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Fire Instructor 2
Chapter 13
Knowledge Check
1.
The most valid and reliable way to test a student's ability to verbally communicate ideas, concepts, and processes is through a(an):
oral test.
written test.
performance test.
evaluation assessment.
2.
Test items must always be based on:
specific learning objectives.
information covered in class.
content of the class textbook.
content of any provided handouts.
3.
Test items must be arranged:
in a logical sequence.
by the type of test item.
in the order of the textbook.
In the order in which the information was presented.
4.
The terminology on a test should reflect the terminology of the:
NFPA standards.
majority of neighboring jurisdictions.
current trends in the fire and emergency services.
materials from which the students studied or received training.
5.
Answering a true-false question (true answer where a student is only to label the statement) should take a student for true answers.
15 seconds
45 to 60 seconds
30 to 45 seconds
60 seconds or more
6.
When time is a restrictive factor, how can instructors address this on the tests?
Allow students to take tests home.
Randomly select questions from a test bank.
Use the sampling method oftest construction.
Select the same number of questions from each objective.
7.
Providing space for students to write their name and the date on either the test sheet or a separate answer sheet is an example of:
logical sequencing.
proper test formatting.
proper item arrangement.
clear instruction provision.
8.
A(An) _ consists of introductory material, such as a graph or paragraph of text, followed by a series oftest items.
essay review
interpretive exercise
relevancy application
subjective interpretation
9.
What are broad statements explaining what students should have learned at the completion of a course?
Distractors
Course outcomes
Learning objectives
Behavioral measurements
10.
What is the purpose of distractors in a multiple-choice test item?
To throw students offtrack
To help students perform in a realistic situation
To provide several choices for students to choose from
To discriminate between students who understand the subject matter versus those who are uncertain of the correct answer
11.
A multiple-choice question with four possible responses should take __ to answer.
1 to 3 0 seconds
60 to 90 seconds
45 to 60 seconds
3 0 to 60 seconds
12.
Test item levels of cognition are found in:
Bloom's Taxonomy.
Social Cognitive Theory.
Self-Determination Theory
Maslow's Hierarchy of Needs
13.
Which type oftest assessment holds test takers to a speed standard, quality standard, or both?
Oral test
Written test
Interpretive exercise
Performance (skills) test
14.
Which test items are statements in which key words are placed with an underlined blank space that students are tasked to fill in?
Essay
True/false
Multiple-choice
Short-answer/completion
15.
When does the actual determination oftest difficulty occur?
After student feedback
After retakes have started
After the test has been developed
After the test has been taken and scored
16.
A(An) __ test is the only valid method of measuring a student's ability to perform manipulative skills.
oral
written
performance
interpretive exercise
17.
Instructors must make sure that the wording of one test item:
fits into a learning domain outcome.
is checked for reliability after the test is given.
does not reveal the answer to another test item.
is organized like the other items in a progressive order.
18.
A limitation of true-false questions is that students tend to:
NOT remember the correct answer.
remember true items as being false.
remember the false items as being true.
NOT remember the content of the questions.
19.
A(An) __ test item is a question for which there is only one correct answer.
affective
cognitive
objective
subjective
20.
A(An) __ test item is a question that has no single correct answer.
affective
cognitive
objective
subjective
21.
Instructors should use a mathematical or __ approach to determine the appropriate number of test items for any test.
guidelines
elimination
comprehension
set minimalistic
22.
The purpose of a test refers to the overall expectation of:
student performance.
standard requirements.
certification requirements.
cognitive level comparison.
23.
Which type of test item requires students to construct an in-depth answer on a topic or question related to a key aspect of the course material?
Essay
True/false
Multiple-choice
Short-answer/completion
24.
Writing effective tests requires that the instructor:
choose skills to perform.
consider student knowledge.
incorporate learning activities.
select the proper level of test item difficulty.
25.
What tests are developed with the intention of evaluating whether students in a class have a working knowledge of a skill or data set?
Valid
Reliable
Norm-referenced
Criterion-referenced
26.
Written tests measure students' understanding and retention of technical information and evaluate their accomplishment of the __ learning objectives.
affective
cognitive
psychomotor
communication
27.
Which test items consist of two parallel columns of words, phrases, images, or a combination of these.
Essay
Matching
Psychomotor
Short answer
28.
Instructors should avoid test items that include vague directions in order to:
generate student awareness.
avoid giving clues to test answers.
determine appropriateness of the test.
eliminate language and comprehension barriers.
29.
What do instructors have to ask to determine whether a test should be criterion- or norm-referenced?
Is the test going to compare cognitive levels or test performance?
Is the test designed to rate objective versus subjective knowledge?
Is the test successful in examining performance against cognitive ability?
Is the test designed to determine readiness for instruction or placement in the appropriate instructional level?
30.
Which test must take place under controlled conditions so instructors can make reliable, valid judgements about student performance?
Oral test
Written test
Interpretive exercise
Performance (skills) test
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