Test Bank for Educational Psychology: Theory and Practice, 13th Edition

Test Bank Raye Lakey Educational Psychology: Theory and Practice Thirteenth Edition Robert E. Slavin This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. Content Producer: Janelle Rogers Supplement Project Manager: Anitha Vijayakumar, SPi Global Copyright © 2021, 2018, 2015 by Pearson Education, Inc. or its affiliates, 221 River Street, Hoboken, NJ 07030. All Rights Reserved. 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ISBN-10: 0135752698 ISBN-13: 9780135752692 Table of Contents Test Bank: Multiple-Choice and Short-Answer Questions Chapter 1 Educational Psychology: A Foundation for Teaching ———————— 01 Chapter 2 Cognitive Development ————————————————————- 05 Chapter 3 Social, Moral, and Emotional Development ———————————— 12 Chapter 4 Student Diversity ——————————————————————— 19 Chapter 5 Behavioral and Social Theories of Learning ———————————— 24 Chapter 6 Cognitive Theories of Learning ————————————————— 31 Chapter 7 The Direct Instruction Lesson —————————————————– 39 Chapter 8 Student-Centered and Constructivist Approaches to Instruction ———— 44 Chapter 9 Grouping, Differentiation, and Technology ————————————- 50 Chapter 10 Motivating Students to Learn —————————————————— 56 Chapter 11 Effective Learning Environments ————————————————- 62 Chapter 12 Learners with Exceptionalities —————————————————– 68 Chapter 13 Assessing Student Learning ——————————————————– 74 Chapter 14 Standardized Tests and Accountability——————————————- 80 Complete Answers to Multiple Choice and Short Answer Questions Chapter 1 Educational Psychology: A Foundation for Teaching ———————— 86 Chapter 2 Cognitive Development ————————————————————- 89 Chapter 3 Social, Moral, and Emotional Development ———————————— 92 Chapter 4 Student Diversity ——————————————————————— 96 Chapter 5 Behavioral and Social Theories of Learning ———————————— 99 Chapter 6 Cognitive Theories of Learning ————————————————- 103 Chapter 7 The Direct Instruction Lesson ————————————————— 107 Chapter 8 Student-Centered and Constructivist Approaches to Instruction ———- 110 Chapter 9 Grouping, Differentiation, and Technology ———————————– 114 Chapter 10 Motivating Students to Learn —————————————————- 117 Chapter 11 Effective Learning Environments ———————————————– 120 Chapter 12 Learners with Exceptionalities ————————————————— 123 Chapter 13 Assessing Student Learning —————————————————— 126 Chapter 14 Standardized Tests and Accountability—————————————– 129 Preface This Test Bank has been designed to support instructors who are using the 13th edition of Educational Psychology: Theory and Practice by Robert E. Slavin. Test items for each chapter include multiple-choice questions and short essay questions. A separate answer key section with answers to all test questions for chapters 1-14 is included at the end of the test bank file. Chapter 1 Educational Psychology: A Foundation for Teaching Multiple Choice Questions 1. Which of the following is an accurate statement about the role of educational psychology in teacher preparation? a. Educational psychology is the study of learning theory as it relates to aspects of education outside of the classroom b. Educational psychology aims to improve teacher candidates’ subject matter knowledge c. Educational psychology provides teachers with specific actions to improve classroom teaching d. Educational psychology provides teachers with research-based principles to guide their teaching 2. Pedagogy is the link between which of the following? a. What the teacher desires students to learn and students’ actual learning b. What the teacher knows and how students will be assessed c. What students desire to learn and what they are taught d. What the teacher plans to teach and how the teacher manages the classroom 3. Teaching with intentionality involves which of the following? a. Thinking about the outcomes students need to achieve b. Having an analytical mindset for numeric problem solving c. Covering material students want to learn d. Covering the material in the textbook 4. Teacher efficacy is the degree to which teachers do what? a. Believe they are able to build rapport with colleagues b. Make effective decisions regarding student learning outcomes c. Believe their own efforts determine their students’ success d. Believe the efficacy of student outcomes is curriculum based 5. What do intentional teachers do to achieve a sense of efficacy? a. Assess their teaching, try new strategies if initial instruction doesn’t work b. Review students’ IQ scores and make predictions about their success or failure c. Focus on home life factors that impact the student at school d. Conduct research to determine what classroom management practices to use 6. Research finds that one of the most powerful predictors of a teacher’s impact on students is: a. The teacher’s skill in working collaboratively with other teachers b. The teacher’s academic success in high school and college c. The teacher’s ability to use technology effectively d. The teacher’s belief that what he or she does makes a difference 7. What are the Common Core State Standards? a. A set of standards that focuses on preparing students for success in college and careers b. Learning outcomes that are established by educators in all fifty states c. Standards of learning all students must meet in order to graduate from high school d. Teaching skills that must be mastered to receive a license for teaching 8. The goal of research in educational psychology is: a. To test theories that guide teachers’ actions b. To assess student behaviors that interfere with learning c. To identify learning styles and preferences exhibited by students d. To improve the efficiency of teaching strategies 9. Research-based professional development opportunities offer teachers: a. Traditional approaches to education b. Innovative methods that have yet to be evaluated c. Methods known to make a difference in children d. Approaches to a fast-track to learning 10. Mr. Holt wants to know whether a new reading program is effective. Which of the following is his best source of information for drawing conclusions? a. Opinions of colleagues b. Claims made by the producer of the reading program c. Research that evaluated the level of success of the reading program d. His own evaluation of the value of the reading program 11. One of the best approaches to becoming an intentional teacher in your beginning years is to: a. Practice teaching in front of a mirror to perfect your presentation style b. Seek a mentor who is an intentional teacher to guide you and share ideas c. Discourage others from observing until you have more experience d. Keep your successes and failures confidential 12. Ms. O’Malley has a student named Tara in her second hour class. A majority of the time Tara is quiet and withdrawn. When reviewing Tara’s permanent record, Ms. O’Malley is surprised to see a long history of academic success. Ms. O’Malley asks herself a number of questions about this situation, considers some possible outcomes, and plans several strategies to attempt to draw Tara into classroom activities. Ms. O’Malley is demonstrating her ability to: a. accept the limitations of her professional position b. accept challenges and think productively about them c. make learning interesting to students who have diverse preferences d. respect her student’s right to educational privacy 13. Mr. Jenkins, an avid consumer of educational research, has learned that a rapid pace of instruction increases achievement. However, his students need additional reinforcement in basic skills before moving forward. Mr. Jenkins slows the pace of instruction to meet students’ needs. Mr. Jenkins is demonstrating his ability to: a. teach to the lowest common denominator of ability grouping b. rely on research findings implicitly without questioning c. reject research findings outright when classroom conditions do not support findings d. use common sense and a clear view of student needs in applying research findings 14. Ms. Sanchez is excited about teaching and eager to find more ideas that will help her during her first year. She is disappointed to find that her colleagues are worn out from years in the classroom and outside responsibilities. No one seems to have time for her questions. What should Ms. Sanchez do? a. Discuss the problem with the principal and ask to be reassigned to a different team b. seek virtual colleagues and professional development on the Web c. keep her questions to herself until she meets with her mentor next month d. look for ways to find fulfillment outside of the classroom 15. Good teaching can be taught, and there are principles of good teaching that teachers need to know. The major components of good teaching include which of the following? a. Critical-thinking and problem-solving skills b. Application of Common Core State Standards c. Warm, caring disposition and charisma d. Efficient and effective technological skills 16. The standards adopted by most states require teaching that aligns with which of the following? a. Preparing students to become good parents b. Educating students to solve problems in our global society c. Teaching students to become civic leaders d. Preparing students for success in colleges and the workplace 17. Ms. Gomez doesn’t know what to do with Cody. This is the sixth week of school, and he repeatedly disrupts the class during seatwork. Which of the following actions seems to be the best solution? a. Reprimand Cody in front of the class b. Ignore Cody and hope his behavior changes c. Find out what is reinforcing Cody’s behavior d. Create a class rule about staying quiet during seatwork 18. Mr. Chen wants to be an effective middle school math teacher. He just completed all requirements and obtained his teaching license. His head is full of knowledge he learned in his classes and information he gleaned from educational research. What formula should he keep in mind as he launches his teaching career with the goal of effective teaching? a. Experience = effective teaching b. Research + common sense = effective teaching c. Book knowledge + experience = effective teaching d. Technology + research = effective teaching Short-Answer Questions (Chapter 1) 1. What personal and professional characteristics contribute to being an effective teacher? 2. As a teacher candidate, how can you develop your teaching skills? 3. Discuss the importance of being an intelligent consumer of educational psychology research and suggest principles to keep in mind as you make applications of research findings. 4. In the opening scenario for chapter 1 in the textbook, two teachers discuss encouraging creative writing. Ellen Mathis, a new teacher, visits the classroom of Leah Washington. Describe activities Leah chooses to use and the rationale for her choices. 5. As you experience success in the classroom, you will find yourself engaged in more effective practices. As you and your students experience success it is important that you share your findings. Avenues for dissemination are endless. Discuss ways you might share your ideas. Chapter 2 Cognitive Development Multiple Choice Questions 1. In the context of educational psychology, the term development refers to how people: a. Learn in response to environmental cues b. Grow, adapt, and change over the course of their lifetimes c. Fulfill intellectual potential and promise d. Respond to demands placed upon them 2. Nurture has a greater effect than nature on which of the following domains of development? a. Physical development b. Reflex development c. Skill development d. Motor development 3. Ramona is a first year teacher. She prepared tirelessly all summer for a fifth-grade position. As school approached she learned the fifth-grade position was eliminated and instead she would fill a first-grade position. Ramona knows in order to be an effective teacher at any level she will most need to: a. Take student physical development into account when arranging the classroom b. Be careful to model traditional gender roles for such young learners c. Design instruction to meet the district grade level objectives d. Take into account her students’ ages and stages of development 4. Continuous theories of development assume that development occurs: a. In a start and stop progression as individuals interact with the environment b. Through indirect learning and skill acquisition c. As a set of predictable and invariant stages unfolds in a sequence d. In a smooth progression as skills develop and the environment provides experiences 5. Discontinuous theories of development focus on: a. Inborn factors rather than environmental influences b. Environmental influences rather than genetic factors c. The importance of parenting and education d. The mixture of positive and negative effects of nurturing 6. According to Piaget, how does a child’s cognitive ability develop? a. Through automatic genetic processes b. Through association with peers c. Through automatic natural processes d. Through a progression of stages 7. Piaget believed that children are born with an innate tendency to make sense of their own environments by creating a. Dilemmas b. Interventions c. Schemes d. Reactions 8. According to Piaget, the process of adjusting schemes in response to the environment by means of assimilation and accommodation is: a. Adaptation b. Scheme transition c. A sensorimotor response d. A physical response 9. Based on Piaget’s theories, when does assimilation occur? a. When a baby incorporates new objects into a scheme b. When a new object does not fit the existing scheme c. When a baby is using a favorite scheme to explore the environment d. After a developmental dilemma has been successfully resolved 10. Based on Piaget’s theories, when does accommodation occur? a. When a baby incorporates new objects into a scheme b. When a new object does not fit the existing scheme c. When a baby is using a favorite scheme to explore the environment d. After a developmental dilemma has been successfully resolved 11. Sometimes, when old ways of dealing with the world simply don’t work, a child might modify an existing scheme in light of new information or a new experience. This is a process called: a. Avoidance b. Assimilation c. Accommodation d. Discontinuous development 12. Piaget’s view of cognitive development as a process in which children actively build systems of meaning and understanding of reality through their experience and interactions is known as: a. Behaviorism b. Metacognition c. Interactive theory d. Constructivism 13. Which of the following best fits the idea that Piaget refers to as disequilibrium? a. You find that what you expect to happen actually does happen b. You encounter something that doesn’t make sense c. You encounter something familiar that you don’t like d. You know something is wrong but you do it anyway 14. Mr. Nicely often begins his lectures by presenting students with two ideas or observations that apparently conflict. He feels this method of presenting a paradox arouses students’ interest. From Piaget’s point of view, the teacher is making use of his students’ natural response to: a. Egocentrism b. Anticipatory set c. Transitivity d. Disequilibrium 15. Piaget described cognitive development as a sequence of stages. Which of the following represents his stages in developmental order? a. Sensorimotor, preoperational, concrete operational, formal operational b. Preoperational, sensorimotor, concrete operational , formal operational c. Concrete operational, sensorimotor, preoperational , formal operational d. Sensorimotor, preoperational, formal operational, concrete operational 16. Two-year-old DeShawn encounters a squirrel and calls it “mouse.” Which of Piaget’s terms best describes his thinking? a. Accommodation b. Assimilation c. Immature d. Sensorimotor 17. If you pour milk from a tall, narrow container into a shallow, wide one, and back again, in the presence of a preoperational child, the child will firmly believe that the tall glass has more milk. Which of the following cognitive characteristics explains the difficulty preoperational children have with this problem (the principle of conservation)? a. Object permanence b. Egocentrism c. Centration d. Hypothetical thought 18. Emma knows that if 2 + 5 = 7, then 7-5=2. This requires which of the following cognitive characteristics? a. Formal thought b. Reversibility c. Transitivity d. Seriation 19. Which of the following is most likely to help a concrete operational child solve conceptual problems? a. The problems are explained more than once b. The problems involve objects and situations that are familiar to the child c. The child is older than the typical concrete operational learner d. The child has learned object permanence. 20. Brody’s toy is covered by a blanket, but he does not remove the blanket to look for the toy. He believes the toy is gone when his sister hides it under the blanket. This scenario shows an infant’s inability to grasp which idea? a. Object stability b. Conservation c. Seriation d. Object permanence 21. Zander, a preschooler, explains that a sandwich cut into four pieces is more than a sandwich cut in half. This response is typical of a child in the preoperational stage. What characteristic of this stage explains such errors in conservation tasks? a. Constructivism b. Equilibration c. Centration d. Adaptation 22. Seriation, an important task children learn during the concrete operational stage, is characterized by which ability? a. Arranging items with automaticity b. Arranging things in a logical progression c. Understanding that objects exist even if they are out of sight d. Thinking abstractly about problems 23. Transitivity involves the ability to: a. Move bilaterally b. Arrange objects in sequence c. Change direction d. Infer relationships 24. Piaget believed that preadolescents in the formal operational stage are beginning to be able to think: a. Constructively b. Abstractly c. Operationally d. Reasonably 25. You are teaching a tenth-grade class of average ability students. Your lesson involves abstract ideas. Which of the following would be the most accurate supposition you could make about your class as you plan activities? a. Most of your students have not progressed beyond the concrete operational stage b. Although many students may have reached the formal operational stage of development, you can’t be sure those who have will be able to apply it to your lesson c. All of the students should have mastered hypothetical reasoning at this stage and should be able to handle the abstract concepts of the lesson d. All of your students are ready to apply formal thought to the different aspects of your lesson 26. The abilities that make up formal operational thought include: a. Metacognition, weighing pros and cons, and understanding concepts b. Thinking abstractly, testing hypotheses, and reasoning about hypothetical situations c. Brainstorming, working collaboratively, and building concrete objects d. Thinking critically, engaging in self-evaluation, and solving concrete problems 27. From Vygotsky’s view point, which would be the best description of developmentally appropriate activities? a. Teaching to the test so students know what is expected b. Focusing on skills not yet developed and infuse these into the curriculum c. Encouraging students to reflect on skills gained independently d. Selecting tasks students can do with help but cannot do on their own 28. An example of the Vygotsky notion of scaffolding would be: a. A mother giving her son tips that help him learn to drive a car b. Students reading the instructions and taking a test c. A teacher passing out new supplies d. A father taking his children for a ride in the car 29. The importance of Bronfenbrenner’s bioecological view of development is in emphasizing: a. Nested levels of social and institutional influence on a child’s development b. The social and moral aspects of children’s learning and development c. The child as a unique individual during development rather than a miniature adult d. The environmental influences that impact the developmental process 30. Early literacy development depends on: a. A child’s gender-based preferences for literature b. A child’s awareness of cultural practices c. Children’s early experiences with books and letters d. Children’s social experiences outside the home 31. Mr. Walton gave a pretest before beginning the unit on equations and learned that none of his students could define equations or solve the simplest equations. What should he do if he wants students to work in their zone of proximal development? a. Skip the unit about equations b. Teach a lesson that assumes students understand how to work basic equations c. Teach the definition and guide students to work basic equations d. Choose a few students to begin learning about equations 32. Based on Bronfenbrenner’s bioecological theory, a child’s teacher influences development at what level? a. Macrosystem b. Microsystem c. Exosystem d. Mesosystem 33. Ms. Madison is teaching her first graders to read by using explicit instruction to teach systematic skills. Her students are engaged in activities that help them recognize sounds within words (recognizing that the words bee, bat, and ball begin with the same letter). What component of reading instruction is Ms. Madison teaching? a. Vocabulary b. Phonemic awareness c. Fluency d. Phonics Short-Answer Questions (Chapter 2) 1. Study the following examples of Piaget’s concept of equilibration. Analyze each scenario and identify the following: a. The source of disequilibrium b. The accommodation taking place c. The resulting new scheme Scenario 1: Baby Natalie can feed herself applesauce with her fingers with relative ease. Her mother introduces the spoon and encourages Natalie to feed herself. Natalie dips the spoon in the applesauce but turns the spoon on the way to her mouth and the applesauce drips off. After some practice Natalie learns how to keep the applesauce on the spoon. Scenario 2: Eli sees some groups of numbers on a gravestone (1899-1950). He appears to be thinking about the numbers and his lips are moving and he is speaking under his breath. Then he looks perplexed and says, “But you can’t really call them can you, if they are dead?” Eli’s turns to his mom for clarification. 2. Explain how Piaget’s theories are viewed today. In your explanation, discuss the limitations (as viewed by current theorists) and implications of Piaget’s theory on current education. 3. A middle school teacher arranges his classroom so students sit in straight rows of desks, one in front of the other. He does this to promote compliant behavior and is pleased that students are quiet and attentive during lectures. However, students do not ask questions or discuss ideas. After lectures, the teacher assigns independent seat work. According to Vygotsky, will this teaching style be effective? Give at least two reasons to support your answer. 4. Describe Bronfenbrenner’s model and his main contribution to the field of developmental psychology. What was his critique of the Piagetian view?