Answer 25 multiple choice questions!  THIS IS NOT AN ESSAY

Reference Text: Hogan, T.P. Psychological Testing: A Practical Introduction, 3rd ed., Wiley Publishing Company, 2015

1. The case of Phineas Gage was especially interesting because it showed that brain damage could affect __________.

a. muscle strength

b. vision

c. personality

d. breathing

2. The Neuropsychology Behavior and Affect Profile (NBAP) was originally developed to be completed by ______.

a. the patient

b. the patient’s significant other

c. the neuropsychologist

d. the neurologist

3. A child with attention deficit disorder might score below average on the ______.

a. Embedded Figures Test

b. Stroop Test

c. WISC

d. Boston Naming Test

4. ______ may help to alleviate, somewhat, the conflict between users’ desire to minimize testing time while maximizing diagnostic information.

a. Computer-adaptive testing

b. Administering multiple short tests

c. Paper-and-pencil tests

d. Using group rather than individual achievement tests

5. Achievement batteries at the college level are aimed mainly at ______.

a. knowledge in the major field of study

b. knowledge in the minor field of study

c. general education outcomes

d. remedial education

6. Estimates of premorbid IQ can often be obtained from intelligence tests that had been administered ______.

a. on the job

b. in infancy

c. in school

d. while recuperating in the hospital

7. Predictive validities for group mental ability tests tend to be in what range?

a. -.30 to +.30

b. +.30 to +.60

c. +.60 to +.90

d. +.90 or higher

8. Billy, the 4th grader receiving failing grades in school, as described in the text, appeared to be a case of ___.

a. attention deficit

b. depression

c. malingering

d. mental retardation

9. Percentile rank norms for the GRE are based on ______.

a. user norms

b. nationally representative norms

c. international norms

d. local norms

10. One of the common characteristics of objective personality tests is ______.

a. short administration time

b. simple item stems

c. extensive interpretive reports

d. long, detailed items

11. Test development procedures for many achievement tests assume that the test is measuring a single dimension. Under that assumption, what can we say about use of both selected-response (SR) and constructed-response (CR) items within the same test?

a. SR should be measuring lower level traits and CR higher level traits.

b. CR should be measuring lower level traits and SR higher level traits.

c. SR and CR should be measuring the same trait.

d. none of the above

12. The forced-choice methodology of the Edwards Personal Preference Schedule follows a(n) ______ scoring procedure, which compares an examinee’s scores to one another relatively, not in any absolute sense.

a. nominal

b. normative

c. ipsative

d. comparative

13. According to the textbook, which of the following is NOT an interface between psychologists and achievement testing?

a. research

b. distribution of test materials to the public

c. integration of test results and clinical treatment

d. development of achievement tests

14. Patients with brain injury may have difficulty switching between patterns of thought on the Trailmaking Test. These patients are said to ______.

a. persist

b. perseverate

c. endure

d. continue

15. Items such as “Mark the face that shows how you usually feel” intend to measure what construct?

a. anxiety

b. self-insight

c. personal autonomy

d. subjective well-being

16. Which of these objective personality tests is NOT an example of a specific domain test?

a. Beck Depression Inventory

b. Eating Disorder Inventory

c. Millon Clinical Multiaxial Inventory

d. Piers-Harris Children’s Self-Concept Scale

17. In educational circles, the term “______” refers to the fact that schools are responsible for student learning.

a. dependability

b. specificity

c. accountability

d. reliability

18. According to the text, the IPIP pool of personality items has become widely used in ______.

a. research but not clinical practice

b. clinical practice but not research

c. both research and clinical practice

d. none of the above

19. Which is NOT one of the main settings for use of group administered mental ability tests?

a. elementary and secondary schools

b. business and military

c. college, graduate, and professional school

d. hospitals and clinics

20. The major drawback of the content method for developing objective personality tests is that ______.

a. final results depend critically on content of initial pool of items

b. it is applicable only when there is a well-defined criterion group

c. its extreme atheoretical orientation limits generalizing of score interpretation

d. responses are easily subject to distortion through response styles and faking

21. A person’s tendency, either conscious or unconscious, to respond to items in a certain way, independent of the person’s true feelings about the item is called a ______.

a. response set

b. stimulus bias

c. socially desirable response

d. test bias

22. How many of the states (in the United States) have a statewide achievement testing program?

a. all

b. about half

c. very few

d. none

23. We select for admission to a college the 50% of applicants with the highest admissions test scores. At the end of the freshman year, we determine the correlation between the admission test and freshman GPA. This is an ideal circumstance for observing the effect of ______.

a. range restriction

b. heteroscedasticity

c. local norms

d. split-half reliability

24. The ACT Assessment’s general approach to test content emphasizes ______.

a. school-based skills

b. generalized abilities

c. motivation and effort

d. elementary cognitive tasks

25. Who usually administers a group administered mental ability test like the Otis-Lennon?

a. principal

b. teacher

c. parent

d. school psychologist