R
Test Bank
U
SE
For
Educational Psychology IS
O
Fourteenth Edition
N
Anita Woolfolk, Ohio State University
N
O
C
Prepared by
ED
Raye Lakey, Lakey Associates
M
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, R
______________________________________________________________________________
U
SE
Copyright © 2019, 2016, 2013 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United
States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior
to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the
appropriate contacts within the Pearson Education Global Rights & Permissions Department, please
visit www.pearsoned.com/permissions/.
IS
O
Instructors of classes using Educational Psychology, 14, by Anita Woolfolk, may reproduce material from the
Test Bank for classroom use.
N
N
O
C
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0-13-480044-3
ED
ISBN-13: 978-0-13-480044-8
M
www.pearsonhighered.com
ii
, Table of Contents
Chapter 1 Learning, Teaching, and Educational Psychology 1
Chapter 2 Cognitive Development 7
Chapter 3 The Self, Social, and Moral Development 14
Chapter 4 Learner Differences and Learning Needs 23
R
U
Chapter 5 Language Development, Language Diversity,
and Immigrant Education 32
SE
Chapter 6 Culture and Diversity 39
Chapter 7 Behavioral Views of Learning
IS 47
O
Chapter 8 Cognitive Views of Learning 55
N
Chapter 9 Complex Cognitive Processes 63
N
Chapter 10 Constructivism and Designing Learning Environments 70
O
Chapter 11 Social Cognitive Views of Learning and Motivation 77
C
Chapter 12 Motivation in Learning and Teaching 85
ED
Chapter 13 Managing Learning Environments 94
M
Chapter 14 Teaching Every Student 103
Chapter 15 Classroom Assessment, Grading, and Standardized Testing 111
Answer Key Chapters 1-15 118
iii
Copyright © 2019, 2016, 2013 by Pearson Education, Inc. All rights reserved.
, Chapter 1
Learning, Teaching, and Educational Psychology
Chapter 1 Objectives Relevant Test Items
Objective 1.1: Describe the key elements of the No Child Multiple Choice: 1-6
Left Behind Act and its successor, the Every Student Essay: 20
Succeeds Act, and discuss the continuing impact of testing
and accountability for teachers and students.
Objective 1.2: Discuss the essential features of effective Multiple Choice: 7-9
R
teaching, including different frameworks describing what Essay: 21
good teachers do.
U
Objective 1.3: Describe the methods used to conduct Multiple Choice: 10-17
research in the field of educational psychology and the Essay: 22
SE
kinds of questions each method can address.
Objective 1.4: Recognize how theories and research in Multiple Choice: 18-19
development and learning are related to educational Essay: 23
practice.
IS
O
Multiple Choice Questions
1. As a new teacher, you are eager to meet your 24 students. You are interested in
N
the ethnic and cultural diversity of your students and their range of abilities and
needs. If the diversity among your students matches national statistical norms,
N
how many children will you have with mild to severe developmental disabilities?
a. one
O
b. two
c. three
C
d. four
ED
2. Nearly 15 million or 22% of children in America live in poverty. How does the
wealth in typical Black households compare to the wealth in typical White
households?
a. 18% as much wealth in typical Black households
M
b. 11% as much wealth in typical Black households
c. 6% as much wealth in typical Black households
d. 25% as much wealth in typical Black households
3. Javier emigrated from Mexico with his family and is starting third grade with
minimal ability to speak English. Mrs. Foster has worked with other students like
Javier and can’t wait to see how much progress Javier will make in her class this
year. Mrs. Foster’s attitude seems to be evidence of:
a. the teacher’s sense of efficacy.
b. overly optimistic beliefs.
1
Copyright © 2019, 2016, 2013 by Pearson Education, Inc. All rights reserved.
Test Bank
U
SE
For
Educational Psychology IS
O
Fourteenth Edition
N
Anita Woolfolk, Ohio State University
N
O
C
Prepared by
ED
Raye Lakey, Lakey Associates
M
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, R
______________________________________________________________________________
U
SE
Copyright © 2019, 2016, 2013 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United
States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior
to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the
appropriate contacts within the Pearson Education Global Rights & Permissions Department, please
visit www.pearsoned.com/permissions/.
IS
O
Instructors of classes using Educational Psychology, 14, by Anita Woolfolk, may reproduce material from the
Test Bank for classroom use.
N
N
O
C
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0-13-480044-3
ED
ISBN-13: 978-0-13-480044-8
M
www.pearsonhighered.com
ii
, Table of Contents
Chapter 1 Learning, Teaching, and Educational Psychology 1
Chapter 2 Cognitive Development 7
Chapter 3 The Self, Social, and Moral Development 14
Chapter 4 Learner Differences and Learning Needs 23
R
U
Chapter 5 Language Development, Language Diversity,
and Immigrant Education 32
SE
Chapter 6 Culture and Diversity 39
Chapter 7 Behavioral Views of Learning
IS 47
O
Chapter 8 Cognitive Views of Learning 55
N
Chapter 9 Complex Cognitive Processes 63
N
Chapter 10 Constructivism and Designing Learning Environments 70
O
Chapter 11 Social Cognitive Views of Learning and Motivation 77
C
Chapter 12 Motivation in Learning and Teaching 85
ED
Chapter 13 Managing Learning Environments 94
M
Chapter 14 Teaching Every Student 103
Chapter 15 Classroom Assessment, Grading, and Standardized Testing 111
Answer Key Chapters 1-15 118
iii
Copyright © 2019, 2016, 2013 by Pearson Education, Inc. All rights reserved.
, Chapter 1
Learning, Teaching, and Educational Psychology
Chapter 1 Objectives Relevant Test Items
Objective 1.1: Describe the key elements of the No Child Multiple Choice: 1-6
Left Behind Act and its successor, the Every Student Essay: 20
Succeeds Act, and discuss the continuing impact of testing
and accountability for teachers and students.
Objective 1.2: Discuss the essential features of effective Multiple Choice: 7-9
R
teaching, including different frameworks describing what Essay: 21
good teachers do.
U
Objective 1.3: Describe the methods used to conduct Multiple Choice: 10-17
research in the field of educational psychology and the Essay: 22
SE
kinds of questions each method can address.
Objective 1.4: Recognize how theories and research in Multiple Choice: 18-19
development and learning are related to educational Essay: 23
practice.
IS
O
Multiple Choice Questions
1. As a new teacher, you are eager to meet your 24 students. You are interested in
N
the ethnic and cultural diversity of your students and their range of abilities and
needs. If the diversity among your students matches national statistical norms,
N
how many children will you have with mild to severe developmental disabilities?
a. one
O
b. two
c. three
C
d. four
ED
2. Nearly 15 million or 22% of children in America live in poverty. How does the
wealth in typical Black households compare to the wealth in typical White
households?
a. 18% as much wealth in typical Black households
M
b. 11% as much wealth in typical Black households
c. 6% as much wealth in typical Black households
d. 25% as much wealth in typical Black households
3. Javier emigrated from Mexico with his family and is starting third grade with
minimal ability to speak English. Mrs. Foster has worked with other students like
Javier and can’t wait to see how much progress Javier will make in her class this
year. Mrs. Foster’s attitude seems to be evidence of:
a. the teacher’s sense of efficacy.
b. overly optimistic beliefs.
1
Copyright © 2019, 2016, 2013 by Pearson Education, Inc. All rights reserved.
