EPPP: Part 1, Knowledge Quiz: Test Construction

What this quiz covers

This quiz focuses on Test Construction, giving you a quick way to practice the rules, question types, and explanations that matter most for EPPP: Part 1, Knowledge.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

Question 1

1. Higher than it should be
2. Unaffected if scores are valid
3. Lower than it should be (correct answer)
4. Higher only on speeded tests

Question 2

1. Retain; mastery is useful
2. Delete; item is too difficult
3. Retain; it maximizes variance
4. Revise; easy, poor discrim. (correct answer)

Question 3

1. 27% (correct answer)
2. 90%
3. 95%
4. 2%

Question 4

1. 40
2. 50
3. 60 (correct answer)
4. 70

Question 5

1. Item B; D = 0.05
2. Item A; D = 0.25 (correct answer)
3. Item A; D = 0.55
4. Item B; D = 0.70

Question 6

1. Standard error of measurement
2. Test-retest reliability
3. Content validity evidence
4. Item difficulty index (correct answer)

Question 7

1. Systematic random sampling with predetermined intervals to ensure representative demographic coverage
2. Stratified random sampling designed to ensure proportional representation across key demographic variables (correct answer)
3. Cluster sampling utilizing naturally occurring groups to efficiently gather normative data from target populations
4. Convenience sampling enhanced with demographic quotas to approximate population representativeness

Question 8

1. $D = 0.35$; the item shows acceptable discrimination and should be retained in the test (correct answer)
2. $D = 0.625$; the item shows excellent discrimination and represents an optimal test item
3. $D = 1.25$; the item shows exceptional discrimination exceeding typical measurement standards
4. $D = 0.45$; the item shows good discrimination though difficulty level may need adjustment

Question 9

1. The test will miss a substantial portion of anxiety cases (28% false negative rate), which poses significant clinical risks (correct answer)
2. The test demonstrates balanced accuracy with equal rates of false positive and false negative errors across populations
3. The test shows optimal diagnostic accuracy with minimal classification errors across both affected and unaffected individuals
4. The test will generate excessive false positives leading to overdiagnosis and unnecessary treatment in this clinical setting

Question 10

1. To ensure adequate statistical power for detecting ethnic differences in test performance across groups
2. To create representative norms that accurately reflect the current U.S. population demographic distribution
3. To oversample minority groups for bias analysis while planning to weight data for final norms (correct answer)
4. To establish separate ethnic norms that can be applied independently for each demographic group

Question 11

1. The item is too difficult and poorly discriminating, requiring significant revision or elimination from the test
2. The item is appropriately difficult with acceptable discrimination, suitable for inclusion in the final test version
3. The item shows optimal difficulty and excellent discrimination, representing an ideal test item
4. The item is moderately difficult with good discrimination, though difficulty could be reduced slightly (correct answer)

Question 12

1. The total sample size is insufficient to detect meaningful age-related differences in cognitive performance
2. The age ranges are too broad to capture gradual developmental changes within each decade
3. The equal sample sizes across age groups don't reflect actual population proportions in these ranges (correct answer)
4. The age-based stratification fails to account for cohort effects and generational differences in test performance

Question 13

1. Apply statistical weighting procedures to adjust the sample data to match population education demographics (correct answer)
2. Increase the overall sample size proportionally while maintaining the current education distribution patterns
3. Create separate norms for college-educated and non-college-educated populations to address the bias
4. Report the limitation in the manual while proceeding with the current sample for norm development

Question 14

1. The item is functioning well and should be retained in its current form for future administrations
2. The item is negatively discriminating and should be revised or eliminated from the test (correct answer)
3. The item has optimal difficulty level and contributes appropriately to overall test reliability
4. The item demonstrates acceptable criterion validity and meets psychometric standards for inclusion

Question 15

1. The item is very difficult but discriminates well, making it useful for identifying high-ability examinees (correct answer)
2. The item has optimal difficulty with excellent discrimination, representing an ideal test component
3. The item is too easy with poor discrimination, requiring revision to improve psychometric properties
4. The item shows moderate difficulty with acceptable discrimination, suitable for inclusion without changes

Question 16

1. The test demonstrates excellent internal consistency but shows concerning temporal instability over repeated administrations
2. The test exhibits strong reliability characteristics with good precision, though some measurement error remains (correct answer)
3. The test shows acceptable reliability but the standard error indicates poor precision for individual score interpretation
4. The test demonstrates optimal psychometric properties with minimal measurement error affecting score accuracy

Question 17

1. The low specificity will result in numerous false positives, potentially mislabeling many typical learners (correct answer)
2. The moderate sensitivity will miss a substantial proportion of students who actually have learning disabilities
3. The test lacks sufficient discriminative power to differentiate between different types of learning disabilities
4. The validation sample may not adequately represent the demographic characteristics of this school district

Question 18

1. Calculate separate reliability coefficients for technology-familiar and technology-unfamiliar subgroups
2. Apply post-stratification weighting to match known population characteristics on relevant demographics (correct answer)
3. Increase the total sample size while maintaining the current recruitment methodology and procedures
4. Develop alternative norms specifically designed for populations with limited technology access and familiarity

Question 19

1. Urban-rural bias due to differential accessibility and recruitment challenges across different geographic regions
2. Temporal bias resulting from extended data collection periods with potential practice effects across regions
3. Population density bias by giving equal weight to regions with vastly different population sizes (correct answer)
4. Socioeconomic bias due to systematic differences in volunteer participation rates across geographic boundaries

Question 20

1. The item has moderate difficulty level and is answered correctly by approximately 45% of examinees
2. The item demonstrates good discrimination, with higher-scoring examinees more likely to answer correctly (correct answer)
3. The item shows acceptable test-retest reliability over the specified time interval for this assessment
4. The item exhibits strong concurrent validity when compared against established criterion measures in this domain