Question 1: The end-point of a utility analysis is typically an educated decision about:

a. Limits on monetary expenditures for a new test or testing program.
b. Which of many possible courses of action is optimal.
c. Where to fix a cut point on a new test.
d. How to structure an intervention so that it is most cost efficient.

Question 2: If undertaken for the purpose of evaluating a particular intervention, a utility analysis can be helpful in making decisions about whether:

a. One training program is preferable to another training program.
b. Any intervention is better than no intervention.
c. One tool of assessment is more practical than another.
d. All of these.

Question 3: A problem with using the known group method of setting cut score is that:

a. There is no consistent method of obtaining contrasting groups.
b. Strong deterrents to test user acceptance of the data are in place.
c. No standards are in place for choosing contrasting groups.
d. Test users must be personally familiar with each member in the known group.

Question 4: The term bookmark method refers to an IRT-based method:

a. Of marking-down item difficulty using Las Vegas style odds.
b. Of setting cut scores based on scholarly book reviews.
c. Derived by researchers on sabbatical in Monte Carlo.
d. None of these.

Question 5: A large corporation scrupulously avoids any possibility of discrimination and adverse impact in its hiring practices. The selection procedure it probably has in place with regard to its entry-level test is one that entails:

a. Personnel selection based on a cut score.
b. A top-down selection policy based on test score.
c. Interviews using translators, if necessary.
d. None of these.

Question 6: An empirical standard used to divide a group of data into two or more distinct categories describes a:

a. Cut score.
b. Predictive yield.
c. Norm-referenced test.
d. Hit rate.

Question 7: _________ refers to a family of techniques that provides information about the costs and benefits of testing.

a. Item response theory.
b. Compensatory models of selection.
c. Utility analysis.
d. Conjoint analysis.

Question 8: Your text listed many frequently raised questions related to test utility. Which is not one of those questions:

a. Is the time it takes to administer this test worth it?
b. What is the practical value of using this test over another?
c. Is the cost of using this test worth the cost savings that may result?
d. Does this test measure what it purports to measure?

Question 9: Top-down selection is a process whereby job applicants are awarded job positions:

a. On the basis of independent adverse impact analyses.
b. With the lowest scorer in the first position to be hired.
c. With the highest scorer in the first position to be hired.
d. None of these.

Question 10: A utility analysis is conducted using:

a. Expectancy tables.
b. Taylor-Russell tables.
c. Naylor-Shine tables.
d. All of these.

Question 11: Test items that contain alternatives with five points ranging from strongly agree to strongly disagree are characterized as using this approach to scaling:

a. Guttman scaling.
b. Likert scaling.
c. Nielson scaling.
d. Opinion scaling.

Question 12: A negative item-discrimination index results for a particular item when:

a. More high scorers than low scorers on a test get the item correct.
b. More low scorers than high scorers on a test get the item correct.
c. An item is found to be biased and unfair.
d. Most test-takers do not enter the response keyed correct for the particular item.

Question 13: Which is true of item-characteristic curves?

a. They determine which items are fair.
b. They may be used as an aid in assessing whether or not items are biased.
c. They determine which items are most reliable under specified conditions.
d. They may be used as an aid in determining the kurtosis of a distribution of test scores.

Question 14: In Guttman scaling:

a. Test-takers are presented with a forced-choice format.
b. Each item is completely independent of every other item and nothing can be concluded as the result of the endorsement of an item.
c. When one item is endorsed by a test-taker, the less extreme aspects of that item are also endorsed.
d. When more than one item tapping a particular content area is endorsed, the less extreme aspects of those items are also endorsed.

Question 15: In ipsative scoring, a test-taker's scores are compared only to:

a. The scores of other test-takers from the same geographic area who are similar with regard to key variables such as gender.
b. His or her other scores on the test.
c. The scores of other test-takers from past years who have taken the same test under the same or similar conditions.
d. His or her other scores on a parallel form of the same test.

Question 16: As with the use of other rating scales, the use of Likert scales typically yields _______-level data.

a. Nominal.
b. Ordinal.
c. Interval.
d. Ratio.

Question 17: A developer is interested in deriving an index of the difficulty of the average item for his math test. As his consultant on test development, you advise him that this index could be obtained by:

a. Identifying the item deemed to be average in difficulty and then deriving an item-difficulty index for that item.
b. Averaging the item-difficulty indices for all test items and then dividing by the total number of items on the test.
c. Dividing the total number of items on the test by the average item-difficulty index.
d. Asking that very same question to a more knowledgeable test development consultant.

Question 18: When testing is conducted by means of a computer within a CAT context, it means that:

a. A test-taker's response to one item may automatically trigger what item will be presented next.
b. Testing may be terminated based on some preset number of consecutive item failures.
c. Testing may be terminated based on some pre-set, maximum number of items being administered.
d. All of these.

Question 19: An analysis of a test's item may take many forms. Thinking of the descriptions cited in your text, which is not one of those forms?

a. Item validity analysis.
b. Item discrimination analysis.
c. Item tryout analysis.
d. Item reliability analysis.

Question 20: Item analysis is conducted to evaluate:

a. Item reliability.
b. Item validity.
c. Item difficulty.
d. All of these.