# Constructing Objective Test Items: Simple Forms

## Question

Answer the following questions:

1. Which item type is classified as a supply-type item?
a. Matching.
c. True-false.

2. Which item type would provide the highest score based on guessing alone?
a. Matching.
c. True-false.

3. Which item type would be most effective for measuring the ability to distinguish between factual statements and opinion statements?
a. Matching.
c. True-false.

4. Which item type is least useful for diagnosing learning difficulties?
a. Matching.
c. True-false.

5. Which item type can provide the same test tasks as the first five multiple-choice items, above, but could do it more effectively?
a. Matching.
c. True-false.

6. Short-answer test items are clearly superior to matching or true-false items in measuring
a. the ability to distinguish fact and opinion.
b. the ability to interpret data.
c. computational skill.
d. knowledge of terms.

7. The main shortcoming in using short-answer items is the difficulty of
a. constructing them.
b. interpreting them.
c. scoring them.
d. interpreting the results.

8. Which of the following is the best-stated short answer item?
a. Cleveland may be found on ______.
b. A person first landed on the moon in ___________.
c. The author of Silas Marner is _________ _________.
d. The United Nations building is in ________ _______.

9. Which of the following is the best-stated short-answer item?
a. A test that is ________ is not necessarily _____ or ________.
b. A test that is ________ is not ___________ valid or ________.
c. A test that is reliable is not ___________ _____ or ________.
d. A test that is reliable is not necessarily _____ or useful.

10. In correcting a short-answer test to measure knowledge of specific principles, a teacher deducted one point from the total score for each misspelled word. How would this procedure affect test results?
a. Lowers reliability.
b. Lowers validity.
c. Raises the validity.
d. Raises both the reliability and the validity

11. In testing mathematics in large-scale testing programs, many of the advantages of supply-type items can be maintained by using
a. grid-in items.
b. matching items.
c. separate answer sheets.
d. true-false items.

12. All of the following are limitations of short-answer items EXCEPT they
a. are difficult to score.
b. reduce the chance of guessing the correct answer.
c. are time-consuming to score.
d. are unsuitable for measuring complex learning outcomes.

13. "All whales are mammals because they are large." Asking students to mark this statement true or false would be poor testing practice because
a. it cannot be classified as true or false.
b. misinformation could lead to the correct answer.
c. the statement is too vague.
d. the word "all" provides a clue to the answer.

14. Which of the following is the best-stated true-false item?
a. A barometer may be useful in predicting weather.
b. All barometers give precise measures of air pressure.
c. A rising barometer forecasts fair weather.
d. The barometer is the most useful weather instrument.

15. Absolute terms like all or none that provide clues in true-false statements are called.
a. exaggeration clues.
b. grammatical inconsistencies.
c. specific determiners.
d. verbal associations.

16. A true-false test can be made more reliable by
a. closely relating the items to the learning outcomes to be measured.
b. increasing the number of items.
c. increasing the difficulty of the items.
d. instructing students to answer every item.

17. Which of the following true-false items statements has a specific determiner?
a. Alaska has both oil and mineral deposits.
b. Alaska is cold in the winter.
c. Alaska is increasing in population.
d. Alaska is never hot in the summer.

18. Matching items are most useful for measuring learning outcomes at the level of
a. application.
b. interpretation.
c. knowledge.
d. synthesist

19. The matching item is a modified form of the
a. multiple-choice item.
c. true-false item.

20. A difficulty in constructing matching items is that of finding material that requires
a. analyzing.
b. explaining.
c. interpreting.
d. relating.

21. A difficulty in constructing matching items is finding material that is
a. homogeneous.
b. interesting.
c. related to the teaching objectives.
d. unquestionably true.

22. Guessing on a matching item can be reduced by
a. making the responses longer than the premises.
b. making the responses more homogeneous.
c. using an equal number of premises and responses.
d. using responses more than once.

23. Excessive use of matching items will most likely result in overemphasis on
a. complex learning.
b. reasoning ability.
c. rote learning.
d. synthesis outcomes.

24. Which type of item has the greatest chance of measuring irrelevant material?
a. Matching
c. True-false.

25. One way to cut down on the assessment of irrelevant information in matching items is to write them first as true-false questions.
a. True.
b. False.

26. One problem with true-false items is that when a false item is correct, it does not measure whether the student actually knows the information that makes the item true.
a. Agree.
b. Disagree.

27. In which type of questions would interrater reliability probably be an issue?
b. Multiple choice.
c. True-False.

28. Why should a teacher probably not take off for spelling when scoring a short answer question?

29. What is wrong with the following true-false question: “It takes more skill to write an opera than a rock and roll song.”?

## Solution Preview

This material may consist of step-by-step explanations on how to solve a problem or examples of proper writing, including the use of citations, references, bibliographies, and formatting. This material is made available for the sole purpose of studying and learning - misuse is strictly forbidden.

1. Which item type is classified as a supply-type item?
a. Matching.
c. True-false.
The answer is option b.

2. Which item type would provide the highest score based on guessing alone?
a. Matching.
c. True-false.
The answer is option c....
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