Question 1

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

Accepted Answer

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. 
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. D

Question 2

The KAT

Accepted Answer

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. 
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. A

Question 3

The Cooperative School and College Ability Test

Accepted Answer

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. 
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. D

Question 4

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?

Accepted Answer

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

Question 5

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

Accepted Answer

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

Question 6

One of the advantages of group tests is (are)

Accepted Answer

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. 
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 7

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

Accepted Answer

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

Question 8

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

Accepted Answer

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. 
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 9

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

Accepted Answer

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. 
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 10

An individual test

Accepted Answer

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. 
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 11

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

Accepted Answer

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

Question 12

In general,a paper and pencil test is representative of

Accepted Answer

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

Question 13

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

Accepted Answer

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

Question 14

Which test is especially useful if nonverbal items are needed?

Accepted Answer

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

Question 15

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

Accepted Answer

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. 
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 16

Which of the following is characteristic of aptitude tests?

Accepted Answer

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. 
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

The Raven Progressive Matrices Test

Accepted Answer

A)  cannot be administered to language-impaired individuals. 
B)  measures general intelligence,or Spearman's 
C)  is poorly constructed psychometrically. 
D)  is an individual test. 
A)  cannot be administered to language-impaired individuals. 
B)  measures general intelligence,or Spearman's 
C)  is poorly constructed psychometrically. 
D)  is an individual test.

Question 18

The Stanford and Metropolitan are both ____ tests.

Accepted Answer

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

Question 19

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

Accepted Answer

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. 
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 20

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

Accepted Answer

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

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

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

The KAT

The Cooperative School and College Ability Test

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?

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

One of the advantages of group tests is (are)

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

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

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

An individual test

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

In general,a paper and pencil test is representative of

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

Which test is especially useful if nonverbal items are needed?

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

Which of the following is characteristic of aptitude tests?

The Raven Progressive Matrices Test

The Stanford and Metropolitan are both ____ tests.

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

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

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Validity

Writing and Evaluating Test Items

Test Administration

Interviewing Techniques

Theories of Intelligence and the Binet Scales

The Wechsler Intelligence Scales: Wais-Iv, wisc-Iv, and Wppsi-Iii

Other Individual Tests of Ability in Education and Special Education

Applications in Clinical and Counseling Settings

Projective Personality Tests

Computers and Basic Psychological Science in Testing

Testing in Counseling Psychology

Testing in Health Psychology and Health Care

Testing in Industrial and Business Settings

Test Bias

Testing and the Law

Ethics and the Future of Psychological Testing

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