Shiken: JALT Testing & Evaluation SIG Newsletter
Vol. 14 No. 1. March 2010 (p. 24 - 35) [ISSN 1881-5537]
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Assessment Literacy Self-Study Quiz #9
by Tim Newfields

This ongoing column features questions about testing, statistics, and assessment in a quiz format to promote greater assessment literacy. Suggested answers to the problems below are online at

Part I: Open Questions

  1. What does the term effect size actually mean? How is it commonly measured? Also, when can an effect size be justifiably regarded as "large"?

  2. What is the difference between the basket and Angoff rating methods? What are the pros and cons of each procedure? When should they be employed?

  3. What is the university entrance exam item below probably attempting to measure? How could this item be improved?
    Waseda example

    Source: Waseda University Faculty of Social Science (2010, February 22). 2010 Waseda Daigaku Shakai Gakubu Eigo Nyuushi: Dai Ikka. [2010 Waseda University Faculty of Social Science English Entrance Exam, Section I]. Retrieved on March 1, 2010 from

  4. What is the John Henry effect? How does it differ from the Hawthorne effect? How can researchers minimize both these effects?

  5. What steps could be taken to improve the differential validity of a school entrance exam? How often are such steps seldom taken at institutions that you are familiar with?

Part II: Multiple Choice Questions

  1. Which of the following procedures are best suited for comparing data from two 5-point Likert scales from the same sample in a pre-test/post-test research design?

  2. [ p. 24 ]

  3. In the field of statistics, which of the following terms correspond most closely with an "observed variable"? (Hint: More than one of choice below fits.)

  4. Arranging the blocks of a test on the basis of an estimate of what should allow examinees to gain the maximum number of points in the least amount of time is an example of

  5. What does "truncation" generally refer to in test equating?


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