Deck 12: Standardized Tests in Education, civil Service, and the Military

Question 1

Which of the following is an advantage of group tests?

A) They provide information beyond the test score.
B) They require minimal examiner skill to administer and score.
C) They allow interpretation of the test scores.
D) They allow observation of behavior under standard conditions.

Answer 1

B

Question 2

Which of the followings is an example of a K-12 group test?

A) KAT
B) LSAT
C) GRE
D) ACT

Answer 2

A

Question 3

Validity of an aptitude test relies heavily on ____ oriented evidence.

A) content
B) criterion
C) construct
D) face

Answer 3

B

Question 4

Achievement tests

A) evaluate the product of a course of training.
B) evaluate the potential to learn general information.
C) do not rely heavily on content validity.
D) are not affected by educational background.

Question 5

One of the advantages of group tests is (are)

A) the opportunity to observe behavior in a standard setting.
B) that they provide a wealth of information about a subject above and beyond the test score.
C) that they minimize the amount of professional time.
D) low scores for reasons other than low ability are kept to a minimum.

Question 6

In general,a paper and pencil test is representative of

A) individual tests.
B) intelligence tests.
C) verbal tests.
D) group tests.

Question 7

To measure an individual's potential in music,you would use a(n)____ test.

A) aptitude
B) achievement
C) intelligence
D) personality

Question 8

An individual test

A) is less expensive to administer.
B) provides more objective scoring.
C) provides information about the unique attributes of the examinee.
D) are more reliable than group tests.

Question 9

When utilizing the results of group tests,it is wise to

A) be suspicious of high scores.
B) refrain from the use of additional testing.
C) include the scores as only a part of the data.
D) look for wide discrepancies to verify findings.

Question 10

Which test added alternate forms for children with visual limitations when it was renormed in 2000?

A) Stanford Achievement Test
B) Metropolitan Achievement Test
C) Kuhlmann-Anderson Test
D) Henmon-Nelson Test

Question 11

Which of the following is true of the Henmon-Nelson Test?

A) It has been rigorously evaluated for possible bias and suspect items have been removed.
B) It provides individual scores for each of type of multiple intelligence.
C) It has a low ceiling and does not discriminate well at high levels of intelligence.
D) Scores correlate better with grades than with intelligence or achievement.

Question 12

Which of the following is an advantage of individually-administered tests?

A) They provide cost effective approaches to testing.
B) They are typically easy to administer.
C) Their scoring is more reliable.
D) They allow individualized interpretation.

Question 13

In general,group tests

A) are psychometrically sound.
B) lack documentation.
C) are essay-type tests.
D) lack reliability and validity.

Question 14

Which of the following is a characteristic of the Kuhlmann-Anderson Test?

A) While most achievement tests rely increasingly on verbal items with increasing grade level,the KAT remains nonverbal throughout.
B) The KAT cannot be used with students who have disabilities of any type.
C) Despite its wide use,there remains serious concerns about the reliability and validity of the KAT.
D) The KAT is suited only for those who speak English at grade level.

Question 15

Which of the following is important to remember when using group tests?

A) Group tests typically lack validity and have other poorly defined psychometric qualities.
B) Discrepancies in scores between group tests and other measures should be investigated.
C) Because they lack the detailed standardization of individual tests,group tests should be used cautiously.
D) Contrary to stereotype,group tests require considerable expertise to administer and score.

Question 16

Which of the following is characteristic of aptitude tests?

A) Aptitude tests reflect the test-taker's learning experiences.
B) Validity is related to content-related evidence.
C) Aptitude tests measure the effects of unknown and uncontrolled experiences.
D) Aptitude tests typically have only limited ability to predict future behavior.

Question 17

Scoring of group tests is ____ objective and ____ reliable than scoring of many individual tests.

A) more;less
B) less;more
C) more;more
D) less;less

Question 18

A final examination in a school course is a type of ____ test.

A) achievement
B) aptitude
C) performance
D) intelligence

Question 19

Which of the following types of tests typically predicts general ability?

A) aptitude
B) achievement
C) intelligence
D) group

Question 20

What should an educator or teacher do when wide discrepancies exist between a test score and other sources of data?

A) Ignore the test score.
B) Ignore the other sources of data.
C) Use the data that seem to fit.
D) Refer the subject for individual testing.

Question 21

The KAT

A) has potential for use with non-English speakers.
B) is not appropriate for use with ethnic minorities.
C) does not have well documented validity.
D) correlates poorly with many other ability and IQ tests.

Question 22

Although it has limits pertaining to the identification of giftedness and the identification of disabilities in minority groups,which of the following tests is a good choice when a quick measure is needed?

A) COGAT
B) KAT
C) Henmon-Nelson
D) SAT

Question 23

A percentile band

A) provides the range of percent correct for any given group of individuals.
B) provides the range of percentiles that are likely to represent a subject's true score.
C) is formed as an interval one standard error of measurement above and below the true score.
D) represents all scores below the mean score.

Question 24

The Cooperative School and College Ability Test

A) has many advantages over the SAT.
B) is poorly constructed.
C) has a large and representative standardization sample.
D) has a reasonably good correlation with the SAT.

Question 25

Which of the following group tests has advantages over the Henmon-Nelson Test in selecting minority,culturally diverse,and economically disadvantaged children?

A) the Cognitive Abilities Test
B) the Scholastic Assessment Test
C) the Kuhlman-Anderson Test
D) the Metropolitan Achievement Test

Question 26

Which test is especially useful if nonverbal items are needed?

A) the Kuhlmann-Anderson Test
B) the Cognitive Abilities Test
C) the Henmon-Nelson Test
D) the Millers Analogies Test

Question 27

In comparison to the verbal section of the SAT,the verbal section of the SAT-I focuses much more heavily on students' abilities to

A) spell correctly.
B) complete antonyms.
C) problem-solve interpersonal situations.
D) read critically.

Question 28

One shortfall of the ACT is that

A) it has low internal consistency coefficients.
B) it does not predict first year college GPAs.
C) the ITED must be administered along with it.
D) it does not compare well to the SAT.

Question 29

The availability of only a single score has been a continued source of criticism for

A) the Kuhlmann-Anderson Test.
B) the Cognitive Abilities Test.
C) the Henmon-Nelson Test.
D) the Cooperative School and College Ability Tests.

Question 30

The Stanford and Metropolitan are both ____ tests.

A) intelligence
B) aptitude
C) nonverbal
D) achievement

Question 31

Which test is likely to take two or three days to complete?

A) COGAT
B) KAT
C) Henmon-Nelson
D) SAT

Question 32

Which of the following tests provides three scores: Verbal,Quantitative,and Non-Verbal?

A) Henmon-Nelson Test
B) Kuhlman-Anderson Test
C) Cognitive Abilities Test
D) Scholastic Assessment Test

Question 33

Like the GRE,the MAT

A) underpredicts the scores of men and over predicts the scores of women.
B) underpredicts the scores of both men and women.
C) overpredicts the scores of men and under predicts the scores of women.
D) overpredicts the scores of both men and women.

Question 34

Unlike most multi-level batteries,the Kuhlman-Anderson Test

A) is primarily non-verbal.
B) is for individuals in pre-school through 2nd grade.
C) has poor norms.
D) is difficult to administer.

Question 35

One reason that GRE scores and graduate GPAs have low correlations may be

A) underprediction of younger examinees.
B) range restriction.
C) selection bias.
D) improper administration.

Question 36

Validity for the Kuhlmann-Anderson Test

A) is well documented.
B) is poorly documented.
C) is not based on correlations with other IQ tests.
D) relies on face validity.

Question 37

The Kuhlmann-Anderson Test

A) is an extremely sound instrument.
B) has good validity but poor reliability.
C) is primarily a verbal test.
D) is useful only for pre-school age children.

Question 38

The stability of the GRE has been evaluated by

A) Kuder-Richardson .
B) extensive test-retest reliability coefficients.
C) inter-rater reliability coefficients.
D) correlating scores to a number of students who completed graduate school.

Question 39

The major weakness of the SAT lies in its

A) poor reliability.
B) poor predictive power in discriminating students who score in the middle ranges.
C) lack of separate norms as a function of various demographic variables.
D) relatively small normative sample.

Question 40

Which of the following is a concern that has been raised about the current revision of the SAT Reasoning Test?

A) Because the current revision is longer than the previous one,it may disadvantage persons with attention deficit disorder.
B) The analogies section accounts for half of the test score.
C) The current SAT Reasoning Test place less emphasis on reading comprehension and has eliminated questions related to grammar.
D) The math section focuses on arithmetic skills rather than higher mathematical skills.

Question 41

The Miller Analogies Test

A) is strictly verbal and timed.
B) is strictly verbal but not timed.
C) contains verbal and performance items and is timed.
D) contains verbal and performance items but is not timed.

Question 42

A score of 600 on the verbal section of the GRE would indicate that the individual scored

A) at the mean.
B) one standard deviation below the mean.
C) one standard deviation above the mean.
D) two standard deviations above the mean.

Question 43

Which of the following tests was developed for use in making employment decisions in government agencies?

A) Armed Services Vocational Aptitude Battery
B) General Aptitude Test Battery
C) Differential Aptitude Test
D) Wonderlic Personnel Test

Question 44

The Armed Services Vocational Aptitude Battery

A) has poor psychometric characteristics.
B) is not a valid predictor of training performance.
C) does not have adequate norming information.
D) now has a computerized adaptive version.

Question 45

Which of the following was developed by the U.S.Employment Service to measure occupational aptitude?

A) IPAT Culture Fair Intelligence Test
B) Wonderlic Personnel Test
C) General Aptitude Test Battery
D) Raven Progressive Matrices

Question 46

The Armed Services Vocational Aptitude Battery (ASVAB)

A) is extremely weak from a psychometric standpoint.
B) is of little use to the military despite the large numbers of tests given.
C) is not valid for Blacks and Hispanics.
D) consists of ten subtests.

Question 47

The IPAT Culture Fair Test was designed to

A) eliminate cultural influences in an ability test.
B) estimate the intelligence of language impaired children.
C) estimate the intelligence of language impaired adults.
D) be used with children three years of age and younger.

Question 48

A major advantage of the Raven Progressive Matrices Test is that it

A) has better validity documentation than most group tests.
B) does not correlate with traditional tests such as the Wechsler or Binet Scales.
C) predicts creativity.
D) minimizes the effects of language and culture.

Question 49

As mentioned in your text,one purpose of nonverbal and performance tests is to remove factors related to cultural influences so that "pure" intelligence can be measured.Discuss the types of factors you would want to eliminate and the likelihood of being able to do so.

Question 50

Which of the following group tests can be either group or individually administered?

A) Cognitive Abilities Test
B) Goodenough-Harris Drawing Test
C) Miller Analogies Test
D) Henmon-Nelson Test

Question 51

Although adequate psychometrically,both the Miller Analogies Test and the GRE have rather poor

A) construct validity.
B) internal consistency.
C) test-retest reliability.
D) predictive validity.

Question 52

One of the simplest,quickest,easiest to administer,and least expensive ability tests is the

A) Progressive Matrices Test.
B) Goodenough-Harris Drawing Test.
C) IPAT Culture Fair Test.
D) Quick Test.

Question 53

Identify and discuss the advantages and disadvantages of group and individual tests.

Question 54

What change to the General Aptitude Test Battery occurred as a result of the Civil Rights Act of 1991?

A) It can no longer be used in employment decisions.
B) It can no longer use within-group norming.
C) It must be directly related to job tasks.
D) It must be renormed each year.

Question 55

The Armed Services Vocational Aptitude Test is now administered by computer,allowing adaptive testing.What is adaptive testing?

A) Adaptive testing includes only those items related to the recruit's areas of interest.
B) Adaptive testing involves presenting a question of known difficulty and then presenting more or less difficult items depending on whether the item was correctly answered.
C) Adaptive testing eliminates sources of bias by generating large numbers of items.
D) Adaptive testing reduces the risk of cheating by randomly sampling from a large test bank.

Question 56

Unlike some tests for professional degree programs,the LSAT

A) predicts first year GPA in law school.
B) is very unstructured.
C) is based on performance rather than verbal skills.
D) is not timed.