Chapter 1 Test Item File Questions from the Textbook Extra Bank of Questions Quick Quiz 1 Quick Quiz 2 Chapter 2 Test Item File Questions from the Textbook Extra Bank of Questions Quick
Trang 1TEST ITEM FILE
Anastasia Bake
St Clair College
Alice Barron
St Clair College
Jason Morris
St Clair College
PSYCHOLOGY
Canadian Edition
Saundra K Ciccarelli
Gulf Coast Community College
Tom Harrigan
Red River College of Applied Arts, Science and Technology
V Heather Fritzley
Sheridan Institute of Technology and Advanced Learning
Trang 2Chapter 1
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 2
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 3
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 4
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 5
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Trang 3Chapter 6
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 7
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 8
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 9
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 10
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Trang 4Chapter 11
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 12
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 13
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 14
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Chapter 15
Test Item File
Questions from the Textbook
Extra Bank of Questions
Quick Quiz 1
Quick Quiz 2
Trang 5About the Test Banks
The Main Test Bank
Each item in the main test bank includes a rationale for the correct answer as well as an explanation of why the next-likely choice is incorrect Items are followed by the correct answer; the page number of the material in the textbook from which the question was drawn; whether the question is factual, conceptual, or applied; the Learning Objective from the textbook the question addresses; and the difficulty level (1=easy, 2=moderate, 3=difficult) Many of the questions also include class-testing statistics, as described below
Factual questions derive mainly from the text’s own wording They include research
findings, statistics, names of researchers, dates, key distinctions between closely related
topics, and the like Conceptual questions involve definitions of key terms and concepts presented in the text, as well as conceptual understanding of some topics Applied
questions generally appear in “minicase” form A brief illustration or example is
presented in the item, and student must choose which of four alternatives is best
illustrated by this example Some of these questions are quite demanding
Quick Quizzes
Each chapter of the main test bank includes two Quick Quizzes of 10 questions each, drawn from the body of the test bank In identifying questions by the Learning Objective from the textbook as well as question type (multiple choice, true/false, short answer, essay) and skill (factual, conceptual, applied)
Extra Bank of Questions
As well as providing additional test items, the “Extra Bank of Questions” is intended to address a second, and in many cases more serious, problem the varying quality of test item files While some test item files are very good and ask questions that discriminate between good and poor students, many others do not As an instructor, it is very difficult
to know which of these individual items are good discriminators Typically, instructors of introductory psychology adopt a text and hope to receive a good test item file in the package
Trang 6The student population for the class-tested Test Item File consisted of 32 introductory psychology courses The class sizes ranged from 50 to 250 students The classes
represented day, night, and summer sections at Montana State University Montana State University is a medium size (12,000 students) land grant university in the northern Rocky Mountains Introductory Psychology is one option of the university core requirements at Montana State University The student population of the introductory classes represents all colleges in the university Over 75 percent of the students in each class were
freshmen
Statistics
Items from the test item pool were class-tested and the following summary statistics are presented: correct answer to the item, percent correct for the item, percent correct for
each alternative in the item and the overall point biserial r for each item.
Interpreting the Point Biserial r Statistic
The point biserial r statistic furnished with each item gives an evaluation of the item in
relation to the overall test Basically, if the students with the highest scores for the total examination get the specific item correct, while the students with the lowest total
examination scores miss the item, the point biserial correlation will be a high positive
On the other hand, if the students that score the lowest for the total examination get the specific item correct and the individuals who score highest on the total examination miss the item, then the point biserial correlation will be a negative correlation The higher the positive correlation for the item, the better the item I have adopted a cut-off point for
inclusion into the test item pool of correlations of r = 20 or higher The only exceptions
to this cut-off rule are items with a very high percent on the correct choice, for example,
99 or 100 percent Items in the range of r = 20 - 30 are good items; in the range of r =.30
- 40 are very good; r = 40 - 50 are excellent and above r = 50 superior The point
biserial correlation values used for inclusion in the test item pool may seem low, but this
is due, in part, to the restricted range of the point biserial correlation With this restricted range, you would expect items with a higher percent correct to have a lower correlation
Some items with low r values can still be of use in your examination if the item has a low
value due to a high percent correct for the item You may want some items that are relatively easy in your examination For a further discussion of the point biserial
correlation, see: Lehmn (1991), Tabachnick and Fidell (1989), Glass and Hopkins (1984), Rosenthal and Rosnow (1984), or Guilford and Fruchter (1973)
The point biserial r statistic presented with each item is specific to my examination, but should give a good general measure of the usefulness of each item These point biserial r
values are not absolute, but rather are indicators of the usefulness of individual items Additionally, the statistics on individual distractors will allow you to modify each item and/or distractor to meet your specific goals
It is hoped that this multifaceted Test Item File for Psychology, Canadian Edition will
both increase the longevity and usefulness of your test item pool while improving the