Chapter 4 Homework/ Chapter 4 Test

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Susan J. Beck, Ph.D., MLS(ASCP) CM

and Vicky A. LeGrys, D.A., MT(ASCP) Division of Clinical Laboratory Science, The University of North Carolina at Chapel Hill Copyright 2014: The American Society for Clinical Laboratory Science

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Test Development and Analysis: Post Test

Choose the one best answer.

1. Testing can be used to:

A. assess learner competency B. design a CLS curriculum C. organize learning activities D. establish course goals

2. A comprehensive, final exam in a microbiology lecture course is considered a:

A. placement test B. formative test C. summative test D. certification test

3. A test designed to assess necessary prerequisite skills for a course is:

A. comprehensive B. formative C. placement D. summative

4. An instructor wants to assess a learner’s cognitive and psychomotor skills in a laboratory course. The best form of testing for this scenario would be:

A. written test B. oral test C. online, computerized test D. practical test

5. A test in which learners are evaluated in comparison to one another is:

A. criterion-referenced B. standardized C. norm-referenced D. competitive performance

6. “Grading on a curve” represents:

A. norm-referenced test B. criterion-referenced test C. certification test D. competency test

Susan J. Beck, Ph.D., MLS(ASCP) CM

and Vicky A. LeGrys, D.A., MT(ASCP) Division of Clinical Laboratory Science, The University of North Carolina at Chapel Hill Copyright 2014: The American Society for Clinical Laboratory Science

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7. What is the most significant problem associated with the following objective and corresponding test item:

Objective: Analyze a case study for acid base status. Test item: What methodology is used for analyzing pCO2 in the clinical

laboratory?

This test item:

A. is subject to interpretation B. does not match the objective C. evaluates a higher cognitive level D. does not evaluate current practice

8. An instructor gives a lecture on creatinine methodology. Which of the following represents a test item evaluating a higher cognitive level?

A. What is the reagent used in measuring serum creatinine? B. What is the reference interval for serum creatinine? C. How is serum creatinine determined in the clinical laboratory? D. Analyze a case study involving a diabetic patient and discrepant creatinine results.

9. You are preparing a summative examination in hematology. The learners will have fifty minutes to complete the exam, and must score above 70% in order to continue on to the clinical rotation. The exam contains 100 multiple choice questions and 3 case studies for analysis and evaluation. What is the most significant problem with this scenario?

A. summative examinations should not contain multiple choice questions B. higher cognitive skills are not being assessed C. the test is norm referenced D. the test contains too many items for the time allowed

10. When designing a test, the first thing an instructor should do is:

A. allocate the number of test items devoted to each topic B. choose the type of questions for the examination C. determine the number of items on the examination D. create the test items

11. Which of the following test items is considered subjective?

A. multiple choice B. true/false C. matching D. essay

Susan J. Beck, Ph.D., MLS(ASCP) CM

and Vicky A. LeGrys, D.A., MT(ASCP) Division of Clinical Laboratory Science, The University of North Carolina at Chapel Hill Copyright 2014: The American Society for Clinical Laboratory Science

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12. The primary disadvantage a multiple choice test items is :

A. difficulty in grading B. samples a small amount of course materials C. tendency to test recall level D. learners with poor writing skills often perform poorly

13. The primary advantage of a multiple choice test is that it

A. is easy to construct B. is easy to grade C. is useful for assessing affective skills D. stimulates learners' creativity

14. The primary disadvantage of true/false test items is:

A. difficulty in grading B. encourages guessing C. takes a long time to administer D. assesses higher level cognitive skills

15. Matching test items are most useful in:

A. assessing problem solving skills B. assessing the affective domain C. correlating laboratory data D. evaluating communication skills

16. An advantage of essay tests is that they:

A. are easy to construct B. are easy to objectively grade C. tend to test at the recall level D. are useful as standardized tests

17. To minimize subjectivity in grading essay questions, the instructor should:

A. develop a grading rubric after reading all test papers B. grade all the answers from one learner before grading the next paper C. grade the test without knowing the learner’s identity D. grade the test papers from the higher achieving learners first

Susan J. Beck, Ph.D., MLS(ASCP) CM

and Vicky A. LeGrys, D.A., MT(ASCP) Division of Clinical Laboratory Science, The University of North Carolina at Chapel Hill Copyright 2014: The American Society for Clinical Laboratory Science

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18. Given the following test item:

Anti-A1

A. Is routinely detected in A1 individuals B. Reacts with A2 red cells C. Gives a mixed field reaction with A1 cells D. Is found in group B individuals

This item could be improved by

A. writing the stem in the form of a question or incomplete statement B. changing the length of the correct answer C. changing the alternatives to match the stem grammatically D. placing "a" or "a(n)" in the stem

19. Given the following test item:

A patient with diabetes will have a:

A. 2 hour post-prandial glucose greater than 50 mg/dL B. 2 hour post-prandial glucose greater than 70 mg/dL C. 2 hour post-prandial glucose greater than 100 mg/dL D. 2 hour post-prandial glucose greater than 140 mg/dL

This item could be improved by

A. removing unnecessary information from the stem B. including the phrase "of the following" in the stem C. removing repetitive information from the responses D. changing the length of the correct answer

20. Given the following test item:

Which of the following statements is associated with Type I diabetes mellitus?

A. The patients are always obese B. Patients are prone to ketoacidosis C. Patients can be treated by diet alone D. Onset occurs in early adulthood

This item could be improved by:

A. changing the length of the correct answer B. removing the word "always" from response A C. adding "a" or "a(n)" to the stem D. removing repetitive information from the alternatives

Susan J. Beck, Ph.D., MLS(ASCP) CM

and Vicky A. LeGrys, D.A., MT(ASCP) Division of Clinical Laboratory Science, The University of North Carolina at Chapel Hill Copyright 2014: The American Society for Clinical Laboratory Science

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21-24. Given the following test scores, what are the mode, median and mean and range and standard deviation?

78 88 71 89 89 94 61 82 91 76 73 72 81 87 80

21. The median value is:

A. 75 B. 81 C. 88 D. 89

22. The mean value is:

A. 75.6 B. 79.5 C. 80.8 D. 89.6

23. The mode is:

A. 75 B. 81 C. 88 D. 89

24. The standard deviation is:

A. 1.2 B. 3.4 C. 8.7 D. 9.1

Susan J. Beck, Ph.D., MLS(ASCP) CM

and Vicky A. LeGrys, D.A., MT(ASCP) Division of Clinical Laboratory Science, The University of North Carolina at Chapel Hill Copyright 2014: The American Society for Clinical Laboratory Science

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25. If test scores are significantly skewed, which measurement of central tendency is best?

A. mean B. median C. mode D. range

26. An item with a difficulty index of 0.05 (5%) would be considered:

A. a very easy item B. a moderately difficult item C. a very difficult item D. an item that discriminates well

27. The criterion validity of a test refers to the

A. ability of the test scores to predict future performance on a related measure B. internal consistency of the test scores C. match between the test and a representative sample of objectives D. ability of the test items to meet the criteria for difficulty and discrimination

28. A discrimination index of 0.5 on a test item indicates the correct response was chosen:

A. equally by the high and low achievers B. more often by the high achievers than the low achievers C. more often by the low achievers than the high achievers D. by 50 percent of the learners taking the test

Susan J. Beck, Ph.D., MLS(ASCP) CM

and Vicky A. LeGrys, D.A., MT(ASCP) Division of Clinical Laboratory Science, The University of North Carolina at Chapel Hill Copyright 2014: The American Society for Clinical Laboratory Science

7

29 and 30. Refer to the following item analysis:

Item 1: Responses A B* C D Difficulty Index Discrimination Index Number of learners 0 12 13 0 0.52 - 0.20

* indicates the correct answer

29. The discrimination index is unacceptable because:

A. it does not correlate with the difficulty index B. the correct answer was selected more often by learners who performed poorly on the examination than by the learners who performed well C. the correct answer was selected more often by learners who performed well on the examination than by the learners who performed poorly D. only half of the learners selected the correct answer.

30. Responses A and D should be revised because they are:

A. causing the difficulty index to be too high B. causing the discrimination index to be a negative number C. distracting the good learners D. implausible and contain clues

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