little in the options as possible.<br /><br /></li><ul><li>For example, if the point of an item is to associate a term with its definition, the preferred format would be to present the definition in the stem and several terms as options rather than to present the term in the stem and several definitions as options. (Kehoe, 1995)<br /><br /></li></ul><li>Restrict the use of negatives in the stem.<br /><br /></li><ul><li>Negatives in the stem usually require that the answer be a false statement. Because students are likely in the habit of searching for true statements, this may introduce an unwanted bias.<br /><br /></li></ul><li>Avoid irrelevant clues to the correct option<br /><br /></li><ul><li>Grammatical construction, for example, may lead students to reject options which are grammatically incorrect as the stem is stated. (Kehoe, 1995)<br /><br /></li></ul><li>Use simple and clear language in the questions.<br /><br /></li><ul><li>If the language is difficult, students who understand the material but who do not have strong language skills may find it difficult to demonstrate their knowledge.<br /><br /></li></ul></ul><li>Writing Options<br /><br /></li><ul><li>Be satisfied with three or four well constructed options. (Kehoe, 1995)<br /><br /></li><li>Ask questions with varying numbers of options.<br /><br /></li><ul><li>There is no psychometric advantage to having a uniform number, especially if doing so results in options that are so implausible that no one or almost no one marks them (Frary, 1995)<br /><br /></li></ul><li>Make incorrect alternatives attractive to students who have not achieved the targeted learning objectives (Childs, 1989)<br /><br /></li><li>Instead of repeating words in each alternative, include these words in the main body of the question.<br /><br /></li><ul><li>This will make the question easier to read and the options easier to compare.<br /></li><li>The grammar or structure of the main part of the question must not contain clues to the correct response, however. (Childs, 1989)<br /><br /></li></ul><li>Don't put negative options following a negative stem<br /><br /></li><ul><li>Empirically (or statistically) such items may appear to perform adequately, but this is probably only because brighter students who naturally tend to get higher scores are also better able to cope with the logical complexity of a double negative. (Frary, 1995)<br /><br /></li></ul><li>Try to avoid use "all of the above."<br /><br /></li><ul><li>Recognition of one wrong option eliminates "all of the above"<br /></li><li>recognition of two right options identifies it as the answer, even if the other options are completely unknown to the student. (Frary, 1995)<br /><br /></li></ul><li>Options which read “none of the above,” “both A and E above,” “all of the above,” etc., should be avoided when the students have been instructed to choose the “best answer,” which implies that the options vary in degree of correctness (Kehoe, 1995)<br /><br /></li><li>Do ask questions with "none of the above" as the final option, especially if the answer requires computation.<br /><br /></li><ul><li>Its use makes the question harder and more discriminating, because the uncertain student cannot focus on a set of options that must contain the answer.<br /></li><li>Of course, "none of the above" cannot be used if the question requires selection of the best answer<br /></li><li>It should not be used following a negative stem. (Frary, 1995)<br /><br /></li></ul><li>Make all choices exactly parallel.<br /><br /></li><ul><li>Novice test writers tend to make the correct answer longer and more carefully worded and, by doing so, may provide a clue to the correct answer. (Childs, 1989)</li><li>Construct distractors that are comparable in length, complexity and grammatical form to the answer, avoiding the use of such words as "always," "never," and "all.“ (Kehoe, 1995)<br /><br /></li></ul><li>After the options are written, vary the location of the answer on as random a basis as possible.<br /><br /></li><ul><li>A convenient method is to flip two (or three) coins at a time where each possible Head-Tail combination is associated with a particular location for the answer. (Kehoe, 1995)<br /><br /></li></ul><li>If possible, have a colleague with expertise in the content area of the exam review the items for possible ambiguities, redundancies or other structural difficulties.<br /><br /></li><ul><li>Having completed the items we are typically so relieved that we may be tempted to regard the task as completed and each item in its final and permanent form. Yet, another source of item and test improvement is available to us, namely, statistical analyses of student responses. (Kehoe, 1995)</li></ul></ul></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/multiplechoice.html" target="_blank">here</a></span> to view an interactive guide to writing multiple choice test items.</td></tr></table><BR><br /><br /><br />Source:<br /><span style="font-size:85%;"><br /></span><span style="font-size:85%;">Unless otherwise specified, the texts were from Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span><br /><span style="font-size:85%;"><br /><br /><span style="font-size:100%;">Other References:<br /><br /></span>Childs, Ruth A. (1989). Constructing classroom achievement tests. ERIC Digest ED315426.<br /><br />Frary, Robert B. (1995). More multiple-choice item writing do’s and don’ts. ERIC Digest ED398238.<br /><br />Kehoe, Jerard (1995). Writing multiple-choice test items. ERIC Digest ED398236.</span><br /><br /><span style="font-size:85%;"></span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-90617669779240808462007-09-19T05:15:00.000+08:002007-09-19T06:11:54.338+08:00Writing Binary-choice Test Items<BR><br /><ul><li>Phrase items so that a superficial analysis by the student suggests a wrong answer.<br /><BR></LI><LI>Rarely use negative statements, and never use double negatives.<br /><BR></LI><LI>Include only one concept in each statement<br /><BR></LI><LI>Have an approximately equal number of items representing the two categories being tested.<br /><BR></LI><LI>Keep item length similar for both categories being tested.<br /></li></ul><br /><BR><br /><table width="80%" border="2" align="center"><tr><td align="center">Click <span style="font-weight:bold;"><a href="http://academic.son.wisc.edu/wistrec/net/truefalse.html" target="_blank">here</a></span> to view an interactive guide to writing true-false test items.</td></tr></table><BR><br /><BR><BR>Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span><BR>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-32868488092954421312007-09-19T04:58:00.000+08:002007-09-19T05:55:30.402+08:00General Item-Writing "Commandments"<ul><li>Thou shall not provide opaque directions to students regarding how to respond to your assessment instruments<br /><br /><br /></li><li>Thou shall not employ ambiguous statements in your assessment items<br /><br /><br /></li><li>Thou shall not provide students with unintentional clues regarding appropriate responses<br /><br /><br /></li><li>Thou shall not employ syntax in your assessment items<br /><br /><br /></li><li>Thou shall not use vocabulary that is more advanced than required</li></ul><br /><br /><br />Source:<br /><span style="font-size:85%;">Popham, W. James (2002). <span style="font-style: italic;">Classroom assessment: What teachers need to know</span> (3rd ed.). MA: Allyn & Bacon</span>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0tag:blogger.com,1999:blog-952608654739642111.post-61922312596865420312007-08-05T19:06:00.000+08:002007-08-12T17:36:01.356+08:00Linear CorrelationWhen analyzing if individual test items and/or whether the whole the test itself “performed” well, knowing the concepts of linear correlation usually comes in handy.<br /><br />When teachers and educational researchers wish to explore/establish if two phenomena or variables are related, they use what is known as correlational technique.<br /><br /><strong>Creating graphs</strong> and <strong>computing for correlation coefficients</strong> are frequenly done in such research projects.<br /><br />The scattergram or scatter plot (or simply scatter) is the graph that is used in correlational studies.<br /><br />Click the provided links to review how to interpret scatter plots.<br /><ul><li><a href="http://www.regentsprep.org/regents/math/algebra/AD4/scatter.htm" target="_blank">scatter plots and correlation</a></li><li><a href="http://www.stat.berkeley.edu/%7Estark/Java/Html/Correlation.htm" target="_blank">correlation demo</a></li><li><span style="font-style: italic;">MyMath</span>'s lesson on <a href="http://www.mymaths.co.uk/samples/scatterGraphsLessonSample.swf" target="_blank">scatter graphs</a><br /></li></ul><br />Want to create your own scatter plot? Click <a href="http://noppa5.pc.helsinki.fi/koe/flash/corr/cp18.html" target="_blank">here</a>.<br /><br />Please note that NOT all relationships are linear. Click <a href="http://dl.uncw.edu/digilib/mathematics/algebra/mat111hb/E&l/data/data.html" target="_blank">here</a> for scattergrams illustrating nonlinear relationship.<br /><br />The most popular correlation coefficient is the <a href="http://davidmlane.com/hyperstat/A34739.html" target="_blank">Pearson’s r</a>.<br /><br />Please take note that one of the assumptions of Pearson’s r is linearity and there are variables that may have nonlinear relationship.<br /><br />Another assumption is level of measurement. But when doing item analysis, sometimes, the only information is binary in nature (e.g., right or wrong answer, passed or failed the test, etc) Such data are definitely lower than interval level. We can use <strong>point biserial correlation coefficient</strong> or <strong>phi coefficient</strong>, both <em>“descendants”</em> of the Pearson’s r.<br /><br />Click <a href="http://edf5400-01.sp02.fsu.edu/Guide5.html#WIDELY%20USED%20COEFFICIENTS" target="_blank">here</a> to review the alternatives to Pearson's r when its assumptions could not be satisfied.<br /><br /><br />Additional Links (you might find some useful when you’re already teaching)<br /><ul><li>Using MS-Excel to <a href="http://www.mnstate.edu/wasson/ed602graphcorr.htm" target="_blank">create a scattergram</a>, <a href="http://www.gifted.uconn.edu/Siegle/research/Correlation/excel.htm" target="_blank">compute for Pearson's r</a></li><li> Computing for <a href="http://faculty.vassar.edu/lowry/corr_stats.html" target="_blank">Pearson's r</a>, <a href="http://faculty.vassar.edu/lowry/pbcorr.html" target="_blank">point-biserial r</a>, <a href="http://faculty.vassar.edu/lowry/tab2x2.html" target="_blank">phi coefficient</a></li></ul>cvmogolhttp://www.blogger.com/profile/13001806765632062193noreply@blogger.com0