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FIRE INSTRUCTOR II EXAM | ALL QUESTIONS AND CORRECT ANSWERS | GRADED A+ | VERIFIED ANSWERS | LATEST VERSION

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FIRE INSTRUCTOR II EXAM | ALL QUESTIONS AND CORRECT ANSWERS | GRADED A+ | VERIFIED ANSWERS | LATEST VERSION

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FIRE INSTRUCTOR II EXAM | ALL
QUESTIONS AND CORRECT
ANSWERS | GRADED A+ | VERIFIED
ANSWERS | LATEST VERSION
Test developers must ask "Is the test intended to assess student
performance against a set standard or rank individual performance against
other students?" to determine:

-- what the student should know and understand
-- whether the test should be criterion- or norm-referenced
-- what ability should be tested
-- whether the test should be written or oral ---------CORRECT ANSWER----
-------------whether the test should be criterion- or norm-referenced



A test is considered appropriately difficult if most of the students answered
between 65 and ___ percent of the questions correctly.

-- 100
-- 75
-- 85
-- 95 ---------CORRECT ANSWER-----------------85



Learning objectives taken as a whole reflect the course:

-- evaluations
-- outcomes
-- goal
-- test scores ---------CORRECT ANSWER-----------------outcomes

,A true-false question that is false should take ___ to answer.

-- 60 to 90 seconds
-- 15 seconds
-- 30 to 60 seconds
-- 30 to 45 seconds ---------CORRECT ANSWER-----------------30 to 45
seconds



Which written test item is subjective and allows testing of higher level
cognitive processes?

-- matching
-- essay
-- short answer
-- multiple choice ---------CORRECT ANSWER-----------------essay



To overcome subjectivity, a training division should:

-- use only performance based tests
-- test and retest subject matter
-- train instructors in the steps of skills being tested
-- teach students to the instructor's satisfaction ---------CORRECT
ANSWER-----------------train instructors in the steps of skills being tested



The scoring system varies depending upon:

-- the value of questions and student performance
-- test evaluator availability and teaching style
-- standard requirements and instructor's decisions
-- the type of test and importance of questions ---------CORRECT
ANSWER-----------------the type of test and importance of questions

,Which of the following test items allows students the freedom to organize,
analyze, revise, redesign, or evaluate a problem?

-- speculative
-- objective
-- subjective
-- reflective ---------CORRECT ANSWER-----------------subjective



Which of the following is the extent to which a test measures what it is
supposed to measure?

-- validity
-- consistency
-- reliability
-- usability ---------CORRECT ANSWER-----------------validity



Performance tests hold test takers to a speed standard or a:

-- quality standard
-- quantity standard
-- cognitive standard
-- subjective standard ---------CORRECT ANSWER-----------------quality
standard



Test items must always be based on:

-- information covered in class
-- specific learning objectives
-- content in a study guide
-- content in a textbook ---------CORRECT ANSWER-----------------specific
learning objectives

, Which of the following puts students who have difficulty writing at a
disadvantage?

-- essay
-- matching
-- multiple choice
-- completion ---------CORRECT ANSWER-----------------essay



Which of the following is an area to avoid to ensure clues are not given in
test answers?

-- not using the words directly from the textbook
-- using the same distractors
-- switching answers around so they are not constantly "B"
-- stereotypical answers ---------CORRECT ANSWER-----------------
stereotypical answers



When time is a restrictive factor, how can instructors address this on the
tests?

-- randomly select questions from a test bank
-- select the same number of questions from each objective
-- use the sampling method of test construction
-- allow students to take tests home ---------CORRECT ANSWER--------------
---use the sampling method of test construction



What do test developers have to ask to determine whether the test should
be criterion- or norm- referenced?

-- is the test discriminating against student's knowledge learned versus
knowledge unknown?
-- is the test intended to assess performance against rubric or rank
individual performance?

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