Chapter Fourteen (9 items)

Ø Difference between Maximum and Typical Performance

Ø Test wise skills all students should know

Ø Factors under instructor control to minimize test anxiety (1 factor in particular highlighted in class)

Ø Item Difficulty Index (verbally, how it’s calculated)

Ø Item Discrimination Index (verbally, how it’s calculated)

Ø Uses of the Item Difficulty Index

Ø Which one (Item Difficulty or Item Discrimination) should receive more weight, and why

Ø Range of Discrimination Index for rank ordering or mastery achievement

Ø Range of Difficult Index for single-ability and multiple-ability measures

Chapter Fifteen (8 items)

Ø Why teachers dislike grading

Ø Familiarity with uses for grades

Ø Familiarity with reasons grades are criticized (and responses to these criticisms)

Ø Most common methods of grading (advantages/disadvantages of first three types listed)

Ø Difference between the three frameworks for assigning grades

Ø Summative evaluation purposes for grading (2 types)

Ø What to do with borderline cases (students on the border of two grades)

Ø Familiarity with standard deviation method for “grading on the curve” (Ebel-Stuit method)

Chapter Seventeen (8 items)

Ø Difference between the two referencing frameworks

Ø Criteria for a norm group

Ø Verbal definitions of the 4 types of derived scores for norm-referencing

Ø Ways criterion-referenced assessments can be expressed

Ø What a Percentile Rank is and how to calculate it (to choose correct answer – need no calculator)

Ø What a z-score is and how to calculate it (to choose correct answer – need no calculator)

Ø What an SS score is and how to calculate it (to choose correct answer – need no calculator)

Ø Percentage of scores falling between +/- 1 SD (and what type of performance this is)