COUC521_D15_202420
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Quiz: Communicating Results/Assess…
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Quiz: Communicating
Results/Assessment of Intelligence and
General Ability
Due
Apr 21 at 11:59pm
Points
25
Questions
20
Time Limit
60 Minutes
This quiz is no longer available as the course has been concluded.
Attempt History
Attempt
Time
Score
LATEST
Attempt 1
14 minutes
25 out of 25
Correct answers are hidden.
Score for this quiz: 25
out of 25
Submitted Apr 18 at 12:03am
This attempt took 14 minutes.
1.25 / 1.25 pts
Question 1
A teacher who tailors his/her educational practices
in a way that assesses multiple types of intelligence,
such as bodily/kinesthetic intelligence, or
interpersonal intelligence, is likely to be inMuenced
by the theory of:
John Carroll David Wechsler Robert Sternberg Howard Gardner 1.25 / 1.25 pts
Question 2
Louis Thurston particularly challenged the notion of:
Multiple ability factors The general intelligence factor Primary mental abilities Intelligence as a product of the environment 1.25 / 1.25 pts
Question 3
Which test might an examiner choose if he or she
wishes to include the broadest IQ range and
chronological age?
WAIS-IV Stanford-Binet Intelligence Scale WISC-V WIPPSI-IV 1.25 / 1.25 pts
Question 4
Overall intelligence test scores are usually converted
to standard scores with a mean of ___________ and a
standard deviation of __________.
100; 1 1; 10 100; 15 1; 15 1.25 / 1.25 pts
Question 5
A distinction between Jean Piaget’s theory and other
theories of intelligence includes an emphasis on:
The development of intellectual abilities in
individuals.
Individual differences in intelligence test
performance.
The creative process in problem solving. The composite of both general and speci^c
abilities.
1.25 / 1.25 pts
Question 6
Which statement concerning the Stanford-Binet
Intelligence Scale is true?
The FSIQ, VIQ, and NVIQ have composite scores
with a mean of 100 and a standard deviation of 1.
The subtests are organized into ^ve cognitive
factors in both the verbal and nonverbal domains.
The test was normed on a small, nonstrati^ed
group of individuals.
The test is appropriate for individuals aged 18 and
older.
1.25 / 1.25 pts
Question 7
An individual with a composite score of 118 on the
Wechsler scales would have a level of intelligence
classi^ed as:
Low Average. Average. High Average. Superior. 1.25 / 1.25 pts
Question 8
According to Piaget’s theory, a 10-year-old child
would be in the _______________ stage of cognitive
development.
Sensorimotor Preoperational Concrete operational Formal operational 1.25 / 1.25 pts
Question 9
John Horn’s contribution to Cattell’s model of
intelligence included:
An additional 9-10 broad cognitive abilities. Verbal and performance tasks. A scale to measure an individual’s ability to judge
and reason.
The concept of Muid intelligence. 1.25 / 1.25 pts
Question 10
How did Philip Vernon’s model come to be viewed as
a way to reconcile Spearman’s and Thurston’s
theories?
It is both cognitive and affective. It accounts for both a general intelligence factor
and other speci^c factors.
It can be said to measure both Muid and
crystallized intelligence.
Test scores are expressed in various ways. 1.25 / 1.25 pts
Question 11
Which of the following statements about feedback
sessions is TRUE?
They are scheduled approximately 90 days after
the assessment is completed.
The clinician should focus on the examinee’s
thoughts and feelings about their assessment
results.
The examinee should not be present for the
session because assessment results can be
troubling.
A minor examinee should not participate in the
discussion of test results because they are
unquali^ed to interpret assessments.
1.25 / 1.25 pts
Question 12
The primary function of feedback sessions is to?
Develop Individualized Educational Plans. Communicate assessment results. Develop clinical treatment plans. Diagnose mental disorders or learning disabilities. 1.25 / 1.25 pts
Question 13
After a successful feedback session, the client
should ultimately be able to:
Incorporate the information into their daily
decision making.
Explain their assessment results to others, such as
family members.
Accept the fact that they need to seek therapy or
counseling.
Perform better on the tests the next time they take
them.
1.25 / 1.25 pts
Question 14
What is the critical factor in the examinee’s
acceptance of test results?
The manner in which the examiner delivers the
results.
Whether or not the results meet the examinee’s
expectations.
The examinee’s readiness to hear the results. The examinee’s previous experiences with the
process of testing and assessment.
1.25 / 1.25 pts
Question 15
Counselor Karen is communicating negative
assessment results to Jill that are potentially
damaging to Jill’s self-concept. What might Karen
need to do in this situation?
Work with Jill on extending her level of acceptance
prior to the feedback session.
Focus on Jill, rather than the test itself, during the
feedback session
Keep the rationale for cutoff scores and validity of
the test con^dential because they will overwhelm
Jill.
Communicate results by using clinical terms, such
as “deviant,” so that Jill accepts the test results as
valid.
1.25 / 1.25 pts
Question 16
In written reports, _______________ is usually
addressed in both school and mental health settings
with regard to the examinee?
Behavioral concerns. Current level of functioning. Instructional strategies. Psychological concerns. 1.25 / 1.25 pts
Question 17
What is the primary area of concern regarding the
advancement of computer technology in
assessment?
Con^dentiality of test data. Accuracy of computer-generated test reports. Cultural and gender biases in the new technology. Equal access to the technology. 1.25 / 1.25 pts
Question 18
Sally’s parents are upset about her performance on a
battery of tests. The examiner explains to the
parents that tests measure only a sample of
behavior at a particular time, that scores are not
^xed, can go up or down from year to year, and that
Sally’s score may be low because she is simply not
skilled in the area measured by the particular tests.
What important area of understanding does this
particular discussion address?
Parents realize the importance encouraging the
child to do their best, because placement
decisions often depend upon test results.
Parents understand the potential for bias in the
testing process, despite considerable procedures
to reduce it.
Parents understand the dynamics of testing and
refrain from making hasty value judgments based
on their child’s test results.
Parents understand that they may not be
reimbursed by the school district if they choose to
have the child re-evaluated by an independent
source.
1.25 / 1.25 pts
Question 19
Which of the following statements about feedback
sessions with parents is TRUE:
Examiners should use technical language when
communicating test results, in order to appear
credible.
The speci^c purpose of the test should be
withheld from the parents because it may cause
unnecessary anxiety.
Parents should be informed about the
con^dentiality of test results.
Parents are always receptive to test results and
eager to incorporate them into a plan to help the
child.
1.25 / 1.25 pts
Question 20
What can an examiner do that may be helpful if
parents do not understand the test results after the
examiner initially presents them?
Repeat the information in an increasingly louder
voice until the parents understand it.
There is no need to do anything because the
information will eventually sink in.
Use visual presentation of results, such as graphs,
charts, and pro^les.
Disregard the original test scores, administer
additional tests to the child, and report the results
of those tests instead.
Quiz Score: 25
out of 25
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Submission Details:
Time:
14 minutes
Current Score:
25 out of 25
Kept Score:
25 out of 25
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