EDUC 606 COMPREHENSIVE FINAL EXAM Student: Tammy Smith-Dyke 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. 40-44 1 2. 35-39 3 3. 30-34 7 4. 25-29 11 5. 20-24 9 6. 15-19 12 7. 10-14 4 8. 5-9 3 9. 0-4 0 Page 1 of 8 EDUC 606 II. From the following scores on two tests, calculate the values indicated: 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 = _6,777____ 15. Correlation Coefficient: r= III. 0.84569787604748 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 2.96 20. If this small sample is normally distributed, 68% of the scores should fall between what two values? 14 and 20 Page 2 of 8 EDUC 606 IV. A student takes examinations in a history course and an English course. The following information is taken from the two tests: 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 (2.5) (1) (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 c. 0.0 d. -1.0 e. -0.5 31. B 32. C 33. E 34. A 35. D 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 C 49. Second best predictor A 40. Third best predictor 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 Page 6 of 8 EDUC 606 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 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 Page 7 of 8 EDUC 606 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. 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 The Comprehensive Final Exam is due by 11:59 p.m. (ET) on Friday of Module/Week 8. Page 8 of 8