Why is equating important when computing composite scores?
a. Students need to be graded equally across other students
b. Students do not begin each grading process at an equal ability level
c. Tests and other assignments have different variability
d. All are reasons for equating
c
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Thinking proportionally is one example of:
a. concrete thinking. b. abstract thinking. c. psychomotor understanding. d. concrete and abstract thinking and psychomotor understanding.
There is no need to reconsider using an activity that uses materials that can be a skin irritant as long as gloves and aprons are worn by the students
Indicate whether the statement is true or false.
Nine-year-old Aleesa wants her father to play a video game with her, but Dad tells her, "Sorry, honey, I don't have time. There are dirty dishes in the kitchen sink, and the living room has to be dusted and vacuumed. I need to clean the house before Grandma and Grandpa come tonight. Aleesa thinks for a moment and then says, "How about if I wash the dishes and do the dusting? That way, you'll have
some time to play with me." Aleesa's approach to solving her problem—convincing Dad to play a video game—most clearly reflects: a. brainstorming b. use of an analogy c. functional fixedness d. means–ends analysis
Explain how understanding the development of a test is helpful in interpreting and applying the results of that test
What will be an ideal response?