Test Bank for Principles and Applications of Assessment in Counseling, 5th Edition, Whiston

Test Bank for Principles and Applications of

Assessment in Counseling, 5th Edition, Whiston

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Name: Class: Date:

Chapter 10 Assessing Achievement and Aptitude: Applications for Counseling

Multiple Choice

1. Achievement tests typically focus on _______________, while aptitude tests focus on ________________.
a. classification; diagnosis
b. acquired learning; potential
c. sensory-motor tasks; performance tasks
d. the future; the past
ANSWER: b

2. Aptitude and achievement tests differ primarily in their:

a. content.
b. purpose.
c. length.
d. reliability.
ANSWER: b

3. A good example of an adult achievement battery is the __________________, which can be used for screening and
placing and for determining educational interventions.
a. Cognitive Abilities Test (CogAT)
b. Adult Achievement Test (AAT)
c. Test of Adult Basic Education (TABE)
d. Adult Education & Placement Assessment (AEPA)
ANSWER: c

4. Individually administered achievement tests are often administered:

a. to verify that a child is in the correct grade.
b. for psychoeducational evaluation (e.g., to identify students with learning disabilities).
c. as a routine part of a school's assessment program.
d. to determine recipients of college scholarships.
ANSWER: b

5. In comparison to the __________________ model, the _______________ model assesses the complexities of learning
disabilities better than a one-step process where an individual is tested once and diagnosed.
a. discrepancy; Response to Intervention
b. Response to Intervention; discrepancy
c. immediate responsiveness; subjective interpretation
d. subjective interpretation; immediate responsiveness
ANSWER: a

6. At which level of Response to Intervention are students provided with evidence-based interventions of moderate
intensity?
a. Primary
b. Secondary
c. Tertiary

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Chapter 10 Assessing Achievement and Aptitude: Applications for Counseling

d. Quaternary
ANSWER: b

7. The passage of the __________________ Act of 2001 resulted in all states being required to institute an assessment
program, often referred to as "high stakes" testing.
a. Assessment Rights
b. Federal Education Opportunity
c. No Child Left Behind
d. Achievement in Testing
ANSWER: c

8. With respect to high-stakes testing, both the American Psychological Association (APA) and the American Education
Research Association (AERA) contend that:
a. tests should not be used as a single measure of student performance, or basis for high-stakes decisions.
b. overall, the provisions of No Child Left Behind have improved the reading and math performance of U.S.
students.
c. reauthorization of No Child Left Behind is sorely needed.
d. APA and AERA hold opposing viewpoints with respect to high-stakes testing
ANSWER: a

9. If we were to build a mathematics test to predict how well students would do in occupations related to mathematics, this
test would be called:
a. an achievement test
b. an aptitude test
c. an aptitude test
d. an intelligence test
ANSWER: b

10. The primary objective of both the SAT Reasoning Test and the American College Testing Program (ACT) is to:
a. assess high school achievement.
b. assess college achievement.
c. predict college performance.
d. predict graduate school performance.
ANSWER: c

11. The College Board SAT program of assessments includes the SAT ___________ and the SAT ___________.
a. Evidence-Based Tests; Subject Test
b. Verbal Test; Quantitative Test
c. Verbal Scale; Performance Scale
d. English Test; Mathematics Test
ANSWER: a

12. The Planning Your Education and Career is an interest inventory developed by:
a. American College Testing (ACT).
b. Educational Testing Service (ETS).
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Chapter 10 Assessing Achievement and Aptitude: Applications for Counseling

c. the Department of Defense (DoD).

d. McGraw-Hill Publishers.
ANSWER: a

13. The ACT includes both a test of four academic areas and:
a. an intelligence test.
b. an interest inventory.
c. a vocational aptitude test.
d. a work sample assessment.
ANSWER: b

14. On the ACT, if a subject-area Composite score is marked by a *, this means that the student has a _____ chance of
getting a grade of ____ or higher in a corresponding first-year level course.
a. 100%; A
b. 75%; A
c. 50%; B
d. 100%; B
ANSWER: c

15. The Graduate Record Examination (GRE) is designed to:

a. assess high school achievement.
b. assess college achievement.
c. predict college performance.
d. predict graduate school performance.
ANSWER: d

16. What was one of the first assessments to take advantage of computer-adaptive assessment where the computer adapts
to test to the individual taking the assessment?
a. SAT
b. ACT
c. GRE
d. DAT
ANSWER: c

17. Most of the studies indicate that the correlation between freshman grade point average and scores on scholastic
aptitude tests designed to predict college performance is:
a. 1.00.
b. around 0.75.
c. in the range of 0.30 to 0.50.
d. less than 0.10.
ANSWER: c

18. Vocational aptitude tests can be used for the following purposes, expect for:
a. counseling.

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Chapter 10 Assessing Achievement and Aptitude: Applications for Counseling

b. employment selection.
c. predicting successful performance of job duties.
d. predicting graduate school performance.
ANSWER: d

19. What aptitude test is owned by the Department of Defense and offered to secondary students free of charge?
a. O*NET Ability Profiler
b. ASVAB
c. DAT
d. SAT
ANSWER: b

20. The Differential Aptitude Test (DAT) can be used alone or in conjunction with the:
a. Values Scale
b. TerraNova
c. ASVAB
d. Career Interest Inventory
ANSWER: d

21. Which of the following multiple aptitude batteries is relatively effective at predicting academic performance?
a. O*NET Ability Profiler
b. Differential Aptitude Tests (DAT)
c. Guilford-Zimmerman Aptitude Survey (GZAS)
d. Primary Mental Abilities Test (PMAT)
ANSWER: a

22. Resources provided with assessments such as the SAT and GRE that include test-taking strategies and sample
questions are designed to provide information on:
a. standardization.
b. validation evidence.
c. reliability coefficients.
d. test sophistication.
ANSWER: d

23. ______________ involves training or practice on questions that are the same or similar to the items on the test while
_____________ occurs when the domain is covered more broadly with the intent of learning the content of the test.
a. Coaching; education
b. Studying; tutoring
c. Education; coaching
d. Tutoring; studying
ANSWER: a

24. The degree to which coaching has an impact on test performance depends on:
a. whether or not the person learns the tricks to taking multiple-choice tests.
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Test Bank for Principles and Applications of Assessment in Counseling, 5th Edition, Whiston

Name: Class: Date:

Chapter 10 Assessing Achievement and Aptitude: Applications for Counseling

b. time spent in the program with materials that reflect the test's content.
c. whether or not the trainer understands motivation theory.
d. whether it is an achievement test or an aptitude test.
ANSWER: b

25. The GRE General Test consists of each of the following sections except for:
a. Analytical Reasoning.
b. Verbal Reasoning.
c. Analytical Writing.
d. Quantitative Reasoning.
ANSWER: a

Essay

26. Explain the difference between coaching, education, and test sophistication.
ANS: Answers will vary.
ANSWER: Answers will vary.

27. As a counselor working with students, which model, RTI or discrepancy model, do you think would best facilitate
your understanding of the student's presenting problem? Explain.
ANSWER: Answers will vary.

28. Do you believe the legislation entitled No Child Left Behind Act of 2001 has had a positive or negative influence on
students' learning? Defend your response.
ANSWER: Answers will vary.

29. What are the differences between achievement and aptitude tests?
ANSWER: Answers will vary.

30. Many colleges are opting to not require the SAT or ACT as part of the admission process. Research the reasons as to
why and what factors are they using in its place, if any?
ANSWER: Answers will vary.

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