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Multiple Choice Homework Questions (Ch. 8-10)
Week 3
Answer the following multiple-choice questions based on your readings for this week.
1. Spearman defined intelligence as comprised of:
a. two factors, including a general intelligence factor, and specific factors.
b. the ability to judge, reason, and think abstractly.
c. adaptability and assimilation
d. cognitive processing ability.
2. How did Vernon’s model come to be viewed as a way to reconcile Spearman’s and Thurston’s theories?
a. It is both cognitive and affective.
b. It accounts for both a general intelligence factor and other specific factors.
c. It can be said to measure both fluid and crystallized intelligence.
d. Test scores are expressed in various ways.
3. According to Cattell, a test of verbal comprehension would draw on _____________, whereas a test involving memory span and spatial thinking would reflect ____________.
a. verbal-numerical intelligence; general ability intelligence.
b. linguistic intelligence; spatial-perceptual abilities.
c. specific factors; general ability intelligence.
d. crystallized intelligence; fluid intelligence.
4. A teacher who tailors his or her educational practices in a way that assesses multiple types of intelligence, such as bodily/kinesthetic intelligence, or interpersonal intelligence, is likely to be influenced by the theory of
a. John B. Carroll.
b. David Wechlser.
c. Robert J.Sternberg.
d. Howard Gardner
5. According to Stern, a child with a mental age of 10 and a chronological age of 10 would have a mental quotient of
a. 75.
b. 95.
c. 100.
d. 120.
6. Overall intelligence test scores are usually converted to standard scores with a mean of _______ and a standard deviation of __________.
a. 100; 1
b. 1; 10
c. 100; 15
d. 1; 15
7. Using the WJ III NU COG and the WJ III NU ACH together would allow a professional to
a. make accurate comparisons among an individual’s cognitive abilities, oral language ability, and achievement scores.
b. screen for potential behaviors that may impede learning.
c. apply both Luria’s theory and the CHC perspective.
d. consider the impact of processing speed on performance.
8. Achievement tests are useful in measuring an individuals:
a. Current knowledge and skills
b. Life experiences
c. Future predictions
d. Current cognitive abilities
9. The California Achievement Test is an example of a (an):
a. Individual Achievement Test
b. Subject Area Test
c. Diagnostic Achievement Test
d. Achievement Test Batteries
10. The Wide Range Achievement Test, Fourth Edition (WRAT4) includes:
a. Math computation
b. Listening skills
c. Sentence Completion
d. Scientific Analysis
11. This individual achievement test is developed to measure achievement in individuals as young as two (2) years old:
a. Wechsler Individual Achievement Test
b. Woodcock-Johnson III Tests of Achievement
c. Peabody Individual Achievement Test
d. Basic Achievement Skills Individual Screener
12. Individuals from diverse linguistic backgrounds or those experiencing language or communicative difficulties may be assessed using:
a. Peabody Picture Vocabulary test
b. KeyMath-3 Diagnostic Assessment
c. Slossan Oral Reading Test
d. Diagnostic Assessment of Reading
13. Individuals future performance may be predicted using :
a. Individual Achievement Tests
b. Achievement Test Batteries
c. Subject Area tests
d. Diagnostic tests
14. The primary issue with high-stakes testing is that they are used to:
a. Diagnose students
b. Provide negative feedback to teachers and parents
c. Promote or retain students
d. Determine funding
15. Which of the following best defines aptitude?
a. Individuals ability to complete a given task
b. Acquired ability to be good at something
c. Incapacity to be good at something
d. The amount of effort focused on a given task
16. The ASVAB assesses students occupational interests based on six interest types rooted in which of the following theories?
a. Theory of Career Choice
b. Social Cognitive Career Theory
c. Career Development Theory
d. Career Guidance Theory
17. The Purdue Pegboard Test assesses:
a. balance
b. spatial perception
c. finger dexterity
d. static strength
18. The main criticism of tests assessing musical ability is that all tests have:
a. low validity but high reliability
b. high validity but low reliability
c. moderate validity and moderate reliability
d. low validity and low reliability
19. According to a study sanctioned by the College Board, college student success in the first year can best be predicted by examining:
a. High School GPA only
b. scores on admissions exams (eg. SAT) only
c. scores on admissions exams and High School GPA
d. student interviews and High School GPA
20. According to the text, a major concern in testing young children before allowing entry into school is that:
a. all children develop at different paces
b. test materials may not be appropriate for assessing preschool populations
c. there is high rates of positively skewed results from parent involvement
d. there is low predictive validity of student success
From Instructor's Manual for Assessment Procedures for Counselors and Helping Professionals (pp. 50–60), by R. J. Drummond and K. D. Jones, 2010, Upper Saddle River, NJ: Pearson. Copyright 2010 by Pearson Education. Adapted with permission.
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