R
Test Bank
for
U
SE
Educational Psychology
Developing Learners
IS
Tenth Edition
O
Jeanne Ellis Ormrod
N
University of Northern Colorado, Emerita
N
Eric M. Anderman
O
The Ohio State University
C
Lynley Anderman
The Ohio State University
ED
Tenth Edition Test Bank Prepared by
Alyssa Emery
M
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, R
U
SE
IS
O
N
______________________________________________________________________________
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. 221 River Street, Hoboken, NJ 07030All rights
N
reserved. Manufactured 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
O
system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or
likewise. To obtain permission(s) to use material from this work, please visit
http://www.pearsoned.com/permissions/
C
ED
Instructors of classes using Ormrod’s Educational Psychology: Developing Learners, 10e, may reproduce
material from the Test Bank for classroom use.
M
10 9 8 7 6 5 4 3 2 1 ISBN-10: 013520819X
ISBN-13:
9780135208199
www.pearsonhighered.com
ii
, CONTENTS
Overview of Test Items iv
Chapter 1 Teaching and Educational Psychology 1
Chapter 2 Cognitive and Linguistic Development 12
Chapter 3 Personal and Social Development 35
Chapter 4 Group Differences 58
Chapter 5 Individual Differences and Special Educational Needs 71
R
Chapter 6 Learning, Cognition, and Memory 97
U
Chapter 7 Complex Cognitive Processes 124
SE
Chapter 8 Learning and Cognition in Context 143
Chapter 9 Behaviorist Views of Learning 157
Chapter 10 Social Cognitive Views of Learning 182
Chapter 11 Motivation and Affect IS 200
O
Chapter 12 Instructional Strategies 226
Chapter 13 Creating a Productive Learning Environment 248
N
Chapter 14 Classroom Assessment Strategies that Promote 263
N
Learning
O
Chapter 15 Summarizing Students’ Achievements and Abilities 292
Chapters 1-15 Multi-Chapter Questions 288
C
Appendix A Describing Associations with Correlation Coefficients 315
ED
Appendix B Determining Reliability and Predictive Validity 317
Answer Key 319
M
iii
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
, OVERVIEW OF TEST ITEMS
This test bank provides multiple-choice and essay questions for Chapters 1–15 and
Appendices A and B of the textbook. It also includes a set of multi-chapter items that
encompass material from two or more textbook chapters simultaneously.
The items have been developed with numerous possible instructional objectives in mind.
They are categorized to reflect one of two difficulty levels. Level 1 Items, designated by
a single dot (•) in the left margin, are lower-level questions that assess knowledge or
comprehension of material presented in the text. Level 2 Items, designated by double
dots (••) in the left margin, are higher-level questions that assess application or analysis
of material presented in the text.
R
Please consider the objectives and goals you have for your course and select items that
U
best match those objectives and goals. The cognitive processes students employ in
studying academic subject matter depend, in part, on the ways in which they expect to be
SE
assessed. If they know they will need to apply concepts and principles to actual
classroom situations, they will be more likely to think about applications as they study for
their exams—and such elaborative, application-oriented cognitive processing should
almost certainly enable them to make better use of educational psychology in the years to
come.
Multiple Choice Questions
IS
O
Each multiple-choice question has only one correct answer. Students sometimes like to
N
have an opportunity to defend the alternatives they choose. You may want to consider
allowing them to write “defenses” on the back of the exam or answer sheet; in our
N
experience, this procedure minimizes the extent to which students try to make after-the-
fact arguments for incorrect choices.
O
Essay Questions
C
Some essay questions are relatively structured; others are more open-ended. You may
want to provide additional structure for responses—for example, by specifying minimum
ED
or maximum response lengths or describing your grading criteria. You may want to tell
students that you will not read between the lines: They must present a logical train of
thought and be precise in their statements. For many students, such logic and precision
are skills that take time to develop.
M
Guidelines for Scoring Tests
Scoring criteria are provided for each item. Scoring responses to the multiple-choice
questions should be relatively simple. If you allow students to defend their choices in the
margins, you will have some subjective judgments to make about the appropriateness of
their reasoning behind what are otherwise incorrect choices. Scoring responses to the
essay questions will naturally be more difficult and time-consuming, but the scoring
criteria for each question should help you score them consistently and reliably.
iv
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
Test Bank
for
U
SE
Educational Psychology
Developing Learners
IS
Tenth Edition
O
Jeanne Ellis Ormrod
N
University of Northern Colorado, Emerita
N
Eric M. Anderman
O
The Ohio State University
C
Lynley Anderman
The Ohio State University
ED
Tenth Edition Test Bank Prepared by
Alyssa Emery
M
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, R
U
SE
IS
O
N
______________________________________________________________________________
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. 221 River Street, Hoboken, NJ 07030All rights
N
reserved. Manufactured 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
O
system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or
likewise. To obtain permission(s) to use material from this work, please visit
http://www.pearsoned.com/permissions/
C
ED
Instructors of classes using Ormrod’s Educational Psychology: Developing Learners, 10e, may reproduce
material from the Test Bank for classroom use.
M
10 9 8 7 6 5 4 3 2 1 ISBN-10: 013520819X
ISBN-13:
9780135208199
www.pearsonhighered.com
ii
, CONTENTS
Overview of Test Items iv
Chapter 1 Teaching and Educational Psychology 1
Chapter 2 Cognitive and Linguistic Development 12
Chapter 3 Personal and Social Development 35
Chapter 4 Group Differences 58
Chapter 5 Individual Differences and Special Educational Needs 71
R
Chapter 6 Learning, Cognition, and Memory 97
U
Chapter 7 Complex Cognitive Processes 124
SE
Chapter 8 Learning and Cognition in Context 143
Chapter 9 Behaviorist Views of Learning 157
Chapter 10 Social Cognitive Views of Learning 182
Chapter 11 Motivation and Affect IS 200
O
Chapter 12 Instructional Strategies 226
Chapter 13 Creating a Productive Learning Environment 248
N
Chapter 14 Classroom Assessment Strategies that Promote 263
N
Learning
O
Chapter 15 Summarizing Students’ Achievements and Abilities 292
Chapters 1-15 Multi-Chapter Questions 288
C
Appendix A Describing Associations with Correlation Coefficients 315
ED
Appendix B Determining Reliability and Predictive Validity 317
Answer Key 319
M
iii
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
, OVERVIEW OF TEST ITEMS
This test bank provides multiple-choice and essay questions for Chapters 1–15 and
Appendices A and B of the textbook. It also includes a set of multi-chapter items that
encompass material from two or more textbook chapters simultaneously.
The items have been developed with numerous possible instructional objectives in mind.
They are categorized to reflect one of two difficulty levels. Level 1 Items, designated by
a single dot (•) in the left margin, are lower-level questions that assess knowledge or
comprehension of material presented in the text. Level 2 Items, designated by double
dots (••) in the left margin, are higher-level questions that assess application or analysis
of material presented in the text.
R
Please consider the objectives and goals you have for your course and select items that
U
best match those objectives and goals. The cognitive processes students employ in
studying academic subject matter depend, in part, on the ways in which they expect to be
SE
assessed. If they know they will need to apply concepts and principles to actual
classroom situations, they will be more likely to think about applications as they study for
their exams—and such elaborative, application-oriented cognitive processing should
almost certainly enable them to make better use of educational psychology in the years to
come.
Multiple Choice Questions
IS
O
Each multiple-choice question has only one correct answer. Students sometimes like to
N
have an opportunity to defend the alternatives they choose. You may want to consider
allowing them to write “defenses” on the back of the exam or answer sheet; in our
N
experience, this procedure minimizes the extent to which students try to make after-the-
fact arguments for incorrect choices.
O
Essay Questions
C
Some essay questions are relatively structured; others are more open-ended. You may
want to provide additional structure for responses—for example, by specifying minimum
ED
or maximum response lengths or describing your grading criteria. You may want to tell
students that you will not read between the lines: They must present a logical train of
thought and be precise in their statements. For many students, such logic and precision
are skills that take time to develop.
M
Guidelines for Scoring Tests
Scoring criteria are provided for each item. Scoring responses to the multiple-choice
questions should be relatively simple. If you allow students to defend their choices in the
margins, you will have some subjective judgments to make about the appropriateness of
their reasoning behind what are otherwise incorrect choices. Scoring responses to the
essay questions will naturally be more difficult and time-consuming, but the scoring
criteria for each question should help you score them consistently and reliably.
iv
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
