When making criterion-referenced interpretations of standardized tests, educators must be sure that
A. the total test is reliable.
B. the norms are adequate.
C. there are enough items for each interpretation.
D. there are provisions for using percentile scores.
C
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You call the post office for a ZIP code that you need, just after you looked up the phone number. Unfortunately, you dial the wrong number. You attempt to dial again, only to discover that you've forgotten the phone number. From an information-processing standpoint, how can this be explained?
a. Information in long-term memory was not properly stored. b. Information in working memory began to disappear after twenty seconds or so. c. Information in the sensory register was not sufficiently attended to. d. Information in short-term memory was improperly encoded.
The normal curve is widely assumed to fit test data because
a. Each person has a normal range of scores. b. Tests scores have standard deviations that are normal. c. Test scores are often seen to be normally distributed. d. Most persons function normally on tests.
During which phase of conferring do teachers and coaches plan together?
a. Brainstorming b. Asking questions c. Offering coaching d. Noticing
Brain abnormalities have been cited as one possible cause of ADHD. What are these brain abnormalities?
What will be an ideal response?