Achievement Test Standardized Achievement Literacy 5 — Questions and Answers
Question 1: On a standardized achievement test, 'differential item functioning' (DIF) analysis is conducted to:
- Identify items that are more difficult than expected for all students
- Detect items that perform differently for subgroups of similar ability (Correct answer)
- Rank items by their average score contribution
- Determine how many items are needed for adequate reliability
Correct answer: Detect items that perform differently for subgroups of similar ability
DIF analysis flags items where students of equal ability but different group membership (e.g., gender, ethnicity) respond differently, suggesting potential bias.
Question 2: A district uses achievement test data to identify students who need reading intervention. This is an example of:
- Summative assessment for accountability
- Formative use of standardized data to inform instruction (Correct answer)
- Predictive validity research
- Norm-referencing at the classroom level
Correct answer: Formative use of standardized data to inform instruction
Using test results to identify students who need support and adjust instruction is a formative (instructionally oriented) use of data.
Question 3: A student's scaled score on a fall achievement test is 210; on the spring test it is 218. To determine whether this growth is meaningful, an educator should consult:
- The student's classroom grades
- The test publisher's growth norms or conditional growth percentiles (Correct answer)
- The national median raw score
- The student's teacher ratings
Correct answer: The test publisher's growth norms or conditional growth percentiles
Growth norms allow educators to evaluate whether observed score gains are typical, below typical, or above typical for students at that starting score level.
Question 4: Which factor MOST directly affects the difficulty level of an item on a standardized achievement test?
- The font size used in the test booklet
- The proportion of students who answer the item correctly (p-value) (Correct answer)
- The length of the answer choices
- Whether the item appears early or late in the test
Correct answer: The proportion of students who answer the item correctly (p-value)
Item difficulty (p-value) is calculated as the proportion of test-takers who answered correctly; higher p-values indicate easier items.
Question 5: A test measures reading comprehension by having students read passages and answer questions. If the passages are too simple for the age group, scores will likely suffer from a:
- Floor effect
- Ceiling effect (Correct answer)
- Regression artifact
- Sampling bias
Correct answer: Ceiling effect
A ceiling effect occurs when a test is too easy, causing many students to score at or near the maximum and preventing score differentiation.
Question 6: Which of the following BEST explains why standardized achievement tests are given under uniform conditions?
- To make the test faster to score
- To ensure that score differences reflect actual differences in achievement rather than differences in testing conditions (Correct answer)
- To prevent teachers from helping students during the test
- To reduce printing costs by using the same materials everywhere
Correct answer: To ensure that score differences reflect actual differences in achievement rather than differences in testing conditions
Standardized conditions control extraneous variables so that observed score differences can be attributed to actual differences in knowledge or skill.
Question 7: A test blueprint (test specifications table) for an achievement test primarily serves to:
- Set the passing score for the exam
- Ensure the test adequately samples the intended content domain and cognitive levels (Correct answer)
- Establish the time limit for each section
- Document how the test was normed
Correct answer: Ensure the test adequately samples the intended content domain and cognitive levels
A test blueprint maps out which content areas and cognitive levels each item should represent, supporting the test's content validity.
Achievement Test Standardized Achievement Literacy 5
On a standardized achievement test, 'differential item functioning' (DIF) analysis is conducted to: