Hypothetical psychology test
EDU645: Learning & Assessment for the 21st Century
Dr. Amy Peterson
Hypothetical psychology test
Scoring and marking tests can be a difficult process for teachers. Which type of assessment is best when dealing with younger students? Which assessment is best when scoring and marking older students? What is the best way to evaluate the test or assessment given to the students? This paper will discuss a hypothetical psychology test of five questions given to twenty students, the mean of each question, the mean for the entire test, and an evaluation of the qualitative and quantitative items analysis for the test.
To find the mean of the question, first you total of all points received for that question and divide it by the number of students taking the test. The mean (M) is basically the average of a group of scores (Zurawski, R., n.d.). The formula to find the mean would be: M = which actually means in simple terms: Average = . The mean for the test would be as follows (figure 1). Question 1: The sum of all the scores was 18 and the total number of scores was 10.
This means M = which simplifies to 18 20 = 1.8; therefore, the mean for
question 1 would be
1.8. Question 2: The sum of all the scores was 14 and the total number of scores was 10.
This means M = which simplifies to 14 ÷ 10 = 1.4; therefore, the mean for
question 2 would be 1.4. Question 3: The sum of all the scores was 2 and the total number of scores was 10. This
means M = which simplifies to 2 ÷ 10 = 0.2; therefore, the mean for question 3
would be 0.2. Question 4: The sum of all the scores was 20 and the total number of scores was
10. This means M = which simplifies to 20 ÷ 10 = 2.0; therefore, the
mean for question 4 would be 2.0. Question 5: The sum of all the scores was 2 and the total number of scores was
10. This means M = which simplifies to 2 ÷ 10 = 0.2; therefore, the
mean for question 5 would be 0.2
In order to determine the mean for the entire group of questions the same basic formula would be used (Kubiszyn, & Borich, 2010). Each student would receive a score and the total of all the scores would be divided by the total number of students. The formula would be: M = . Students number 1, 2, 4, 7, 9, and 10 score 6 points out of a possible 10 points. Students 3 and 6 scored 4 out of a possible 10 points. Student 5 scored 10 out of a possible 10 points. Student 8 scored 2 out of a possible 10 points. The mean for this test would be computed as follows: M = = = 5.6 out of 10 for the entire test.
This test is a combination of quantitative item analysis as well as qualitative item analysis. Question 1:
Who came up with the psychosexual stages?
This question is indicative of a quantitative item analysis. The problem with this question is that it gives a hint as to the last name “Lada Gaga” is not the correct answer. This question also gives the student a chance to guess at the answer and possibly get the answer correct. This type of question does not demonstrate if the student understands the concept of who developed the theory of psychosexual stages. It would be more effective to make it a two part question and ask which theorist developed the theory of psychosexual stages and what the stages were (Kubiszyn, & Borich, 2010). Question 2:
Which psychologist tested classical conditioning with dogs?
This is another example of a quantitative item analysis question. This question gives multiple choices for the student to choose from; however, there are two names that are extremely similar and may cause the student to think about the possible answers. This type of question gives the student a better chance at getting the answer correct by guessing (Kubiszyn, & Borich, 2010)....
References: Kubiszyn, T. & Borich, G. (2010). Educational testing and measurement: Classroom application and practice, (9th ed). John Wiley & Sons, Inc., Hoboken, NJ.
Zurawski, R. (n.d.). Procedures for item analysis. Procedures for item analysis. Retrieved July 01, 2012, from http://faculty.mansfield.edu/rfeil/201/item-analysis-explained.htm?vm=r
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