The primary difference between aptitude and achievement tests is:

The primary difference between aptitude and achievement tests is:
 
  a. aptitude tests are individually administered and achievement tests are group administered.
  b. aptitude tests measure a broader range of cognitive skills than achievement tests.
  c. achievement tests measure more school-related cognitive skills than aptitude tests.
  d. achievement tests are more closely tied to real-life experiences than aptitude tests.

Ques. 2

Explain in detail the steps to multiply a fraction by another fraction. Which of the following types of items is this example?
 
  a. Selected-response item
  b. Item-content item
  c. Constructed-response item
  d. None of the above

Ques. 3

When the categories norm-referenced or criterion-referenced are referred to as tests, what is misleading about this?
 
  a. They refer to the interpretation of test results.
  b. They refer to the test development.
  c. They refer to the test construction.
  d. Nothing, both are classifications of tests.

Ques. 4

A table of specifications lists four objectives to be tested at the first three levels of Bloom's taxonomy (Knowledge, Comprehension, and Application). If each objective received about the same instructional emphasis, and all levels are to be assessed equally, about how many items on a 50-item test should be written for Objective 1 at the Knowledge level?
 
  a. 3
  b. 4
  c. 8
  d. 12

Ques. 5

An objective that states, Students will memorize the 50 states, would likely be considered ______________in scope and at a ____________ level of Bloom's taxonomy.
 
  a. Broad; analysis
  b. Broad; comprehension
  c. Narrow; knowledge
  d. Narrow; evaluation

Ques. 6

An objective that states The student will be able to trace the development of American legal structure based on the Bill of Rights and Declaration of Independence, would likely be considered ______________in scope and at a ____________ level of Bloom's taxonomy.
 
  a. Broad; analysis
  b. Broad; comprehension
  c. Narrow; knowledge
  d. Narrow; evaluation

Ques. 7

An objective that requires a student to list the capital for each U.S. state would likely be considered ________ in scope and at a __________ level of Bloom's taxonomy.
 
  a. Broad; application
  b. Broad; comprehension
  c. Narrow; knowledge
  d. Narrow; comprehension

Ques. 8

Consider the following statements regarding test-preparation. Which one is not accurate?
 
  A. Appropriate test-preparation will simultaneously improve students' test scores as well as students' mastery of the knowledge and/or skills represented by the test.
  B. If relatively brief, generalized test-taking preparation focused on such skills as how to manage one's time during test-taking is quite appropriate.
  C. If teachers simultaneously direct their instruction toward a test's specific items and the curricular aim on which the test is based, this constitutes appropriate test preparation.
  D. If teachers adhere to the ethical norms of the education profession while preparing their students, this is an important ingredient in appropriate test-preparation activities.