Which of the following is most closely associated with validity?
A) Are raters in agreement?
B) What is the true score?
C) For what purpose?
D) How consistent are scores?
Ans: C
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The teacher of a sixth grade class is concerned about the poor academic performance of a 12-year-old student named Nancy. The teacher looks through Nancy's school records and discovers that Nancy got an IQ score of 80 when she took an intelligence test in preschool. Considering the textbook's discussion of IQ scores, the teacher should conclude that:
a. Nancy's IQ is mostly an inherited characteristic, so there is little the teacher can do to improve her learning potential. b. Nancy's IQ is mostly due to environmental conditions; given proper stimulation, instruction, and curricular materials, it can probably be raised as much as 30 points over the next school year. c. Nancy's IQ score in preschool is not necessarily a good reflection of her capability in sixth grade. d. Nancy may still be at Piaget's preoperational stage of cognitive development.
Seganti says that any student who disrupts class is:
A. excluded from class. B. sent to detention. C. interfering with Constitutional rights of others. D. required to report the offense to parents.
Of the following, the best example of an I-message is:
a. "I don't like it when you people are disruptive." b. "I have to interrupt my teaching when people talk without permission. You make me angry when this happens." c. "I have to stop and start over when people don't listen to directions. I get frustrated when I have to repeat directions." d. "You know better than to act like this. I get upset when I have to correct your behavior."
What is early intervention?
What will be an ideal response?