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unit 3
test and measurements practice test
| Question | Answer |
|---|---|
| Achievement tests are designed mainly to | measure what students have learned |
| A typical feature of a standardized achievement test includes | Field testing, norms, and detailed scoring procedures |
| A norm-referenced test is used to | Compare an individual’s score to a broader sample |
| Criterion-referenced scores indicate | Whether a standard or objective has been met |
| A common way to score criterion-referenced tests is with | Rubrics or checklists |
| For achievement tests, the most essential form of validity is | Content |
| In test construction, a blueprint refers to | A table specifying content areas and cognitive levels |
| Bloom’s Taxonomy assists test developers by | Categorizing the mental demands of test items |
| Asking a student to paraphrase a concept is considered which Bloom level? | Comprehension |
| An evaluation-level prompt requires students to | Judge evidence or justify conclusions |
| Aptitude tests aim to | Forecast future performance |
| When validating an aptitude test, a key concern is | Predictive criterion evidence |
| The SAT was historically developed as a | Cognitive aptitude index |
| An aptitude test involving mechanical assembly is best classified as | Mechanical aptitude |
| The Primary Measures of Music Audition is evaluated through | Listen-and-select picture responses |
| The goal of creating a new aptitude scale is | Separating individuals with higher or lower future capability |
| The Minnesota Clerical Test primarily evaluates | Speed and accuracy in clerical tasks |
| The Differential Aptitude Test measures | Several reasoning and psychomotor abilities |
| Gardner’s theory argues that intelligence includes | Multiple distinct abilities like linguistic and musical |
| In Sternberg’s Triarchic Theory, which is NOT included? | Emotional |
| Fluid intelligence differs from crystallized intelligence in that fluid intelligence involves | Reasoning processes independent of learned content |
| The original IQ calculation by Stern was based on | (Mental Age ÷ Chronological Age) × 100 |
| A major innovation of Wechsler’s IQ scales was: | Including substantial non-verbal subtests |
| Deviation IQ assigns the population mean to | 100 |
| Most modern IQ tests use a standard deviation of | 15 |
| Basal age indicates | The level at which a test taker reliably passes all easier items |
| Ceiling age marks the point where the test | Provides items too difficult to continue |
| Deviation IQ depends on comparison to | Norms specific to the individual’s age group |
| Genetic influence on intelligence tends to | Increase as individuals age |
| IQ becomes relatively stable in the population by about | Age 18 |
| A personality trait refers to: | a stable tendency like sociability |
| Objective personality tests differ from projective tests because they | Use structured questions with fixed responses |
| The MMPI creates items using the | Criterion-group method |
| A major MMPI clinical scale is | Depression |
| The Big Five personality model comes from | Factor-analytic research |
| Neuropsychological tests are used to assess | functions related to brain systems |
| The Boston Naming Test measures | Ability to identify pictured objects verbally |
| The Stroop task is traditionally used to assess | Aspects of executive functioning |
| In neuropsychology, a “battery” refers to | a coordinated set of tests |
| The Rey–Osterrieth Complex Figure is useful for assessing | Visual–spatial abilities and memory |
| Criterion-referenced tests measure performance against stated standards. T/F | True |
| Aptitude tests must show high face validity to be considered valid. T/F | False |
| The MMPI is a projective personality measure. T/F | False |
| A deviation IQ uses a transformed z-score. T/F | True |
| Executive function includes planning and organization. T/F | True |
| Neuropsychological assessments always rely on a single score. T/F | False |
| IQ tests are completely free of cultural influence. T/F | False |
| Mechanical aptitude tests evaluate emotional coping. T/F | False |
| Norm-referenced scores compare a person to a group. T/F | True |
| Face validity is a statistically derived form of validity. T/F | False |
Created by:
claire_manna