KINE 4300 Test 3 Practice Test
1. Which of the following statements about CRTs is
FALSE?
O They are used to classify subjects as
master/nonmaster.
O They are used when specific, well-defined goals
are identifiable.
O They are limited to nominal measurement.
O They are well suited for programmed instruction
centered on behavioral objectives.
2. Which of the following is NOT a basic approach for
developing criterion-referenced standards?
O behavioral
O empirical
O judgmental
O normative
3. Which of the following best demonstrates the concept
of a criterion-referenced standard?
O Allison's percent body fat is nearer the mean than
Melba's.
O Scotty was able to achieve a VO2max of 65
ml/kg/min on the treadmill.
O Christie scored a 95% on the final examination.
O Elaine could not swim well enough to enter
intermediate swimming.
O Jessica's score was 3 standard deviations above
the mean.
4. What test statistic would be examined by determining
how many students met the cutoff score and how
many did not meet the cutoff score for a test on day 1
and again on day 2?
O construct validity
O concurrent validity
O equivalence reliability
O stability reliability
5. What statistic is often calculated with criterionreferenced reliability and validity?
O t test
O ANOVA
O chi-square
O Pearson product-moment
O intraclass reliability
6. False positives are subjects that truly
_______________ the criterion, but the field test
indicated that they _______________.
O A. meet; did not
O B. did not meet; did
O C. either a or b
O D. neither a nor b
7. Which of the following contains compatible words?
O mastery test, norms, cutoff score
O mastery test, criterion, cutoff score
O achievement test, norms, cutoff score
O achievement test, criterion, cutoff score
8. What term describes a person who actually meets the
criterion but whose field test results indicate that he
did not?
O false positive
O false negative
O master
O nonmaster
9. What is the order of the basic steps in mastery
learning?
O pretesting, establishing behavioral objectives,
instruction, and evaluation
O establishing behavioral objectives, instruction,
pretesting, and posttesting
O establishing behavioral objectives, pretesting,
instruction, and posttesting
O pretesting, instruction, establishing behavioral
objectives, and posttesting
10. Which of the following are evaluated in a categorical
manner?
O A. norm-referenced tests
O B. criterion-referenced tests
O C. both a and b
O D. neither a nor b
11. Proportion of agreement is used for what type of
validity estimation?
O content
O concurrent
O predictive
O norm-referenced
O criterion-referenced
12. What is a major difference between norm-referenced
reliability and validity, and criterion-referenced
reliability and validity?
O the size of the values obtained
O the number of students involved
O the interpretation of reliability
O the interpretation of validity
O the types of variables (X and Y) that are used
13. Which of the following word or words is NOT normally
associated with criterion-referenced measurement?
O absolute
O performance comparison
O standards
O misclassification
14. A high school volleyball coach determines that each
player must be able to serve 8 out of 10 serves into
the court in overhand fashion. This is an example of a
O judgmental standard
O normative standard
O empirical standard
O combination standard
15. To whom should assessments be meaningful?
 parents
 school administrators
 the teacher
 fellow teachers
 the students
16. What should be the first step in the grading process?
 recording the scores
 summing the scores
 averaging the scores
 determining the weight for each test score
 determining instructional objectives
17. A meaningful assessment must consist of which of
the following two parts?
 assessment task and performance criteria
 stated purpose and student outcomes
 normative standards and scoring procedures
 authentic setting and ecological validity
18. Grading is a
 measurement process
 formative evaluation
 summative evaluation
 criterion-referenced evaluation
19. What is the biggest disadvantage of using arbitrary
standards in grading?
 consistency
 accuracy
 representation of student performance
 feasibility
 none of the above
20. You want to grade on the "normal curve." What
characteristic of the distribution are you most
concerned about?
 how homogeneous the class is
 how heterogeneous the class is
 how skewed the class is
 the class mean and standard deviation
21. Which type of test is LEAST likely to appear in a
health-related fitness test battery?
 agility
 endurance
 flexibility
 strength
22. What type of test item is least likely to appear in a
health-related physical fitness test battery?
 muscular endurance
 strength
 cardiovascular endurance
 balance
26. What should be the first step in the grading process?
 recording the scores
 summing the scores
 averaging the scores
 determining the weight for each test score
 determining instructional objectives
27. Which of the following tests measures components of
health-related physical fitness?
 dips and 440 yd dash
 flexed-arm hang and sit-up test
 1 mi run and standing broad jump
 12 min run and 50 yd dash
28. Which of the following is the major factor preventing
measurement of maximal oxygen uptake in a high
school physical education class?
 feasibility
 objectivity
 reliability
 validity
29. Using a mean composite score or a total composite
score would make no difference under which of the
following conditions?
 Every individual score was obtained for every
student.
 All scores were in T score format.
 Objectives were weighted equally.
 When natural breaks occur in the data.
30. The lack of a clear definition of what a particular grade
means negatively affects which of the following
attributes most seriously?
 objectivity
 relevance
 reliability
 validity
31. Which of the following is the LEAST important
consideration in determining objectives?
 whether the objective can be measured
accurately
 whether the necessary facilities are available to
meet the objective
 whether all students have an equal opportunity to
accomplish the objective
 whether the objective is a defensible educational
goal
32. What is the advantage of considering a grade to be a
measurement rather than an evaluation?
 It is less susceptible to a particular teacher's
expectations.
 Measurements require less precision than
evaluations.
 Evaluations convey less information than
measurements.
 Evaluations don't convey reward or punishment.
33. What method should be used to obtain a composite
score when scores from the various tests involved are
measured on an interval scale and are normally
distributed?
 There is no way to obtain composite scores in
this situation.
 normalizing method
 rank method
 standard score method
34. If scores were normalized, what T score would be
assigned to a score that happened to fall at the mean of
its raw score distribution?
 0
 50
 75
 need mean and standard deviation data
35. The FITNESSGRAM uses
 one standard of achievement for each test
 two standards of achievement for each test
 three standards of achievement for each
test
 percentiles
 standard scores
36. If a teacher assumes the normal curve to extend
from -3 to +3 standard deviation units, uses a
grading system having five grades (A, B, C, D,
F), and has composite scores that are precisely
normal in shape, what percentage of A's will she
award?
 1.5%
 3.5%
 5.5%
 need more information
37. When is the grading procedure most seriously
affected by the fact that all testing is unreliable
to some degree?
 when a relative grading system is used
 when an absolute grading system is used
 when grading is based on improvement
rather than achievement
 when grading is based on achievement
rather than effort and attitude
38. Tests such as curl-ups and push-ups
 are positively related to body weight
 are negatively related to body weight
 are unrelated to body weight
 are positively related to BMI
 are unrelated to BMI
39. Adequate practice trials by children taking a
fitness test will improve
 reliability
 relevance
 validity
 feasibility
 all of the above
40. What is a test battery?
 a youth fitness test
 an adult fitness test
 a valid test
 a series of test items
41. Which test item is NOT common to all youth
fitness test batteries?
 body composition
 aerobic capacity
 flexibility
 strength
42. What differentiates the FITNESSGRAM from
most other youth fitness batteries?
 the lower reliabilities reported
 the computer program available
 the evaluative system is criterion-referenced
 the types of items used to test fitness
43. What is the biggest disadvantage of using
arbitrary standards in grading?
 consistency
 accuracy
 representation of student performance
 feasibility
 none of the above
44. Grading is a
 measurement process
 formative evaluation
 summative evaluation
 criterion-referenced evaluation
45. Use the following information to determine the
correct composite score: test A---weight 35%,
score 90; test B---weight 35%, score 88; and
test C---weight 30%, score 70.
 73
 78
 83
 86
46. Which method of assigning grades provides the
teacher with the most information about student
performance on a given test, but is highly
student-dependent?
 normal curve
 teacher standards
 natural breaks
 norms
47. Which statement would most likely be made by
a teacher using an absolute grading system?
 An equal number of A's and F's will be given
in this class.
 All scores below 70% of the maximum will
be considered failures.
 The student achieving the highest score will
receive an A.
 The scores on each test will be relatively
normally distributed.