1. Which of the following is NOT a use of tests of educational ability?
a. To assist in the determination of learning problems
b. To assess how well a class, grade, school, school system, or state is learning content knowledge
c. To assist in career and occupational assessment
d. To assist in the determination of giftedness
e. To help determine if a child is ready to move to the next grade level
2. Which of the following is NOT true as a result of the No Child Left Behind Act?
a. Federal funding is tied to success of school districts relative to achievement test scores.
b. All states must have a plan to show how, by the year 2014, all students will have obtained proficiency in
reading/language arts and math.
c. Pressure is on the lower performing school districts to improve test scores.
d. Certain groups of children who have traditionally not done well are given a longer time period than others to
show gains in achievement.
e. All of these are true.
3. Which of the following is most accurate about the NAEP?
a. It samples students nationally to allow state-to-state educational comparisons.
b. Requires states to have minimum math and reading proficiencies for all students by 2014.
c. It requires educational equality for all students regardless of race, ethnicity, age, gender, religion, culture,
disability, or sexual orientation.
d. Students must be taught in the “least restrictive” environment.
e. All of these are true.
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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4. Which of the following do achievement tests usually NOT offer?
a. Individual profile sheets
b. Class grouping sheets
c. Grade grouping sheets
d. School system grouping sheets
e. A national report card
5. Although achievement testing has been criticized by some, many positive aspects of them include all of the following
EXCEPT:
a. They offer a broad spectrum of how students are achieving in the schools.
b. They offer a number of different kinds of profile sheets to examine how students are doing.
c. They tend to have high reliability and fairly good validity.
d. Used on their own, they are excellent at identifying students with learning disabilities.
6. Based on the text, which of the following survey battery achievement tests does NOT include grades 9 through 12
and does NOT have open-ended items?
a. Stanford Achievement Test
b. Iowa Test of Basic Skills
c. Metropolitan Achievement Test
d. Peabody Individual Achievement Test
7. This readiness test stresses personal and social skills as well as adaptive behavior much more than some of the
others.
a. Metropolitan Readiness Test
b. Kindergarten Readiness Test (Larson & Vitali)
c. Gesell Readiness Test
d. Kindergarten Readiness Test (Anderhalter & Perney)
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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8. Which of the following are true as a result of PL94-142 and IDEA?
a. All students with a learning disability must be given accommodations for their disability within the least
restrictive environment.
b. Individual Education Plans must address accommodations for students with identified learning disabilities.
c. Diagnostic testing has become increasingly important in identifying children with learning disabilities.
d. Cognitive abilities tests are used to help examine differences between how a student has done in school and
what they are capable of doing. Such differences could be due to a learning disability.
e. All of these are true.
9. Which diagnostic test measures the fundamentals, or the basic codes, related to reading (pronunciation), spelling, and
arithmetic?
a. The Wide Range Achievement Test 4 (WRAT4)
b. The Woodcock Johnson III
c. The Wechsler Individual Achievement Test – Third Edition (WIAT-III)
d. The KeyMath-3
e. The Peabody Individual Achievement Test
10. Which of the following is NOT a diagnostic test?
a. The Wide Range Achievement Test 4 (WRAT4)
b. The Woodcock Johnson III
c. The Wechsler Individual Achievement Test − Third Edition (WIAT-III)
d. The Peabody Individual Achievement Test
e. All of these are diagnostic tests.
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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11. Which cognitive ability test measures cognitive skills for children K-12?
a. The SAT
b. Miller Analogy Test
c. The Cognitive Ability Test (CogAT)
d. Metropolitan Readiness Test
e. Thematic Apperception Test
12. According to the text, which cognitive ability test attempts to measure ability based on Vernon’s hierarchical abilities
and Cattell’s fluid and crystallized abilities?
a. The SAT
b. The Miller Analogy Test
c. The Cognitive Ability Test (CogAT)
d. The Otis-Lennon School Ability Test (OLSAT8)
e. The LSAT
13. A school counselor decides to examine all students’ cognitive ability and achievement test scores in her school by
using the CogAT and the Stanford Achievement Test. She then identifies all students who have significantly higher
cognitive ability than achievement scores. Which of the following is NOT likely a source of these differences?
a. Learning disabilities
b. Problems at home
c. Problems at school
d. Motivational problems
e. Poor reliability and validity of the instruments
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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14. Which cognitive ability test is the most popular college admission exam on the undergraduate level?
a. The SAT
b. The ACT
c. The GRE
d. The MAT
e. The SAT and ACT are both widely used.
15. Which cognitive ability test measures “analytical abilities through assessing one’s capability to find relationships
between ideas, general knowledge, and word fluency?”
a. The SAT
b. The ACT
c. The GRE
d. The MAT
e. The MCAT
16. Which of the following is NOT a problem with tests of educational ability?
a. Many tests of educational ability are poorly made. Therefore, decisions based on such tests scores cannot be
trusted.
b. Teaching to the test prevents some teachers from being creative.
c. Testing can lead to labeling.
d. Some argue that some tests of educational ability are just a mechanism for majority children to move ahead
and to keep minority children behind.
e. Testing causes competition and peer pressure.
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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17. Which of the following is NOT a positive aspect to the use of tests of educational ability?
a. Tests allow us to identify children, classrooms, schools, and school systems that are performing poorly.
b. Without diagnostic testing it would be difficult to identify those children who have a learning disability.
c. Test accuracy has become so good that often wise decisions can be made using only one assessment
instrument.
d. Testing allows a child to be accurately placed in his or her grade level.
e. Testing helps children identify what they are good at and helps to identify weak areas they can focus upon.
18. Which of the following is legally NOT allowed to sit on a school’s special education team?
a. School counselors
b. School psychologists
c. Learning disability specialists
d. School social workers
e. All of these can sit on a school’s special education team.
19. Which of the following tests tend to have the weakest reliability and validity?
a. Survey battery achievement tests
b. Diagnostic tests
c. Readiness tests
d. K-12 cognitive ability tests
e. College placement and graduate school cognitive ability tests
20. Which standard score is NOT accurate?
a. WRAT: Mean of 100, SD of 15 (other standard scores are also available)
b. Cognitive Ability Test: Mean of 100, SD of 16 (other standard scores are also available)
c. ACT: Mean of 18, SD of 5 for “average” high school students
d. SAT: Mean of 500, SD of 100
e. MCAT: Mean of 50, SD of 10
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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21. State achievement testing to measure success toward the benchmarks of the No Child Left Behind Act has placed
pressure on school systems to show that all of their students can excel on cognitive ability tests.
a. True
b. False
22. The NAEP is often referred to as the National Report Card.
a. True
b. False
23. School counselors can play an important role in the schools by disaggregating data and identifying those students who
might need additional assistance with their learning.
a. True
b. False
24. The Stanford Achievement Test is one of the oldest survey battery achievement tests.
a. True
b. False
25. Diagnostic tests (like the WRAT4) can be considered a type of intelligence tests.
a. True
b. False
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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26. One problem with the WRAT4 is that it does not eliminate the possible effects of reading comprehension.
a. True
b. False
27. A problem with the Gesell Readiness test is that it does not make clear placement recommendations.
a. True
b. False
28. Reliability and validity of diagnostic tests is often quite poor.
a. True
b. False
29. On the SATs, students can be compared to a recent norm group by examining their percentile score, or an earlier
norm group by examining their standard score. The earlier standard score used a mean of 500 and a standard
deviation of 100.
a. True
b. False
30. Surprisingly, predictions of how a student will do in college decreases if you combine the use of the SATs with GPA
as compared to using the SATs alone.
a. True
b. False
31. Predictive validity estimates of college and graduate school cognitive ability tests tend to range from the high .3s to
the low .6s.
a. True
b. False
32. Although open-ended and essay type questions tend to offer a broader assessment of one’s ability, the tradeoff is
often in lower reliability estimates.
a. True
b. False
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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Match the diagnostic or readiness test with the statement with which it is most associated.
a. Wide Range Achievement Test 4 (WRAT4)
b. KeyMath-3
c. Peabody Individual Achievement Test
d. Metropolitan Readiness Test
e. Gesell Readiness Test
f. Kindergarten Readiness Test
REFERENCES: Diagnostic Testing
Readiness Testing
33. Provides academic screening in a wide range of content areas.
34. Assesses personal and social skills, neurological and motor growth, language development, and adaptive behavior.
35. Measures literacy for kindergartners (level 1) and reading and mathematics for first graders (level 2).
36. Offers scrutiny of one specific area of ability.
37. Assesses reasoning, language, auditory and visual attention, numbers, fine motor skills, and several other cognitive
and sensory-perception areas.
38. Looks at whether an individual has learned the basic codes in three areas of ability.
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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Place the type of test category next to the statement that best describes its use.
a. Survey Battery Tests
b. Diagnostic Tests
c. Readiness Tests
d. Cognitive Ability Tests
REFERENCES: Defining Assessment of Educational Ability
39. Often used to assess learning disabilities.
40. Useful in making predictions about the future.
41. Measures broad content areas in schools
42. Often used to assess progress in school.
43. Assesses problem areas of learning.
44. Assesses whether a student is ready to move on to next level in school.
45. Measures broad ranges of cognitive ability as opposed to specific content areas.
Match the test with the test content area.
a. Survey Battery
b. Diagnostic
c. Readiness
d. Cognitive Ability
REFERENCES: Survey Battery Achievement Testing
Diagnostic Testing
Readiness Testing
Cognitive Ability Tests
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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46. Gesell
47. The Wechsler Individual Achievement Test − Second Edition (WIAT-II)
48. The Otis-Lennon
49. Metropolitan Achievement Test
50. The MCAT
51. Wide Range Achievement Test 4 (WRAT4)
52. KeyMath-3
53. Peabody Individual Achievement Test
54. Metropolitan Readiness Test
55. The Miller Analogy Test
56. Kindergarten Readiness Test
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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57. Stanford Achievement Test
58. Iowa Test of Basic Skills
59. The LSAT
60. The Cognitive Ability Test
61. Woodcock-Johnson III
62. GREs
63. The SATs
Chapter8—AssessmentofEducationalAbility:SurveyBattery,Diagnostic,Readiness,andCognitive
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