If a teacher wanted to determine how well a standardized achievement test would measure the objectives which she had been trying to teach, it would be best for her to:

Group of answer choices

compare the test with the objectives.

read critical reviews of the test.

read studies in which the test has been used.

study the manual for the test.

Flag question: Question 2Question 22 pts

You are interested in finding out how well a child in your class is doing, compared to students in other schools. Which of the following types of tests should you use?

Group of answer choices

Criterion-referenced

Diagnostic

Norm-referenced

Teacher-made

Flag question: Question 3Question 32 pts

"High-stakes" testing refers to the use of standardized test results alone or in combination with other measures to make educational decisions that:

Group of answer choices

are appropriate for aptitude but not achievement tests.

should NOT be based on standardized tests.

should be based on CRT's, not NRT's.

significantly affects students, staff or policies.

Flag question: Question 4Question 42 pts

Which of the following is NOT a characteristic of teacher-made tests?

Group of answer choices

Content determined by the classroom teacher

Enables interclass comparisons within a school

Hurried, often haphazard construction

Uniform directions are not specified

Flag question: Question 5Question 52 pts

Standardized aptitude tests can provide information needed to help teachers decide all of the following EXCEPT:

Group of answer choices

the difficulty level of individual assignments.

what pupils to put in advanced groups.

whether to encourage a pupil to plan for college.

which pupils can work well in groups.

Flag question: Question 6Question 62 pts

Which of the following types of test results may be given to parents without interpretation?

Group of answer choices

Inventoried interests

Norms on an achievement test

Personality measures

None of the above

Flag question: Question 7Question 72 pts

Standardized readiness and diagnostic tests provide information useful for all of the following purposes EXCEPT:

Group of answer choices

determining pupils' emotional and social development.

determining whether pupils are prepared to learn.

diagnosing pupil weaknesses.

predicting success in certain areas.

Flag question: Question 8Question 82 pts

Standardized achievement tests are generally preferred to teacher-made tests for all of the following purposes EXCEPT:

Group of answer choices

determining what grade to assign each pupil.

evaluating general education development.

evaluating pupil progress over a period of years.

grouping pupils for instructional purposes.

Flag question: Question 9Question 92 pts

The earliest tests of intelligence were constructed in order to:

Group of answer choices

determine the contribution of heredity and environment to intellectual development.

identify children who would probably have difficulty learning in the typical classroom.

predict success in new types of jobs that were being created by the industrial revolution.

select children with extremely high intellectual ability for special schools.

Flag question: Question 10Question 102 pts

Inferences about individuals based on the results of group data on the stability of intelligence test scores may be misleading because:

Group of answer choices

reliability of group data may not be high enough for individual interpretation.

scores for a single person can still vary widely.

the group may not be representative of the population.

the individual may not be part of the group.