Which of the following is not an item-writing rule for the creation of binary-choice items?
A. Include only a single concept in any statement.
B. Phrase items so that a superficial analysis by students will suggest an incorrect answer.
C. Rarely use statements containing double negatives, although single or triple negatives are acceptable.
D. Keep item-length similar for both of the binary categories being assessed.
C
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Part of your lesson plan for your seventh-grade class is to have them debate the merits of the following argument: Teenagers should have strict limits set on the amount of time they spend each day on social networking websites (such as Facebook). This idea is
a. likely to be well received because students love to debate controversial issues. b. likely to be well received because it means less time having to listen to the teacher lecture. c. likely to be poorly received because adolescents are more interested in being like one another than standing out. d. likely to be poorly received because no adolescent believes he or she should have limits placed on his or her social behavior.
What was the outcome of the process/product debate during the 1970s?
A. Perceptual abilities were the focus of instruction for students with learning disabilities. B. Both perceptual and product approaches were found to be effective for teaching students with learning disabilities. C. Brain injury was determined to be the cause of learning disabilities. D. Explicit instruction was determined to improve student's academic skills.
Schiefele asked students to read passages and answer surface questions (about isolated facts) and deep questions (about integrating and applying information). Before reading, students also indicated how interested they were in the general topic. Which of the following is correct concerning the results
a. high-interest students performed better on deep questions but not surface questions b. high-interest students performed better on surface questions but not on deep questions c. high-interest students did not need to elaborate on the material during learning as much as the low-interest students did d. high-interest students experienced more general arousal than the low-interest students
Calculate Cohen’s d for t = 2.45 with N = 40 for each of the two groups.
a. .06 b. .28 c. .55 d. .79