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Q:
Which of the following is NOT a positive aspect to the use of tests of educational ability?a. Tests allow us to identify children, classrooms, schools, and school systems that are performing poorly. b. Without diagnostic testing it would be difficult to identify those children who have a learning disability. c. Test accuracy has become so good that often wise decisions can be made using only one assessment instrument.d. Testing allows a child to be accurately placed in his or her grade level.e. Testing helps children identify what they are good at and helps to identify weak areas they can focus upon.
Q:
Which of the following is NOT a problem with tests of educational ability?a. Many tests of educational ability are poorly made. Therefore, decisions based on such tests scores cannot be trusted.b. Teaching to the test prevents some teachers from being creative. c. Testing can lead to labeling.d. Some argue that some tests of educational ability are just a mechanism for majority children to move ahead and to keep minority children behind.e. Testing causes competition and peer pressure.
Q:
Which cognitive ability test measures "analytical abilities through assessing one's capability to find relationships between ideas, general knowledge, and word fluency?"a. The SAT b. The ACT c. The GRE d. The MATe. The MCAT
Q:
Which cognitive ability test is the most popular college admission exam on the undergraduate level?a. The SAT b. The ACT c. The GRE d. The MATe. The SAT and ACT are both widely used.
Q:
A school counselor decides to examine all students' cognitive ability and achievement test scores in her school by using the CogAT and the Stanford Achievement Test. She then identifies all students who have significantly higher cognitive ability than achievement scores. Which of the following is NOT likely a source of these differences?a. Learning disabilities b. Problems at homec. Problems at schoold. Motivational problemse. Poor reliability and validity of the instruments
Q:
According to the text, which cognitive ability test attempts to measure ability based on Vernon's hierarchical abilities and Cattell's fluid and crystallized abilities?
a. The SAT
b. The Miller Analogy Test
c. The Cognitive Ability Test (CogAT)
d. The Otis-Lennon School Ability Test (OLSAT8)
e. The LSAT
Q:
Which cognitive ability test measures cognitive skills for children K-12?a. The SATb. Miller Analogy Testc. The Cognitive Ability Test (CogAT)d. Metropolitan Readiness Test e. Thematic Apperception Test
Q:
Which of the following is NOT a diagnostic test?a. The Wide Range Achievement Test 4 (WRAT4)b. The Woodcock Johnson IIIc. The Wechsler Individual Achievement Test − Third Edition (WIAT-III)d. The Peabody Individual Achievement Test e. All of these are diagnostic tests.
Q:
Which diagnostic test measures the fundamentals, or the basic codes, related to reading (pronunciation), spelling, and arithmetic?
a. The Wide Range Achievement Test 4 (WRAT4)
b. The Woodcock Johnson III
c. The Wechsler Individual Achievement Test - Third Edition (WIAT-III)
d. The KeyMath-3
e. The Peabody Individual Achievement Test
Q:
Which of the following are true as a result of PL94-142 and IDEA?a. All students with a learning disability must be given accommodations for their disability within the least restrictive environment.b. Individual Education Plans must address accommodations for students with identified learning disabilities. c. Diagnostic testing has become increasingly important in identifying children with learning disabilities.d. Cognitive abilities tests are used to help examine differences between how a student has done in school and what they are capable of doing. Such differences could be due to a learning disability.e. All of these are true.
Q:
This readiness test stresses personal and social skills as well as adaptive behavior much more than some of the others.
a. Metropolitan Readiness Test
b. Kindergarten Readiness Test (Larson & Vitali)
c. Gesell Readiness Test
d. Kindergarten Readiness Test (Anderhalter & Perney)
Q:
Based on the text, which of the following survey battery achievement tests does NOT include grades 9 through 12 and does NOT have open-ended items?a. Stanford Achievement Test b. Iowa Test of Basic Skillsc. Metropolitan Achievement Testd. Peabody Individual Achievement Test
Q:
Although achievement testing has been criticized by some, many positive aspects of them include all of the followingEXCEPT:a. They offer a broad spectrum of how students are achieving in the schools.b. They offer a number of different kinds of profile sheets to examine how students are doing. c. They tend to have high reliability and fairly good validity.d. Used on their own, they are excellent at identifying students with learning disabilities.
Q:
Which of the following do achievement tests usually NOT offer?a. Individual profile sheets b. Class grouping sheetsc. Grade grouping sheetsd. School system grouping sheets e. A national report card
Q:
Which of the following is most accurate about the NAEP?a. It samples students nationally to allow state-to-state educational comparisons.b. Requires states to have minimum math and reading proficiencies for all students by 2014.c. It requires educational equality for all students regardless of race, ethnicity, age, gender, religion, culture, disability, or sexual orientation.d. Students must be taught in the "least restrictive" environment. e. All of these are true.
Q:
Which of the following is NOT true as a result of the No Child Left Behind Act?
a. Federal funding is tied to success of school districts relative to achievement test scores.
b. All states must have a plan to show how, by the year 2014, all students will have obtained proficiency in reading/language arts and math.
c. Pressure is on the lower performing school districts to improve test scores.
d. Certain groups of children who have traditionally not done well are given a longer time period than others to show gains in achievement.
e. All of these are true.
Q:
Which of the following is NOT a use of tests of educational ability?a. To assist in the determination of learning problemsb. To assess how well a class, grade, school, school system, or state is learning content knowledge c. To assist in career and occupational assessmentd. To assist in the determination of giftednesse. To help determine if a child is ready to move to the next grade level
Q:
The SATs
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GREs
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Woodcock-Johnson III
Q:
The Cognitive Ability Test
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The LSAT
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Iowa Test of Basic Skills
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Stanford Achievement Test
Q:
Kindergarten Readiness Test
Q:
The Miller Analogy Test
Q:
Metropolitan Readiness Test
Q:
Peabody Individual Achievement Test
Q:
KeyMath-3
Q:
Wide Range Achievement Test 4 (WRAT4)
Q:
The MCAT
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Metropolitan Achievement Test
Q:
The Otis-Lennon
Q:
The Wechsler Individual Achievement Test − Second Edition (WIAT-II)
Q:
a. Survey Battery b. Diagnosticc. Readinessd. Cognitive AbilityGesell
Q:
Measures broad ranges of cognitive ability as opposed to specific content areas.
Q:
Assesses whether a student is ready to move on to next level in school.
Q:
Assesses problem areas of learning.
Q:
a. Survey Battery Tests b. Diagnostic Testsc. Readiness Testsd. Cognitive Ability TestsOften used to assess progress in school.
Q:
Measures broad content areas in schools
Q:
Useful in making predictions about the future.
Q:
Often used to assess learning disabilities.
Q:
Looks at whether an individual has learned the basic codes in three areas of ability.
Q:
Assesses reasoning, language, auditory and visual attention, numbers, fine motor skills, and several other cognitive and sensory-perception areas.
Q:
Offers scrutiny of one specific area of ability.
Q:
Measures literacy for kindergartners (level 1) and reading and mathematics for first graders (level 2).
Q:
Assesses personal and social skills, neurological and motor growth, language development, and adaptive behavior.
Q:
a. Wide Range Achievement Test 4 (WRAT4)b. KeyMath-3c. Peabody Individual Achievement Test d. Metropolitan Readiness Teste. Gesell Readiness Testf. Kindergarten Readiness TestProvides academic screening in a wide range of content areas.
Q:
Although open-ended and essay type questions tend to offer a broader assessment of one's ability, the tradeoff is often in lower reliability estimates.a. Trueb. False
Q:
Predictive validity estimates of college and graduate school cognitive ability tests tend to range from the high .3s to the low .6s.
a. True
b. False
Q:
Surprisingly, predictions of how a student will do in college decreases if you combine the use of the SATs with GPAas compared to using the SATs alone. a. Trueb. False
Q:
On the SATs, students can be compared to a recent norm group by examining their percentile score, or an earlier norm group by examining their standard score. The earlier standard score used a mean of 500 and a standard deviation of 100.
a. True
b. False
Q:
Reliability and validity of diagnostic tests is often quite poor. a. Trueb. False
Q:
A problem with the Gesell Readiness test is that it does not make clear placement recommendations. a. Trueb. False
Q:
One problem with the WRAT4 is that it does not eliminate the possible effects of reading comprehension. a. Trueb. False
Q:
Diagnostic tests (like the WRAT4) can be considered a type of intelligence tests. a. Trueb. False
Q:
The Stanford Achievement Test is one of the oldest survey battery achievement tests. a. Trueb. False
Q:
School counselors can play an important role in the schools by disaggregating data and identifying those students who might need additional assistance with their learning.
a. True
b. False
Q:
The NAEP is often referred to as the National Report Card. a. Trueb. False
Q:
Ratio scale
Q:
Interval scale
Q:
Ordinal scale
Q:
a. This scale has a meaningful zero point and equal intervals; therefore, it can be manipulated by all mathematical principles.b. In this scale, numbers are arbitrarily assigned to represent different categories or variables.c. This scale establishes equal distances between measurements but has no absolute zero reference point.d. With this scale, magnitude or rank order is implied; however, the distance between measurements is unknown.Nominal scale
Q:
Publisher Type Score
Q:
NCE
Q:
ACT
Q:
SAT
Q:
Sten score
Q:
Stanine
Q:
DIQ
Q:
a. Mean = 21, SD = 5 b. Mean = 50, SD = 10c. Mean = 50, SD = 21.06 d. Mean = 5, SD = 2e. Mean = 5.5, SD = 2 h. Mean = ?, SD = ?f. Mean = 100, SD = 15 g. Mean = 500, SD = 100T score
Q:
TRAITT-ScoreSten ScorePercentileRaw Score Empathy63_______________(M = 30, SD = 3)Commitment__________16_____(M = 40, SD = 5)Love_______________45(M = 35, SD = 4)Intimacy_____5.5*__________(M = 23, SD = 2)* Sten scores are generally rounded off, however, in this case, use the non-rounded number given.
Q:
Fill in the blanks for the information listed below. Please note that the publisher uses the same mean and standard deviation for the three types of tests. For grade equivalent, simply state if Charlie Brown scored at his grade equivalent, or higher or lower than his grade equivalent. (Given: publisher mean = 120).Nameof Student:CharlieBrown DateofBirth:1/8/80 Grade:10.1RawPublisherNCENat'lStanineGEReading:Score 52Score 120Score _____Percentile _______________Math:83__________84__________Vocabulary:22100_____16__________
Q:
Exhibit7-2In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84. The program therefore follows up with their students and finds 24 students who have taken the exam in its most recent form. The scores of the students in the program are as follows:140135141142122142142119168157156132164157147156136149138142138137142154Given information:Mean = 144; Median = 142; Mode = 142; Range = 50 Refer to Exhibit 7-2. A graduate psychology student has a 3.65 GPA, where the psychology program's mean is 3.6 and SD is .1. Faculty have found a .60 correlation between students' GPA and their national licensure exam publisher score (M = 150, SD = 20). Knowing our students GPA, we could predict her score to fall in what range on the national licensure exam 68 percent of the time?
Q:
Exhibit7-2In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84. The program therefore follows up with their students and finds 24 students who have taken the exam in its most recent form. The scores of the students in the program are as follows:140135141142122142142119168157156132164157147156136149138142138137142154Given information:Mean = 144; Median = 142; Mode = 142; Range = 50 Refer to Exhibit 7-2. Considering the fact that all tests have error, what is this individual's standard score (publisher score; M = 150, SD = 20) 95 percent of the time?
Q:
Exhibit7-2In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84. The program therefore follows up with their students and finds 24 students who have taken the exam in its most recent form. The scores of the students in the program are as follows:140135141142122142142119168157156132164157147156136149138142138137142154Given information:Mean = 144; Median = 142; Mode = 142; Range = 50 Refer to Exhibit 7-2. Considering the fact that all tests have error, what is this individual's standard score (publisher score; M= 150, SD = 20) 68 percent of the time?
Q:
Exhibit7-2In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84. The program therefore follows up with their students and finds 24 students who have taken the exam in its most recent form. The scores of the students in the program are as follows:140135141142122142142119168157156132164157147156136149138142138137142154Given information:Mean = 144; Median = 142; Mode = 142; Range = 50 Refer to Exhibit 7-2. Approximately what percentage of the group scored higher than this individual?
Q:
Exhibit7-2In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84. The program therefore follows up with their students and finds 24 students who have taken the exam in its most recent form. The scores of the students in the program are as follows:140135141142122142142119168157156132164157147156136149138142138137142154Given information:Mean = 144; Median = 142; Mode = 142; Range = 50 Refer to Exhibit 7-2. If a decision was made to use NCE type scores, what score would the individual who obtained a raw score of 142 receive?
Q:
Exhibit7-2In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84. The program therefore follows up with their students and finds 24 students who have taken the exam in its most recent form. The scores of the students in the program are as follows:140135141142122142142119168157156132164157147156136149138142138137142154Given information:Mean = 144; Median = 142; Mode = 142; Range = 50 Refer to Exhibit 7-2. Use the national mean of 134 and national standard deviation of 19.0. If an individual received a raw score of 142, what is his or her standard score (publisher score) on the national test if the mean and standard deviation of the publisher score was 150 and 20 respectively?
Q:
Exhibit7-2In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84. The program therefore follows up with their students and finds 24 students who have taken the exam in its most recent form. The scores of the students in the program are as follows:140135141142122142142119168157156132164157147156136149138142138137142154Given information:Mean = 144; Median = 142; Mode = 142; Range = 50 Refer to Exhibit 7-2. Knowing that the national mean is 134 with a SD of 19.0, write a statement as to how this school's students have done as compared to the national group.