How can teachers make use of item and distractor analyses to improve their classroom tests?
What will be an ideal response?
There are two item analyses: item difficulty can be used to assess whether questions are too hard/easy, and item discrimination can be used to see which questions most effectively differentiate between high- and low-achieving students. Distractor analyses show how many students chose each alternative; if an alternative is not chosen by any students then it should be replaced.
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The points on a rating scale will be least ambiguous when they are identified by
a. constant alternatives (never, seldom, often, etc.). b. numbers. c. descriptive phrases. d. trait names.
Children who are African-American, and to a lesser extent, children with Native American heritage,
a. are underrepresented in classes for children with intellectual disabilities. b. are overrepresented in classes for children with intellectual disabilities. c. are represented in proportion to their presence in the population. d. are more likely to be identified with autism than with intellectual disabilities.
Which one of the following children is definitely working in his or her zone of proximal development?
a. Arnold uses correct grammar and punctuation when he writes short stories. b. Berta is beginning to learn basic woodworking techniques. She has trouble hammering a nail straight into a piece of wood unless her teacher stands beside her, helping her and reminding her of what to do. c. Calvin is playing the clarinet in the band. He finds that he can more easily keep the appropriate tempo if he taps the beat with his foot. d. Doreen finds it virtually impossible to solve mathematical word problems, even when her teacher gives her helpful hints.
Nathan has been playing golf with his parents for many years. When he goes out for the school baseball team, he has trouble hitting the ball because he keeps confusing the swing of the bat with how he swings a golf club. Nathan's difficulty reflects:
a. negative transfer. b. general transfer. c. rote learning. d. mental set in problem solving.