Educational Psychology: Active Learning
Edition – 15th Edition
ST
TEST BANK
UV
IA
_A
Anita Woolfolk
Ellen L. Usher
PP
RO
Comprehensive Test Bank for Instructors
VE
and Educators
D?
© Anita Woolfolk & Ellen L. Usher — All rights reserved. Reproduction or distribution
without permission is prohibited.
Created by MedConnoisseur ©2025/2026
, TABLE OF CONTENTS
Educational Psychology: Active Learning Edition –
15th Edition
Anita Woolfolk, Ellen L. Usher
ST
Part I: Setting the Stage
Chapter 1. Learning, Teaching, and Educational Psychology
UV
Chapter 2. Who Are You? Who Are Your Students? Culture and Diversity
Part II: Development: Similarities and Differences
Chapter 3. Cognitive Development
IA
Chapter 4. The Self, Social, and Moral Development
Chapter 5. Learner Differences and Learning Needs
Chapter 6. Language Development, Language Diversity, and Immigrant
_A
Education
Part III: Learning and Motivation
Chapter 7. Behavioral Views of Learning
PP
Chapter 8. Cognitive Views of Learning
Chapter 9. Complex Cognitive Processes
Chapter 10. Constructivism and Interactive Learning
Chapter 11. Social Cognitive Views of Learning and Motivation
RO
Chapter 12. Motivation in Learning and Teaching
Part IV: Teaching and Assessing
Chapter 13. Creating Supportive Learning Environments
VE
Chapter 14. Teaching Every Student
Chapter 15. Classroom Assessment, Grading, and Standardized Testing
D?
Created by MedConnoisseur ©2025/2026
, Chapter 1: Learning, Teaching, and Educational Psychology
Chapter 1 Learning Outcome Quizzes
ST
Learning Outcome 1.1: Describe the challenges facing teachers today, including increasing
student diversity, requirements of the Every Student Succeeds Act, the continuing impact of
testing and accountability for teachers and students, and the emphasis on social and emotional
learning.
UV
[Q1]
Addison has several years of experience teaching third graders from diverse backgrounds. As
one student struggles to complete a math task, Addison wonders why the task seems so
difficult. She gives the student a hint about solving the task, but the hint doesn’t help. She
begins to reteach the basic skill required for the task. She reminds herself with certainty that she
IA
can help the student understand and succeed. Which of the teacher’s behaviors is most directly
associated with a personal sense of efficacy?
1. She wonders why the task seems so difficult for the student
2. She gives the student a hint about solving the task
_A
3. She begins to reteach the basic skill required for the task
4. She reminds herself with certainty that she can help the student [correct]
[Feedback for Answer Choice 1]
PP
A teacher may wonder about the level of difficulty of a task and yet lack a sense of efficacy.
[Feedback for Answer Choice 2]
A teacher’s hint may help a student learn, but it is not a sign of the teacher’s sense of efficacy.
[Feedback for Answer Choice 3]
RO
Reteaching a skill may help a student learn, but it is not a sign of the teacher’s sense of efficacy.
[Feedback for Correct Answer 4]
A teacher’s belief that he or she can reach even the most difficult students and help them learn
is evidence of the teacher’s sense of efficacy.
VE
[Q2]
According to the Every Student Succeeds Act (ESSA), which of the following schools is
considered a failing school?
1. A school in which students’ scores are in the bottom 12% of test scores
D?
2. A school that graduates only 60% of its students [correct]
3. A school in which Native American students underperformed last year
4. A school in which African American students underperformed last year
1
Copyright © 2023, 2019, 2016 by Pearson Education, Inc. All rights reserved.
, [Feedback for Answer Choice 1]
A school at the bottom 5% of test scores is considered failing.
[Feedback for Correct Answer 2]
A school that graduates less than two-thirds of its students is considered failing. Graduating only
ST
60% is even worse.
[Feedback for Answer Choice 3]
If the subgroup of Native American students consistently underperforms, then the school is
considered failing. The underperformance in one year needs to be addressed, but the school is
UV
not considered failing.
[Feedback for Answer Choice 4]
If the subgroup of African American students consistently underperforms, then the school is
considered failing. The underperformance in one year needs to be addressed, but the school is
not considered failing.
IA
[Q3]
Bryson teaches 29 sixth-grade students in a low-income school district. He begins every day
with a sponge activity to review a concept from the previous day. He follows with a goal-directed
activity in which each student writes a goal for doing a positive deed that day. The next item on
_A
his daily schedule involves a rapid review of the week’s spelling words. What activity or activities
emphasize social and emotional learning?
1. Sponge activity at the beginning of the day
2. Goal-directed activity for doing a positive deed [correct]
PP
3. Rapid review of the week’s spelling words
4. Sponge activity and goal-directed activity
[Feedback for Answer Choice 1]
RO
The sponge activity emphasizes academic learning.
[Feedback for Correct Answer 2]
The goal-directed activity emphasizes doing a positive deed. Social and emotional learning
builds self-awareness and social skills by doing activities such as a positive deed.
[Feedback for Answer Choice 3]
VE
The rapid review of the week’s spelling words emphasizes academic learning.
[Feedback for Answer Choice 4]
The sponge activity emphasizes academic learning.
D?
[Q4]
Research suggests that the best way to evaluate whether individual teachers are likely to have
a long-term effect on student academic and behavioral outcomes is to assess which of the
following?
1. The quality of the student–teacher relationship [correct]
2
Copyright © 2023, 2019, 2016 by Pearson Education, Inc. All rights reserved.
Edition – 15th Edition
ST
TEST BANK
UV
IA
_A
Anita Woolfolk
Ellen L. Usher
PP
RO
Comprehensive Test Bank for Instructors
VE
and Educators
D?
© Anita Woolfolk & Ellen L. Usher — All rights reserved. Reproduction or distribution
without permission is prohibited.
Created by MedConnoisseur ©2025/2026
, TABLE OF CONTENTS
Educational Psychology: Active Learning Edition –
15th Edition
Anita Woolfolk, Ellen L. Usher
ST
Part I: Setting the Stage
Chapter 1. Learning, Teaching, and Educational Psychology
UV
Chapter 2. Who Are You? Who Are Your Students? Culture and Diversity
Part II: Development: Similarities and Differences
Chapter 3. Cognitive Development
IA
Chapter 4. The Self, Social, and Moral Development
Chapter 5. Learner Differences and Learning Needs
Chapter 6. Language Development, Language Diversity, and Immigrant
_A
Education
Part III: Learning and Motivation
Chapter 7. Behavioral Views of Learning
PP
Chapter 8. Cognitive Views of Learning
Chapter 9. Complex Cognitive Processes
Chapter 10. Constructivism and Interactive Learning
Chapter 11. Social Cognitive Views of Learning and Motivation
RO
Chapter 12. Motivation in Learning and Teaching
Part IV: Teaching and Assessing
Chapter 13. Creating Supportive Learning Environments
VE
Chapter 14. Teaching Every Student
Chapter 15. Classroom Assessment, Grading, and Standardized Testing
D?
Created by MedConnoisseur ©2025/2026
, Chapter 1: Learning, Teaching, and Educational Psychology
Chapter 1 Learning Outcome Quizzes
ST
Learning Outcome 1.1: Describe the challenges facing teachers today, including increasing
student diversity, requirements of the Every Student Succeeds Act, the continuing impact of
testing and accountability for teachers and students, and the emphasis on social and emotional
learning.
UV
[Q1]
Addison has several years of experience teaching third graders from diverse backgrounds. As
one student struggles to complete a math task, Addison wonders why the task seems so
difficult. She gives the student a hint about solving the task, but the hint doesn’t help. She
begins to reteach the basic skill required for the task. She reminds herself with certainty that she
IA
can help the student understand and succeed. Which of the teacher’s behaviors is most directly
associated with a personal sense of efficacy?
1. She wonders why the task seems so difficult for the student
2. She gives the student a hint about solving the task
_A
3. She begins to reteach the basic skill required for the task
4. She reminds herself with certainty that she can help the student [correct]
[Feedback for Answer Choice 1]
PP
A teacher may wonder about the level of difficulty of a task and yet lack a sense of efficacy.
[Feedback for Answer Choice 2]
A teacher’s hint may help a student learn, but it is not a sign of the teacher’s sense of efficacy.
[Feedback for Answer Choice 3]
RO
Reteaching a skill may help a student learn, but it is not a sign of the teacher’s sense of efficacy.
[Feedback for Correct Answer 4]
A teacher’s belief that he or she can reach even the most difficult students and help them learn
is evidence of the teacher’s sense of efficacy.
VE
[Q2]
According to the Every Student Succeeds Act (ESSA), which of the following schools is
considered a failing school?
1. A school in which students’ scores are in the bottom 12% of test scores
D?
2. A school that graduates only 60% of its students [correct]
3. A school in which Native American students underperformed last year
4. A school in which African American students underperformed last year
1
Copyright © 2023, 2019, 2016 by Pearson Education, Inc. All rights reserved.
, [Feedback for Answer Choice 1]
A school at the bottom 5% of test scores is considered failing.
[Feedback for Correct Answer 2]
A school that graduates less than two-thirds of its students is considered failing. Graduating only
ST
60% is even worse.
[Feedback for Answer Choice 3]
If the subgroup of Native American students consistently underperforms, then the school is
considered failing. The underperformance in one year needs to be addressed, but the school is
UV
not considered failing.
[Feedback for Answer Choice 4]
If the subgroup of African American students consistently underperforms, then the school is
considered failing. The underperformance in one year needs to be addressed, but the school is
not considered failing.
IA
[Q3]
Bryson teaches 29 sixth-grade students in a low-income school district. He begins every day
with a sponge activity to review a concept from the previous day. He follows with a goal-directed
activity in which each student writes a goal for doing a positive deed that day. The next item on
_A
his daily schedule involves a rapid review of the week’s spelling words. What activity or activities
emphasize social and emotional learning?
1. Sponge activity at the beginning of the day
2. Goal-directed activity for doing a positive deed [correct]
PP
3. Rapid review of the week’s spelling words
4. Sponge activity and goal-directed activity
[Feedback for Answer Choice 1]
RO
The sponge activity emphasizes academic learning.
[Feedback for Correct Answer 2]
The goal-directed activity emphasizes doing a positive deed. Social and emotional learning
builds self-awareness and social skills by doing activities such as a positive deed.
[Feedback for Answer Choice 3]
VE
The rapid review of the week’s spelling words emphasizes academic learning.
[Feedback for Answer Choice 4]
The sponge activity emphasizes academic learning.
D?
[Q4]
Research suggests that the best way to evaluate whether individual teachers are likely to have
a long-term effect on student academic and behavioral outcomes is to assess which of the
following?
1. The quality of the student–teacher relationship [correct]
2
Copyright © 2023, 2019, 2016 by Pearson Education, Inc. All rights reserved.
