Educational Measurement and Evaluation Exam Practice Tests
Course Introduction
Educational Measurement and Evaluation explores the principles, methods, and tools essential for assessing student learning and educational outcomes. The course covers the design and analysis of various types of assessment instruments, including tests, quizzes, and performance-based tasks, with an emphasis on reliability, validity, and fairness. Students will learn how to interpret assessment data, provide constructive feedback, and utilize evaluation results to inform instruction and improve educational programs. The course also addresses current trends and ethical considerations in educational assessment, equipping future educators and administrators with the skills to make data-driven decisions that enhance teaching and learning.
Recommended Textbook
Introduction to Educational Research Second Edition by Craig A. Mertler
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Chapter 1: What Is Educational Research
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Q1) The scientific method is utilized by educational researchers to ______.
A) obtain perfect data
B) illustrate obedience to the field of education
C) obtain answers to questions
D) answer questions and resolve problems
Answer: D
Q2) Which of the following is an example of nonexperimental research designs?
A) quasi-experimental
B) correlational
C) variable
D) preexperimental
Answer: B
Q3) A researcher is designing a study in which he will have control over one or more of the variables that may somehow influence (or cause) the participants' behavior. This type of study is considered to be a(n) ______ design.
A) nonexperimental
B) experimental
C) flawed
D) biased
Answer: B
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Chapter 2: Overview of the Educational Research Process
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Q1) Researchers collect data through various formats; field notes and policy manuals are ______.
A) interviews and existing documents
B) existing documents and observations
C) observations and existing documents
D) existing documents and interviews
Answer: C
Q2) Personal interest is a huge factor in deciding on an initial topic for educational research.
A)True
B)False
Answer: True
Q3) The literature review should have little influence on the identification, specification, and articulation of the research problem.
A)True
B)False
Answer: False
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Page 4
Chapter 3: Identifying a Research Problem
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Sample Questions
Q1) Variables can be ______.
A) continuous only
B) discrete only
C) continuous and discrete
D) open and closed
Answer: C
Q2) There is a clear limit when it comes to identifying possible topics for educational research.
A)True
B)False
Answer: False
Q3) The research problem is essentially a research topic that has been appropriately refined.
A)True
B)False
Answer: True
Q4) A variable may be measured as discrete or continuous.
A)True
B)False Answer: True
Page 5
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Chapter 4: Ethics in Educational Research
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Q1) If a researcher knows the participants' identities, the participants should be assured of ______.
A) anonymity but not confidentiality
B) confidentiality but not anonymity
C) both confidentiality and anonymity
D) neither confidentiality nor anonymity
Q2) Define and describe accurate disclosure.
Q3) According to Gay and colleagues (2009), researchers sometimes observe unethical participant behavior; in these instances, researchers should ______.
A) report the observations
B) remain silent
C) make the decision whether to report observations or remain silent
D) confront the participant
Q4) It may be difficult to know in advance what sorts of activities or tasks will be required/requested of potential participants in which type(s) of study?
A) qualitative
B) quantitative
C) qualitative or mixed-methods
D) survey-based
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Chapter 5: Reviewing Related Research Literature
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Sample Questions
Q1) List at least three distinct features of Google Scholar that are helpful to researchers.
Q2) You should include everything you find in your literature review.
A)True
B)False
Q3) Discuss the pertinence of academic journals to the literature review.
Q4) Describe the process of having an article approved for publication in a refereed journal.
Q5) Empirical research studies are based on the collection of ______ data.
A) secondary
B) original
C) historical
D) popular press
Q6) Examples of a literature review's characteristics include ______.
A) the quality of sources
B) stress or embarrassment
C) the researcher's interests
D) the IRB's evaluation
Q7) Explain the differences between primary and secondary sources.
Q8) What are three of the additional databases listed in Chapter 5?
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Chapter 6: Qualitative Research Methods
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Q1) Discuss the weaknesses of ethnographic research.
Q2) Qualitative researchers are concerned with ______ as well as ______.
A) cohesiveness; studies
B) researching in conjunction with high schools; colleges
C) the number of research studies; multiplied results
D) process; product
Q3) Qualitative researchers analyze data ______.
A) one time
B) inductively
C) using computerized means
D) rigidly
Q4) Group members who can provide better quality information and insights for the researcher are called ______.
A) participant observers
B) privileged observers
C) key informants
D) group leaders
Q5) Qualitative approaches to research are often adapted in numerous ways.
A)True
B)False
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Chapter 7: Quantitative Research Methods
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Sample Questions
Q1) Which of the following is not a threat to internal validity?
A) history
B) maturation
C) attrition
D) efficiency
Q2) Cross-sectional surveys are the most commonly used.
A)True
B)False
Q3) Explain how quantitative researchers follow steps for conducting studies.
Q4) In a(n) ______ quasi-experimental design, an extensive amount of data is collected on one group by first pretesting the participants repeatedly until the pretest scores become stable.
A) one-group pretest-posttest
B) static-group comparison
C) counterbalanced design
D) time-series design
Q5) The Solomon four-group design is a combination of the posttest-only control group design and the pretest-posttest control group design.
A)True
B)False
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Chapter 8: Mixed-Methods Research
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Q1) Knowledge of the notational system is paramount to mixed-methods research.
A)True
B)False
Q2) A(n) ______ level of interaction occurs when the researcher mixes the two methods, which can occur at different points in the process but must occur prior to the final interpretation of results.
A) interactive
B) independent
C) interdependent
D) interaction
Q3) A thread is a component of a study that encompasses the basic process of conducting quantitative or qualitative research
A)True
B)False
Q4) The purpose of conducting mixed-methods research studies is ______.
A) important to the researcher
B) to investigate by measuring variables
C) to investigate the quality of a given topic
D) to investigate a topic from different perspectives
Q5) Explain the importance of identifying the appropriate mixed-methods design.
Page 10
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Chapter 9: Action Research
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Sample Questions
Q1) Validity of action research is determined by establishing ______.
A) rigor
B) timeliness
C) function
D) need
Q2) What is action research?
A) A process that improves education, in general, by incorporating change.
B) A process that is determined by the IRB.
C) A process that is practiced by all teachers.
D) A process that is only practiced by quantitative researchers.
Q3) There are ______ substantial limitations or weaknesses of action research, provided it is used in a suitable context and with an appropriate purpose in mind.
A) limited
B) no
C) only five
D) only two
Q4) Discuss one strength of action research.
Q5) How do action researchers manage validity?
Q6) Why is it important to understand what action research is not?
Q7) Describe how action research can improve educational practices.
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Chapter 10: Writing a Research Proposal
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Q1) Which of the following is true about the statement of the problem?
A) It will guide data collection.
B) It is not part of the quantitative research proposal.
C) It will vary according to the population.
D) It should provide ample background information.
Q2) Qualitative research proposals ______ conducting prior fieldwork.
A) often suffer from
B) often benefit from
C) are completely unaffected by
D) are often rejected as a result of
Q3) All research proposals include ______.
A) a description of participant demographic information
B) a timeline of activities for the study
C) statistical information
D) proposed journal for publication
Q4) The data collection subsection should be included ______.
A) in the introduction section
B) in chronological order
C) in reverse chronological order
D) with the participants
Page 12
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Chapter 11: Qualitative Data Collection and Analysis
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Q1) Explain the participant-observer continuum.
Q2) ______ sampling occurs when interview participants recommend other individuals who they think would be a benefit to the study.
A) Opportunistic
B) Theory
C) Snowball
D) Typical
Q3) ______ involves establishing that the results of qualitative research are credible, or believable, from the perspective of the participant(s) in the research.
A) Transferability
B) Dependability
C) Credibility
D) Confirmability
Q4) Qualitative research may result in ______.
A) one, final interpretation
B) multiple interpretations
C) an external audit
D) lower quality data
Q5) Explain the rationale for the sample size in qualitative research.
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Chapter 12: Quantitative Data Collection
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Sample Questions
Q1) Nearly anything that can be quantified can be considered quantitative data
A)True
B)False
Q2) What is reliability and what is validity?
Q3) Which of the following is true of quota sampling?
A) It requires individuals, who meet the researcher's desired qualifications, to be open to payment.
B) It involves a process of selecting a sample based on precise numbers of individuals or groups with specific characteristics.
C) It is often used in small-scale survey research.
D) It is used when time and money are limited.
Q4) The focus of educational research studies can be on student learning.
A)True
B)False
Q5) Explain how researchers decide what type of sampling to use in quantitative studies.
Q6) Describe the weaknesses of quantitative data collection and analysis.
Q7) The larger the population size means the sample should be larger as well.
A)True
B)False
14
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Chapter 13: Quantitative Data Analysis
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Q1) Nominal variables are typically expressed as ______.
A) ideologies
B) dichotomies
C) depictions
D) centralizations
Q2) ______ are much more complex than ______.
A) Statistics; data
B) Data; statistics
C) Inferential statistics; descriptive statistics
D) Descriptive statistics; inferential statistics
Q3) Which of the following describes standard deviation?
A) It is the most frequently used measure of variability.
B) It is the most frequently used measure of reliability.
C) It is not used with interval and ratio data.
D) It is the average distance of scores from the median.
Q4) Which of the following does not describe the chi-square test of independence?
A) appropriately used with only interval and ratio data
B) appropriately used with nominal and categorical data
C) tests the significance of a relationship between two categorical variables
D) appropriately used in qualitative research
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Chapter 14: Writing a Final Research Report
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Sample Questions
Q1) Describe anonymity and confidentiality as they pertain to writing research reports.
Q2) The APA manual stresses the importance of all of the following except ______.
A) continuity
B) flowery language
C) research methodology
D) quantitative and qualitative techniques
Q3) What are APA stylistic conventions of academic-style writing?
Q4) To achieve "economy of expression," keep your message ______.
A) straightforward and simple
B) detailed and long
C) elaborate and flowery
D) clear and expressive
Q5) When describing your methodology, you should be ______ and ______.
A) tentative; precise
B) tentative; vague
C) definitive; precise
D) definitive; vague
Q6) Explain why researchers should follow guidelines when writing a final research report.
Page 16
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