EDUC 606
C
OMPREHENSIVE
F
INAL
E
XAM
Student: Kristy Ballard
The Comprehensive Final Exam covers all Reading & Study material for the course. The exam is
open-book/open-notes and contains 50 questions requiring calculations and interpretations of
data and test/assessment material that teachers would likely encounter in the classroom. The
exam has no time limit and is to be submitted as a Microsoft Word document through the
appropriate submission link. Fill in the blanks as appropriate; for multiple-choice questions,
identify your response by circling, underlining, highlighting, or marking with an asterisk.
I. Frequency Distributions
The following are 50 scores from a history examination.
37
39
42
30
38
20
17
16
15
6
25
22
15
25
31
18
21
13
5
11
27
26
26
22
31
15
16
22
17
6
22
27
27
32
17
32
14
12
23
18
28
29
33
28
19
19
34
20
21
29
From these scores, construct a frequency distribution table.
Use nine classes, with the first class 0–4 and the last 40–44.
Class Interval
Tally
Frequency
1.
40–44
/
1
2.
35–39
///
3
3.
30–34
///// //
7
4.
25–29
///// ///// /
11
5.
20–24
///// ////
9
6.
15–19
///// ///// //
12
7.
10–14
////
4
8.
5–9
///
3
9.
0–4
0
EDUC 606
II. From the following scores on two tests, calculate the values indicated:
Test 1 (X): 29, 28, 25, 25, 22, 22, 21, 20, 19, 19
Test 2 (Y): 34, 31, 35, 30, 31, 28, 28, 25, 24, 24
10. Mean of Test 1 (X)
Mx= 23
11. Mean of Test 2 (Y)
My= 29
12. Summation of squared deviations scores for Test 1
Σx2= 5,406
13. Summation of squared deviations scores for Test 2
Σy2 = 8,548
14. Summation of the product of deviation scores for Test 1 and Test 2
Σxy = 6,777
15. Correlation Coefficient:
r = .846
III. Twenty students received the following scores on a short quiz:
23, 20, 20, 19, 19, 19, 18, 18, 18, 18, 18, 17, 17, 17, 15, 14, 13, 13, 12, 12.
Calculate the following:
16. Mean= 17
17. Median= 18
18. Mode= 18
19. SD = 2.88
20. If this small sample is normally distributed, 68% of the scores should fall between
what two values? 20 and 17
EDUC 606
IV. A student takes examinations in a history course and an English course. The following
information is taken from the two tests:
History
English
Student Score
64
80
Mean
54
70
Standard Deviation (SD)
4
10
21. What is the z-score for History?
( 2.5 )
22. What is the z-score for English?
( 1 )
23. What is the T-score for History?
( 75 )
24. What is the T-score for English?
( 60_)
V. Use the following data to answer questions 25–30. (An asterisk indicates the correct answer.)
ITEM 1
A
B
C
D*
ITEM 2
A
B
C*
D
UPPER
2
4
2
4
UPPER
0
5
5
5
LOWER
6
1
3
2
LOWER
0
3
11
1
Identify your response by underlining, highlighting or marking with an asterisk.
25. What is the difficulty level of Item 1? 26. What is the difficulty level of Item 2?
a. 4/12 a. 5/15
b. 6/12 b. 6/15
c. 2/24 c. 5/30
d. 4/24 d. 6/30
e. 6/24 e. 16/30
27. What is the discrimination index of Item 1? 28. What is Item 2’s discrimination index?
a. 2/12 a. 6/15
b. 6/12 b. 4/15
c. 2/24 c. -6/15
d. 6/24 d. -6/30
EDUC 606
29. Which distractor on Item 1 needs revision or elimination?
a. 1-A
b. 1-B
c. 1-C
d. None of these
30. Which of the following is indicated by Item 2?
a. Ambiguous
b. Guessing
c. Miskeyed
d. Too difficult
VI. In the following matching exercise, identify the correlation coefficients that most closely
approximate each of the scatterplots in questions 31–35.
a. +1.0 b. +0.6 c. 0.0 d. -1.0 e. -0.5
31.31.
33.
35.
B
E
D
32. C
34. A
-
Page 4 of 8
EDUC 606
36. The majority of Mr. Smith’s students made very high scores on this test. The curve of the
distribution of scores on this test would most likely be:
a. normal
b. symmetrical
c. positively skewed
d. negatively skewed
37. Which of the following r’s have the least predictive value?
a. 0.91
b. 0.50
c. 0.17
d. 0.23
e. -1.00
VII. Examine the following table to answer questions 38–40. Assuming the following tests
measure the same content and that all other things are equal, rank the three tests in order
with respect to their acceptability for predicting behavior in upcoming years.
TEST A
TEST B
TEST C
Concurrent validity coefficient
.90
.80
.85
Predictive validity coefficient (1-month interval)
.55
.65
.60
Predictive validity coefficient (12-month interval)
.45
.10
.55
38. Best predictor C
49. Second best predictor A
40. Third best predictor B
EDUC 606
VIII. Match the appropriate type of reliability to each alternative in questions 41–43.
41. The reliability procedure that involves correlation of partial scores from one administration
of one test is:
a. test-retest
b. parallel forms
c. split half
d. none of the above
42. This reliability procedure is most seriously affected by practice effects:
a. test-retest
b. alternate forms
c. split half
d. none of the above
43. This reliability procedure should be used by teachers who want to give comparable tests to
students:
a. test-retest
b. alternate forms
c. split half
d. none of the above
EDUC 606
IX. Examine the following table to answer questions 44–47:
TEST
Mean
Reliability
SD
A
100
.75
10
B
100
.91
20
C
100
.84
10
Calculate the Standard Error of Measurement (Sm) for each test:
44. Test A:
5
45. Test B:
6
46. Test C:
4
47. On which test would an individual’s score fluctuate the most on repeated test
administrations?
a. Test A
b. Test B
c. Test C
X. Consider the following data obtained from the Wechsler Intelligence Scale for Children –
IV (WISC-IV) and the Stanford Achievement Test at the end of fourth grade.
Student Verbal IQ Reading Vocabulary Reading Comprehension
GE
SS
GE
SS
June
95
4.5
94
4.2
93
Johnny
126
5.6
110
5.8
112
Willie
105
6.5
120
6.0
113
Sm = 3.0
Sm = 3.5
Sm = 2.5
M=100
SD=15
EDUC 606
48. Which statement is NOT true regarding each student’s achievement?
a. June is achieving at expectancy.
b. Willie is achieving above expectancy.
c. Johnny is achieving below expectancy.
d. There is an aptitude-achievement discrepancy between Johnny’s Verbal IQ and
reading achievement.
e. None of the above
49. Which is NOT a limitation of grade-equivalent scores?
a. They tend to be seen as standards rather than norms.
b. Equal differences in units are not reflective of equal changes in achievement.
c. They have limited applicability even where subjects are taught across all grade
levels.
d. Comparability across subjects is difficult.
50. A disadvantage of a survey battery over single subject tests is:
a. Savings in time and expense
b. Use of a common norm group
c. Content validity is consistent across subtests
d. Depth of coverage may be less than that obtained with a single subject test
Total: x 4 = /200
The Comprehensive Final Exam is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
