Question 1

The Wechsler Intelligence Scales differ from the Stanford-Binet in that the Wechsler Intelligence Scales are

Accepted Answer

A) arranged by age levels rather than subtests. 
B) suitable for group administration. 
C) made up of multiple subtests. 
D) evaluated with separate verbal and performance scale scores. 
A) arranged by age levels rather than subtests. 
B) suitable for group administration. 
C) made up of multiple subtests. 
D) evaluated with separate verbal and performance scale scores. D

Question 2

In the spectrum of ability tests, which of the following test types would be most different from the content-oriented achievement test?

Accepted Answer

A) a nonverbal test 
B) a school-oriented aptitude test 
C) a test of general educational development 
D) a verbal ability test 
A) a nonverbal test 
B) a school-oriented aptitude test 
C) a test of general educational development 
D) a verbal ability test A

Question 3

Which of the following tests provides the widest array of scores?

Accepted Answer

A) Cognitive Abilities Test. 
B) Differential Abilities Tests. 
C) Otis-Lennon Ability Test. 
D) School and College Ability Tests. 
A) Cognitive Abilities Test. 
B) Differential Abilities Tests. 
C) Otis-Lennon Ability Test. 
D) School and College Ability Tests. B

Question 4

Culture-fair testing typically uses materials that are

Accepted Answer

A) common in many cultures. 
B) free of cultural influences. 
C) indicators of innate abilities. 
D) most familiar to members of minority groups. 
A) common in many cultures. 
B) free of cultural influences. 
C) indicators of innate abilities. 
D) most familiar to members of minority groups.

Question 5

If students asked if they could improve their aptitudes as measured by the DAT, which of the following would be the most appropriate response for an educator?

Accepted Answer

A) All of these aptitudes can be readily modified. 
B) Aptitudes are fixed traits that cannot be modified. 
C) Aptitudes are seldom modified by training. 
D) Some of these aptitudes can be improved more readily than others. 
A) All of these aptitudes can be readily modified. 
B) Aptitudes are fixed traits that cannot be modified. 
C) Aptitudes are seldom modified by training. 
D) Some of these aptitudes can be improved more readily than others.

Question 6

The Differential Aptitude Tests can be used to compare student's scores in different aptitude areas because the subtests are

Accepted Answer

A) highly intercorrelated. 
B) speeded tests. 
C) standardized on the same group. 
D) valid and reliable. 
A) highly intercorrelated. 
B) speeded tests. 
C) standardized on the same group. 
D) valid and reliable.

Question 7

Tests of learning ability differ from published achievement tests in that tests of learning ability

Accepted Answer

A) are useful in predicting future achievement. 
B) depend less on specific school learning. 
C) measure school objectives more effectively. 
D) provide norms for score interpretation. 
A) are useful in predicting future achievement. 
B) depend less on specific school learning. 
C) measure school objectives more effectively. 
D) provide norms for score interpretation.

Question 8

If a student's standard age score drops from 90 in the fifth grade to 85 in the sixth grade, the score difference is most likely due to which of the following?

Accepted Answer

A) inadequate learning opportunities in sixth grade 
B) lack of motivation 
C) some type of emotional problem 
D) the errors of measurement 
A) inadequate learning opportunities in sixth grade 
B) lack of motivation 
C) some type of emotional problem 
D) the errors of measurement

Question 9

One advantage of a learning ability test over an achievement test for predicting achievement is that a learning ability test

Accepted Answer

A) can be used before instruction has been given. 
B) provides more reliable scores. 
C) measures a broader range of course content. 
D) measures only innate learning potential. 
A) can be used before instruction has been given. 
B) provides more reliable scores. 
C) measures a broader range of course content. 
D) measures only innate learning potential.

Question 10

The fourth edition of the Stanford-Binet Intelligence Scale is arranged by

Accepted Answer

A) age levels. 
B) cognitive areas and subtests. 
C) spiral omnibus pattern. 
D) verbal and performance tests. 
A) age levels. 
B) cognitive areas and subtests. 
C) spiral omnibus pattern. 
D) verbal and performance tests.

Question 11

The Stanford-Binet differs from the WISC-R in that the Stanford-Binet uses

Accepted Answer

A) individual administration. 
B) standard age scores. 
C) separate subtests. 
D) verbal and performance tests. 
A) individual administration. 
B) standard age scores. 
C) separate subtests. 
D) verbal and performance tests.

Question 12

One advantage of the computerized adaptive edition of a test such as the Differential Aptitude Tests over the paper-and-pencil version is that

Accepted Answer

A) a profile of scores can be obtained. 
B) speed of response is used in scoring. 
C) students can complete more items. 
D) test results can be obtained sooner. 
A) a profile of scores can be obtained. 
B) speed of response is used in scoring. 
C) students can complete more items. 
D) test results can be obtained sooner.

Question 13

Many tests that profess to be culturally fair are nonverbal or pictorial.

Accepted Answer

A) True 
 B)False

Question 14

Scholastic aptitude tests used for purposes like college admission should be interpreted as measures of

Accepted Answer

A) inherited ability. 
B) innate learning ability. 
C) potential for future development. 
D) present developed ability. 
A) inherited ability. 
B) innate learning ability. 
C) potential for future development. 
D) present developed ability.

Question 15

Carl, a third grade student, received a standard age score of 66 on a group test of scholastic aptitude.Based on this score, his teacher should recommend that Carl be

Accepted Answer

A) continued in the third grade. 
B) given an individual ability test. 
C) moved back to the second grade. 
D) placed in a class for academically gifted students. 
A) continued in the third grade. 
B) given an individual ability test. 
C) moved back to the second grade. 
D) placed in a class for academically gifted students.

Question 16

Which of the following is an advantage of a learning ability test with verbal and nonverbal scores?

Accepted Answer

A) a check on the poor reader is provided. 
B) differential prediction is made possible. 
C) scoring is made easier. 
D) test administration is simplified. 
A) a check on the poor reader is provided. 
B) differential prediction is made possible. 
C) scoring is made easier. 
D) test administration is simplified.

Question 17

Scholastic aptitude tests are best interpreted as measures of which of the following?

Accepted Answer

A) fixed learning capacity 
B) mastery of the school's curriculum 
C) present learning ability 
D) recent exposure to course content 
A) fixed learning capacity 
B) mastery of the school's curriculum 
C) present learning ability 
D) recent exposure to course content

Question 18

The Stanford-Binet has a score with a standard deviation of 16.In a normally distributed population of ten-year-old children approximately two-thirds of the cases will fall between

Accepted Answer

A) 68 and 100. 
B) 68 and 132. 
C) 84 and 116. 
D) 100 and 132. 
A) 68 and 100. 
B) 68 and 132. 
C) 84 and 116. 
D) 100 and 132.

Question 19

In comparison to a group test of learning ability, the Stanford-Binet provides more

Accepted Answer

A) objective results. 
B) observational information. 
C) restriction on test responses. 
D) use of standard scores. 
A) objective results. 
B) observational information. 
C) restriction on test responses. 
D) use of standard scores.

Question 20

Standard age scores (SAS), used on some group and individual tests has a mean of

Accepted Answer

A) 10 
B) 16. 
C) 50. 
D) 100. 
A) 10 
B) 16. 
C) 50. 
D) 100.

The Wechsler Intelligence Scales differ from the Stanford-Binet in that the Wechsler Intelligence Scales are

In the spectrum of ability tests, which of the following test types would be most different from the content-oriented achievement test?

Which of the following tests provides the widest array of scores?

Culture-fair testing typically uses materials that are

If students asked if they could improve their aptitudes as measured by the DAT, which of the following would be the most appropriate response for an educator?

The Differential Aptitude Tests can be used to compare student's scores in different aptitude areas because the subtests are

Tests of learning ability differ from published achievement tests in that tests of learning ability

If a student's standard age score drops from 90 in the fifth grade to 85 in the sixth grade, the score difference is most likely due to which of the following?

One advantage of a learning ability test over an achievement test for predicting achievement is that a learning ability test

The fourth edition of the Stanford-Binet Intelligence Scale is arranged by

The Stanford-Binet differs from the WISC-R in that the Stanford-Binet uses

One advantage of the computerized adaptive edition of a test such as the Differential Aptitude Tests over the paper-and-pencil version is that

Many tests that profess to be culturally fair are nonverbal or pictorial.

Scholastic aptitude tests used for purposes like college admission should be interpreted as measures of

Carl, a third grade student, received a standard age score of 66 on a group test of scholastic aptitude.Based on this score, his teacher should recommend that Carl be

Which of the following is an advantage of a learning ability test with verbal and nonverbal scores?

Scholastic aptitude tests are best interpreted as measures of which of the following?

The Stanford-Binet has a score with a standard deviation of 16.In a normally distributed population of ten-year-old children approximately two-thirds of the cases will fall between

In comparison to a group test of learning ability, the Stanford-Binet provides more

Standard age scores (SAS), used on some group and individual tests has a mean of

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Validity

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items 1

Constructing Objective Test Items 2

Measuring Complex Achievement 1

Measuring Complex Achievement 2

Measuring Complex Achievement 3

Portfolios

Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report

Assembling, Administering, and Appraising Classroom Tests and Assessments

Grading and Reporting

Achievement Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters

Exam 17: Aptitude Tests

The Wechsler Intelligence Scales differ from the Stanford-Binet in that the Wechsler Intelligence Scales are

In the spectrum of ability tests, which of the following test types would be most different from the content-oriented achievement test?

Which of the following tests provides the widest array of scores?

Culture-fair testing typically uses materials that are

If students asked if they could improve their aptitudes as measured by the DAT, which of the following would be the most appropriate response for an educator?

The Differential Aptitude Tests can be used to compare student's scores in different aptitude areas because the subtests are

Tests of learning ability differ from published achievement tests in that tests of learning ability

If a student's standard age score drops from 90 in the fifth grade to 85 in the sixth grade, the score difference is most likely due to which of the following?

One advantage of a learning ability test over an achievement test for predicting achievement is that a learning ability test

The fourth edition of the Stanford-Binet Intelligence Scale is arranged by

The Stanford-Binet differs from the WISC-R in that the Stanford-Binet uses

One advantage of the computerized adaptive edition of a test such as the Differential Aptitude Tests over the paper-and-pencil version is that

Many tests that profess to be culturally fair are nonverbal or pictorial.

Scholastic aptitude tests used for purposes like college admission should be interpreted as measures of

Carl, a third grade student, received a standard age score of 66 on a group test of scholastic aptitude.Based on this score, his teacher should recommend that Carl be

Which of the following is an advantage of a learning ability test with verbal and nonverbal scores?

Scholastic aptitude tests are best interpreted as measures of which of the following?

The Stanford-Binet has a score with a standard deviation of 16.In a normally distributed population of ten-year-old children approximately two-thirds of the cases will fall between

In comparison to a group test of learning ability, the Stanford-Binet provides more

Standard age scores (SAS), used on some group and individual tests has a mean of

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Validity

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items 1

Constructing Objective Test Items 2

Measuring Complex Achievement 1

Measuring Complex Achievement 2

Measuring Complex Achievement 3

Portfolios

Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report

Assembling, Administering, and Appraising Classroom Tests and Assessments

Grading and Reporting

Achievement Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters