EDUC 606 COMPREHENSIVE FINAL EXAM Student: Ashley N. DeCleene *all answers are typed in red* The Comprehensive Final Exam covers all Reading & Study material for the course. The exam is open-book/open-notes and contains 50 questions requiring calculations and interpretations of data and test/assessment material that teachers would likely encounter in the classroom. The exam has no time limit and is to be submitted as a Microsoft Word document through the appropriate submission link. Fill in the blanks as appropriate; for multiple-choice questions, identify your response by circling, underlining, highlighting, or marking with an asterisk. I. Frequency Distributions The following are 50 scores from a history examination. 37 39 42 30 38 20 17 16 15 6 25 22 15 25 31 18 21 13 5 11 27 26 26 22 31 15 16 22 17 6 22 27 27 32 17 32 14 12 23 18 28 29 33 28 19 19 34 20 21 29 From these scores, construct a frequency distribution table. Use nine classes, with the first class 0-4 and the last 40-44. Class Interval Tally Frequency 1. I 1 2. 35-39 III 3 3. 30-34 IIII II 7 4. 25-29 IIII IIII I 11 5. 20-24 IIII IIII 9 6. 15-19 IIII IIII II 12 7. 10-14 IIII 4 8. II. 40-44 5-9 III 3 0 9. 0-4 From the following scores on two tests, calculate the values indicated: Page 1 of 8 EDUC 606 Test 1 (X): 29, 28, 25, 25, 22, 22, 21, 20, 19, 19 Test 2 (Y): 34, 31, 35, 30, 31, 28, 28, 25, 24, 24 10. Mean of Test 1 (X) Mx= __23___ 11. Mean of Test 2 (Y) My= __29___ 12. Summation of squared deviations scores for Test 1 x2= __5406___ 13. Summation of squared deviations scores for Test 2 y2 = __8458___ 14. Summation of the product of deviation scores for Test 1 and Test 2 xy = __6777___ 15. Correlation Coefficient: r= III. ___0.8457__ Twenty students received the following scores on a short quiz: 23, 20, 20, 19, 19, 19, 18, 18, 18, 18, 18, 17, 17, 17, 15, 14, 13, 13, 12, 12. Calculate the following: 16. Mean= 17. Median= 18. Mode= 19. SD = ___17___ ___18___ ___18___ __2.95581__ 20. If this small sample is normally distributed, 68% of the scores should fall between what two values? ______14________ and ________20___________ IV. A student takes examinations in a history course and an English course. The following information is taken from the two tests: Page 2 of 8 EDUC 606 History 64 54 4 Student Score Mean Standard Deviation (SD) 21. What is the z-score for History? 22. What is the z-score for English? 23. What is the T-score for History? 24. What is the T-score for English? English 80 70 10 (___2.50____) (___1.0____) (___75____) (___60____) V. Use the following data to answer questions 25-30. (An asterisk indicates the correct answer.) ITEM 1 A B C D* ITEM 2 A B C* D UPPER 2 4 2 4 UPPER 0 5 5 5 LOWER 6 1 3 2 LOWER 0 3 11 1 Identify your response by underlining, highlighting or marking with an asterisk. 25. What is the difficulty level of Item 1? 26. What is the difficulty level of Item 2? a. 4/12 a. 5/15 b. 6/12 b. 6/15 c. 2/24 c. 5/30 d. 4/24 d. 6/30 e. 6/24* e. 16/30* 27. What is the discrimination index of Item 1? 28. What is Item 2's discrimination index? a. 2/12* a. 6/15 b. 6/12 b. 4/15 c. 2/24 c. -6/15* d. 6/24 d. -6/30 Page 3 of 8 EDUC 606 29. Which distractor on Item 1 needs revision or elimination? a. 1-A b. 1-B c. 1-C d. None of these* 30. Which of the following is indicated by Item 2? a. Ambiguous b. Guessing* c. Miskeyed d. Too difficult VI. In the following matching exercise, identify the correlation coefficients that most closely approximate each of the scatterplots in questions 31-35. a. +1.0 b. +0.6 31. __B___ 33. ___E__ 35. c. 0.0 d. -1.0 e. -0.5 32. __C___ __D___ 34. ___A__ Page 4 of 8 EDUC 606 36. The majority of Mr. Smith's students made very high scores on this test. The curve of the distribution of scores on this test would most likely be: a. normal b. symmetrical c. positively skewed* d. negatively skewed 37. Which of the following r's have the least predictive value? a. 0.91 b. 0.50 c. 0.17* d. 0.23 e. -1.00 VII. Examine the following table to answer questions 38-40. Assuming the following tests measure the same content and that all other things are equal, rank the three tests in order with respect to their acceptability for predicting behavior in upcoming years. TEST A TEST B TEST C Concurrent validity coefficient .90 .80 .85 Predictive validity coefficient (1-month interval) .55 .65 .60 Predictive validity coefficient (12-month interval) .45 .10 .55 38. Best predictor __TEST C___ 49. Second best predictor __TEST A___ 40. Third best predictor __TEST B___ Page 5 of 8 EDUC 606 VIII. Match the appropriate type of reliability to each alternative in questions 41-43. 41. The reliability procedure that involves correlation of partial scores from one administration of one test is: a. test-retest b. parallel forms c. split half * d. none of the above 42. This reliability procedure is most seriously affected by practice effects: a. test-retest * b. alternate forms c. split half d. none of the above 43. This reliability procedure should be used by teachers who want to give comparable tests to students: a. test-retest b. alternate forms* c. split half d. none of the above IX. Examine the following table to answer questions 44-47: TEST Mean Reliability SD A 100 .75 10 B 100 .91 20 C 100 .84 10 Calculate the Standard Error of Measurement (Sm) for each test: 44. Test A: ___5__ 45. Test B: ___6__ 46. Test C: ___4__ Page 6 of 8 EDUC 606 47. On which test would an individual's score fluctuate the most on repeated test administrations? a. Test A b. Test B * c. Test C X. Consider the following data obtained from the Wechsler Intelligence Scale for Children - IV (WISC-IV) and the Stanford Achievement Test at the end of fourth grade. Student Verbal IQ Reading Vocabulary Reading Comprehension GE SS GE SS June 95 4.5 94 4.2 93 Johnny 126 5.6 110 5.8 112 Willie 105 6.5 120 6.0 113 Sm = 3.0 Sm = 3.5 Sm = 2.5 M=100 SD=15 48. Which statement is NOT true regarding each student's achievement? a. June is achieving at expectancy. b. Willie is achieving above expectancy. c. Johnny is achieving below expectancy. d. There is an aptitude-achievement discrepancy between Johnny's Verbal IQ and reading achievement. e. None of the above* 49. Which is NOT a limitation of grade-equivalent scores? a. They tend to be seen as standards rather than norms. b. Equal differences in units are not reflective of equal changes in achievement. c. They have limited applicability even where subjects are taught across all grade levels.* d. Comparability across subjects is difficult. Page 7 of 8 EDUC 606 50. A disadvantage of a survey battery over single subject tests is: a. Savings in time and expense b. Use of a common norm group c. Content validity is consistent across subtests d. Depth of coverage may be less than that obtained with a single subject test* Total: _____ x 4 =_______/200 Page 8 of 8