Chapter 6A

In the Lexile approach, reading demand of the text is based on a. readers' reported difficulty b. vocabulary only c. sentence length only d. vocabulary and sentence length

d. vocabulary and sentence length

The Cultural Fair Intelligence Test was first conceived in the a. 1920s b. 1940s c. 1960s d. 1980s

a. 1920s

The standard error of measurement of SAT subtests is a. 35 b.70 c. 100 d. none of the above

a. 35

Graduate Record Exam scores correlate with grades in graduate school on the order of a. .2 to .3 b. .4 to .5 c. .6 to .7 d. .8 to .9

a. .2 to .3

On the General Aptitude Test Battery, the nine specific factor scores combine nicely into three general factors: a. Cognitive, Perceptual, and Psychomotor b. Cognitive, Numerical, and Psychomotor c. Cognitive, Perceptual, and Spatial d. Cognitive, Numerical, and Spatial

a. Cognitive, Perceptual, and Psychomotor

In 2002, an Analytical Writing subtest was added to this prominent group test a. GRE b. ASVAB c. GATB d. DAT

a. GRE

Which of the following is NOT a section on the Medical College Admission Test a. Mathematics b. Verbal Reasoning c. Physical Sciences d. Biological Sciences

a. Mathematics

The Culture Fair Intelligence Test is a. a good measure of general intelligence b. a culture-free measure of intelligence c. both a and b d. none of the above

a. a good measure of general intelligence

Test used to predict future performance are known as __tests a. aptitude b. achievement c. both a and b d. none of the above

a. aptitude

Reliability for Raven's Progressive Matrices is a. better for adults than children b. better for children than adults c. very strong across age groups d. very poor across age groups

a. better for adults than children

The General Aptitude Test Battery is composed of a. eight paper-and-pencil tests and four apparatus measures b. eight paper-and-pencil tests and two apparatus measures c. eight paper-and-pencil tests d. six paper-and-pencil tests

a. eight paper-and-pencil tests and four apparatus measures

The format for the Multidimensional Aptitude Battery is a. multiple choice b. true-false c.short-answer objective items d. none of the above

a. multiple choice

The oldest of the college admission tests is the a. scholastic assessment test b. american college testing program c. graduate record examination d. laws school admission test

a. scholastic assessment test

The risk in group is that some examinees will a. score far below their true ability b. find the test to be too difficult c. object to being tested in the presence of other examinees d. none of the above

a. score far below their true ability

What were the findings of comparing the computerized version of the DAT to the paper and pencil version? a. scores were slightly higher on the computerized version b. scores were slightly lower on the computerized version c. scores were equivalent d. scores were unrelated

a. scores were slightly higher on the computerized version

What were the findings of comparing the computerized version of the General Aptitude Test Battery to the paper and pencil version? a. subtest scores were more inaccurate on the computerized version b. subtest scores were more inaccurate on the paper and pencil version c. both versions were equivalent d. none of the above

a. subtest scores were more inaccurate on the computerized version

The Cognitive Abilities Test was standardized concurrently with a. the Iowa Test of Basic Skills b. the Test of Achievement and Proficiency c. both a and b d. neither a nor b

a. the Iowa Test of Basic Skills

The internal consistency of the Multidimensional Aptitude Battery reveal __factors as identifiable as _______ a. 2, verbal and performance b. 2, verbal and motor speed c. 3, verbal, performance, and attention d. 3, verbal, motor speed, and attention

a. verbal and performance

On the ACT, the predictive validity coefficients are a. virtually identical for advantaged and disadvantaged students b. better for white students than for African-American students c. better for students of high social class than low social class d. better for bright students than less bright students

a. virtually identical for advantaged and disadvantaged students

Critics of the ACT program have pointed to the heavy emphasis upon a. mathematics b.factual knowledge c. test wiseness d. reading comprehension

d. reaing comprehension

On average, combined SAT scores correlate __with college freshman GPA a. .2 b. .4 c. .6 d. .8

b. .4

Including instructions, the Multidimensional Aptitude Battery takes about ____ minutes to administer a. 25 b. 50 c. 75 d. 100

b. 50

What relationship did a study find between CogAT scores and teacher ratings with predicting future student achievement? a. teachers were more accurate b. CogAT scores were more accurate c. teacher and CogAT scores were equally accurate d. both measures were poor predictors

b. CogAT scores were more accurate

Which of the following is a subtest from the Multidimensional Aptitude Battery? a. Absurdities b. Spatial c. Geometric Design d. Digit Span

b. Spatial

Raven's Progressive Matrices was originally designed as a measure of a. culture-free intelligence b. Spearman's g factor c. crystallized intelligence d. none of the above

b. Spearman's g factor

The Mutidimensional Aptitude Battery is designed to be a paper-and-penicl equivalent of the a. SB:FE b. WAIS-R c. K-ABC d. Differential Aptitutde Test

b. WAIS-R

The Metropolitan Achievement Test is designed for __ a. preschool students b. grades K-12 c. college students d. law students

b. grades k-12

What is one of the major criticisms of the DAT? a. poor reliability b. lack of discriminant validity between subtests c. difficult to administer d. none of the above

b. lack of discriminant validity between subtests hint: the DAT discriminates

Which of the following is NOT considered a type of group tests a. ability b. projective c. achievement d. aptitude

b. projective

Regarding the correlation between Raven's Progressive Matrices and other measures a. the correlations are higher for verbal tests b. the correlations are higher for performance tests c. there is little difference in the correlations with verbal and performance tests d. in general, the average correlation hovers near zero for both verbal and performance tests

b. the correlations are higher for performance tests

Which standardization strategy did the developers of the Multidimensional Aptitude Battery employ? a. they used large, representative stratified samples b. they calibrated test scores to the WAIS-R as an anchor test c. both a and b d. neither a nor b

b. they calibrated test scores to the WAIS-R as an anchor test

Combining high school grade point average and SAT provides ___correlation with college freshman grades. a. .2 b. .4 c. .6 d. .8

c. .6

Typically, the correlation between scores on the Iowa Test of Basic Skills and high school grades is about a. .2 b. .4 c. .6 d. .8

c. .6

The ASVAB manual reports a median validity coefficient of ___with measures of training performance. a. .20 b. .40 c. .60 d. .80

c. .60

When corrected for restriction of range, the predictive validity of an MCAT score for licensing exam scores was a. .3 b. .5 c. .7 d. .9

c. .7

On the Cognitive Abilities Test, correlations among the verbal, quantitative, and nonverbal batteries are in the a. .30s b. .50s c. .70s d. .90s

c. .70s

Correlations between the Culture Fair Intelligence Test and other mainstream instruments such as the Wechsler Scales or the Stanford-Binet are generally in the ___ a. .30s and .40s b. .50s and .60s c. .70s and .80s d. .90s

c. .70s and .80s

The subtests of the Cognitive Abilities Test are grouped into __batteries consisting of __tests a. 2, verbal and quantitative b. 2, verbal and nonverbal c. 3, verbal, quantitative, and nonverbal d. 3, verbal perceptual, and nonverbal

c. 3, verbal, quantitative, and nonverbal

The first two parts of the GRE (verbal and quantitative) each has an approximate mean of __and a standard deviation of __ a. 21,5 b. 100, 15 c. 500, 10 d. 1000, 300

c. 500, 10 (book says 500, 100)

The book Harry Potter and the Goblet of Fire has a Lexile rating of about a. 100 b. 200 c. 900 d. 1700

c. 900

English Usage, Mathematics Usage, Social Studies Reading, and Natural Sciences Reading are the four subtests of the ____. a. SAT b. GRE c. ACT d. none of the above

c. ACT

For adults with superior intelligence, the preferred test is a. Coloured Progressive Matrices b. Standard Progressive Matrices c. Advanced Progressive Matrices d. Phase III Progressive Matrices

c. Advanced Progressive Matrices

The ___is probably the most widely used paper-and-pencil test in existence a. General Aptitude Test Battery b. Differential Aptitude Test c. Armed Services Vocational Aptitude Battery D. Primary Mental Abilities Test

c. Armed Services Vocational Aptitude Battery

Which of the below is a relatively recent approach to achievement testing? a. Iowa Test of Basic Skills b. Metropolitan Achievement Test c. Lexile Measure d. Iowa Test of Educational Development

c. Lexile Measure

A particular weakness of the ASVAB is that a. standardization data are inadequate b. the reliability of the subtests is marginal c. a subtest may occur in more than one composite d. the validity of the test is unproven

c. a subtest may occur in more than one composite

The subtests from the Multidimensional Aptitude Batter incorporate a. power b. speed c. both a and b d. neither a nor b

c. both a and b

In general, the GED is considered ___a regular high school diploma a. much easier than b. slightly easier than c. more difficult than d. about on par with

c. more difficult than

The Cognitive Abilities Test (CogAT) is a(n) ____battery aimed to address a wide range of intellectual abilities in school children a. integrated b. four-tiered c. multilevel d. none of the above

c. multilevel

The Culture Fair Intelligence test has three versions that roughly correspond to intellectual ability. Which of the scales are considered group tests? a. scale 1 only b. scales 1 and 2 c. scales 2 and 3 d. scale 3 only

c. scales 2 and 3

The test manual for the Culture Fair Intelligence Test makes what recommendation with respect to Forms A and B? a. since the forms are equivalent, the tester can use either one b. the tester should use Form A, saving Form B for a retest if needed c. the tester should use both Form A and Form B together d. none of the above

c. the tester should use both Form A and Form B together

The scholastic aptitude index on the Differential Aptitude Test consists of a. abstract reasoning and language usage b. verbal reasoning and abstract reasoning c. verbal reasoning and numerical aptitude d. language usage and numerical aptitude

c. verbal reasoning and numerical aptitude

The purpose of the Iowa Test of Basic Skills is to a. detect weaknesses in school system curricula b. screen elementary school children for potential learning disabilities c. identify children who are underachieving d. provide information which can be used to improve instruction

d. provide information which can be used to improve instruction

For the Standard Progressive Matrices, a typical split-half reliability is about a. .55 b. .65 c. .75 d. .85

d. .86

The correlation coefficients between Multidimensional Aptitude Batter and WAIS-R IQs were found to be about __, ___, and ___, for Verbal, Performance, and Full Scale IQ respectively a. .7, .8, .9 b. .7, .9, .8 c. .8, .9, .7 d. .9, .8, .9

d. .9, .8, .9

The average intercorrelation among the composite scores of the ASVAB is about a. .30 b. .50 c. .70 d. .90

d. .90

The internal consistency of reliability of Multidimensional Aptitude Batter IQs is generally in the __ a. .60s b. .70s c. .80s d. .90s

d. .90s

The split-half reliability of the Differential Aptitude Test is generally in the a. .60s b. .70s c. .80s d. .90s

d. .90s

The standard deviation of SAT subtest scores is a. 10 b. 15 c. 50 d. 100

d. 100

The nine factor scores on the General Aptitude Test Battery are expressed as standard scores with a mean of __and an SD of ___ a. 50, 10 b. 50, 20 c. 100, 10 d. 100, 20

d. 100, 20

In the Lexil approach, typical scores can range from a. 200 to 800 b. 40 to 160 c. 2 to 36 d. 200 to 1700

d. 200 to 1700

In general, scores on an SAT subtest can range from a. 0 to 100 b. 0 to 1000 c. 50 to 150 d. 200 to 800

d. 200 to 800

The norms for the Differential Aptitude Test are based upon ___individuals a. 70-100 b. 700-1000 c. 7,000 to 10,000 d. 70,000-100,000

d. 70,000-100,000

The Differential Aptitude Test consists of __independent tests a. 2 b. 4 c. 6 d. 8

d. 8

The AFQT (Armed Forces Qualifying Test) is part of the a. GATB b. DAT c. LSAT d. ASVAB

d. ASVAB

The efforts to computerize this test will likely change the fact of aptitude testing a. GATB b. DAT c. LSAT d. ASVAB

d. ASVAB

Which test is particularly valuable for the supplemental testing of children and adults with hearing, language, or physical disabilities a. Multidimensional Aptitude Battery b. Shipley Institute of Living Scale C. Cognitive Abilities Test d. Raven's Progressive Matrices

d. Raven's Progressive matrices

Achievement tests can be used to a. appraise the success of educational programs by measuring the subsequent skill attainment of students b. group students according to similar skill level in specific academic domains c. identify the level of instruction that is appropriate for individual students d. all of the above

d. all of the above

What are the advantages of giving military applicants the ASVAB in a Computer Adaptive Testing format? a. shortened testing time b. increased prevision at upper and lower extremes c. more flexible start times d. all of the above

d. all of the above

Which of the following is a feature that generally distinguishes a group test from an individual test of intelligence? a. multiple choice format b. used for screening c. huge standardization test d. all of the above

d. all of the above

The Multidimensional Aptitude Batter does not have a __subtest a. Similarities b. Object Assembly c. Digit Symbol d. Block Design

d. block design

What are the three major sections of the Scholastic Assessment (reasoning) Test? a. math, verbal, spatial b. math, history, reading c. math, science, writing d. math, reading, writing

d. math, reading, writing