Final answer:
The aforementioned test may have validity issues due to poorly constructed questions, leading to ambiguous answers, which undermines the assessment's integrity and the effectiveness in measuring students' understanding.
Step-by-step explanation:
When assessing the test's validity and quality, several potential issues can be identified. If a test question such as 'What's faulty with the test (LORIMAR-AL)?' is presented, it presupposes that there is indeed something faulty with the test, which may not be the case. This can lead to confusion or a misdirection of the student's attention, potentially undermining the assessment's integrity.
Regarding the example given of a math question, 'Tyler made 36 total snowfalls which is a multiple of how many triangular snowflakes he made. How many triangular snowflakes could he have made?' This question is poorly constructed as it presents ambiguity in terms of the expected answer and operates on the assumption that there is a single solution without providing necessary context or constraints. This can lead to a wide range of answers that are mathematically correct but do not align with the intended query, thereby reducing the question's validity.
Moreover, when reviewing any form of assessment, including satisfaction surveys, it's important to ensure they are structured to elicit information that is insightful and actionable. Lists detailing the shortcomings of a survey and suggestions for improvement should seek to align with principles of good research design and clear communication. Additionally, in educational assessments such as critical thinking questions or review questions, the aim should always be to test a student's deeper understanding of the material rather than simple recall. This requires well-structured questions that promote analysis, synthesis, and evaluation.