Question 1
In addition to screening and diagnostic purposes, standardized educational tests are indispensable for purposes of comparison. security. uniformity. None of these
Question 2
Validity of short forms may be reduced because fewer items: means that the test will not be used as often as the longer form. lowers test utility which negatively impacts validity. means that the test can only be used for screening purposes. lowers test reliability which negatively impacts validity.
Question 3
According to our text, __________________ is a reasoning process in which thought is free to move in many different directions, making several solutions possible. divergent thinking critical thinking convergent thinking logical thinking
Question 4
Using data from individually-administered tests, a school psychologist determines that a student has a significant problem with word identification skills. The student is then placed in an intensive phonics program. In this scenario, the decision to place the student in such a program would BEST be referred to as a diagnostic decision. a screening decision. an evaluative decision. an executive decision.
Question 5
Which is TRUE about short forms of the Stanford-Binet and Wechsler Scales? They should never be used. They are almost as accurate as the standard forms. They are less reliable than the standard forms. Their use is inadvisable with the deaf.
Question 6
The abilities that make up _________________are nonverbal, relatively culture-free, and independent of specific instruction (such as memory for digits). fluid intelligence crystallized assimilation natural
Question 7
Which is TRUE of the factor analysts’ view of intelligence? Factor analysts agree that intelligence is a general mental ability and that it is not possible to separate out individual mental abilities. Factor analysts agree that intelligence is composed of several independent abilities that do not influence each other. Factor analysts agree that intelligence is composed of a general mental ability factor comprising several separate yet interrelated special abilities. Factor analysts are divided on the issue of whether intelligence is a general unitary function or a composite of several independent abilities.
Question 8
Psychoeducational test batteries are designed to measure ability and achievement. scholastic aptitude. adjustment and personality. academic motivation.
Question 9
Which of these is best characterized as a diagnostic test? the ACT the Woodcock-Johnson Psycho-Educational Test Battery the Woodcock Reading Mastery Test—Revised the Kaufman Assessment Battery for Children
Question 10
On a test of intelligence, teaching items are designed to illustrate the task required. assure the examinee that the examiner knows what he or she is doing. not formally scored. Both designed to illustrate the task required and not formally scored.
Question 11
Which of the following is omitted from the Cattell-Horn-Carroll model as modified by McGrew and Flanagan? quantitative ability memory general intellectual ability eye-hand coordination
Question 12
According to our text, __________________ requires flexibility of thought, originality, and imagination. There is much less emphasis on recall of facts than in convergent thinking logical thinking critical thinking divergent thinking convergent thinking
Question 13
“In truth, intelligence has become . . . a word with so many meanings that finally it has none.” Who is quoted as having made this statement? E. L. Thorndike E. G. Boring Francis Galton Charles Spearman
Question 14
Compared with individually administered intelligence tests, group intelligence tests are more psychometrically sound. have a higher degree of predictive validity. have the advantage in terms of cost efficiency. All of these
Question 15
An assumption in factor analysis is that correlation does not necessarily imply causation. a single latent trait exists. things that co-occur tend to have a common cause. the residual covariance between two items with a common factor is 0.