S
R
VE
Test Bank
ForIE
H
Educational Psychology:
AC
Active Learning Edition
M
Fourteenth Edition
EA
Anita Woolfolk
R
D
, Table of Contents
Cluster 1 Learning, Teaching, and Educational Psychology 1
Cluster 2 Cognitive Development 7
Cluster 3 The Self, Social, and Moral Development 14
Cluster 4 Learner Differences and Learning Needs 23
S
R
Cluster 5 Language Development, Language Diversity,
and Immigrant Education 32
VE
Cluster 6 Culture and Diversity 39
Cluster 7 Behavioral Views of Learning
IE 47
H
Cluster 8 Cognitive Views of Learning 55
AC
Cluster 9 Complex Cognitive Processes 63
Cluster 10 Constructivism and Designing Learning Environments 70
M
Cluster 11 Social Cognitive Views of Learning and Motivation 77
EA
Cluster 12 Motivation in Learning and Teaching 85
R
Cluster 13 Managing Learning Environments 94
D
Cluster 14 Teaching Every Student 103
Cluster 15 Classroom Assessment, Grading, and Standardized Testing 111
Answer Key Clusters 1-15 118
, Cluster 1
Learning, Teaching, and Educational Psychology
Module 1: Learning, Teaching, And Educational Psy- Relevant Test Items
chology
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
S
teaching, including different frameworks describing what Essay: 21
good teachers do.
R
Module 2: Research And Theory In Educational Psy-
VE
chology
Objective 1.3: Describe the methods used to conduct Multiple Choice: 10-17
research in the field of educational psychology and the Essay: 22
kinds of questions each method can address.
IE
Objective 1.4: Recognize how theories and research in
development and learning are related to educational
Multiple Choice: 18-19
Essay: 23
H
practice.
AC
Multiple Choice Questions
1. As a new teacher, you are eager to meet your 24 students. You are interested in
the ethnic and cultural diversity of your students and their range of abilities and
M
needs. If the diversity among your students matches national statistical norms,
how many children will you have with mild to severe developmental disabilities?
EA
a. one
b. two
c. three
d. four
R
2. Nearly 15 million or 22% of children in America live in poverty. How does the
D
wealth in typical Black households compare to the wealth in typical White
households?
a. 18% as much wealth in typical Black households
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.
c. an underperforming school.
d. the teacher’s ability to speak languages other than English.
4. According to the No Child Left Behind (NCLB) Act, which children were
required to reach proficiency and meet adequate yearly performance goals?
a. All students
b. All students without developmental disabilities
c. All students in elementary grades
S
d. All English-speaking students
R
5. Many studies indicate that teacher-student relationships and the quality of
VE
teaching make a difference. Based on findings from such studies, which of the
following children is likely to benefit most from good teaching?
a. Jorge is in the first grade and likes math but does not like to participate in
reading group, though he’s a good reader.
books and working first grade math. IE
b. Kellie, in kindergarten, seems to be advanced for her age. She is reading
c. Dwayne is in the first grade and loves school, especially when he gets to work
H
in groups with his friends or at centers with hands-on activities.
d. Johana is in kindergarten and exhibits behavior problems that include
AC
difficulty paying attention and regulating her attention-getting behaviors.
6. A subgroup of Native American children in Carson Elementary consistently
scores lower than other students on state standardized tests. According to the
M
Every Student Succeeds Act, how must this underperformance be addressed?
a. The school must be penalized by losing state funding.
EA
b. The state must provide evidence-based interventions.
c. The students must be transferred to a high-performing school.
d. The teachers must receive additional training or lose licensure.
R
7. Mr. Tanaka has accepted a teaching job in a new district. In his interview, he
learned that he will be evaluated on 22 components of knowledge and skills in
D
four domains of teaching responsibilities. Which of the following models of good
teaching is most likely being used in his district’s teacher evaluation system?
a. The Gates Foundation project’s Measures of Effective Teaching
b. TeachingWorks high-leverage teaching practices
c. Danielson’s Framework for Teaching
d. The Blueprint for Reform of NCLB legislation
8. The Measures of Teaching Effectiveness Project identified three measures used
together as a valid and reliable way of assessing teaching that leads to student
learning. The three measures include surveys of student perceptions of their
R
VE
Test Bank
ForIE
H
Educational Psychology:
AC
Active Learning Edition
M
Fourteenth Edition
EA
Anita Woolfolk
R
D
, Table of Contents
Cluster 1 Learning, Teaching, and Educational Psychology 1
Cluster 2 Cognitive Development 7
Cluster 3 The Self, Social, and Moral Development 14
Cluster 4 Learner Differences and Learning Needs 23
S
R
Cluster 5 Language Development, Language Diversity,
and Immigrant Education 32
VE
Cluster 6 Culture and Diversity 39
Cluster 7 Behavioral Views of Learning
IE 47
H
Cluster 8 Cognitive Views of Learning 55
AC
Cluster 9 Complex Cognitive Processes 63
Cluster 10 Constructivism and Designing Learning Environments 70
M
Cluster 11 Social Cognitive Views of Learning and Motivation 77
EA
Cluster 12 Motivation in Learning and Teaching 85
R
Cluster 13 Managing Learning Environments 94
D
Cluster 14 Teaching Every Student 103
Cluster 15 Classroom Assessment, Grading, and Standardized Testing 111
Answer Key Clusters 1-15 118
, Cluster 1
Learning, Teaching, and Educational Psychology
Module 1: Learning, Teaching, And Educational Psy- Relevant Test Items
chology
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
S
teaching, including different frameworks describing what Essay: 21
good teachers do.
R
Module 2: Research And Theory In Educational Psy-
VE
chology
Objective 1.3: Describe the methods used to conduct Multiple Choice: 10-17
research in the field of educational psychology and the Essay: 22
kinds of questions each method can address.
IE
Objective 1.4: Recognize how theories and research in
development and learning are related to educational
Multiple Choice: 18-19
Essay: 23
H
practice.
AC
Multiple Choice Questions
1. As a new teacher, you are eager to meet your 24 students. You are interested in
the ethnic and cultural diversity of your students and their range of abilities and
M
needs. If the diversity among your students matches national statistical norms,
how many children will you have with mild to severe developmental disabilities?
EA
a. one
b. two
c. three
d. four
R
2. Nearly 15 million or 22% of children in America live in poverty. How does the
D
wealth in typical Black households compare to the wealth in typical White
households?
a. 18% as much wealth in typical Black households
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.
c. an underperforming school.
d. the teacher’s ability to speak languages other than English.
4. According to the No Child Left Behind (NCLB) Act, which children were
required to reach proficiency and meet adequate yearly performance goals?
a. All students
b. All students without developmental disabilities
c. All students in elementary grades
S
d. All English-speaking students
R
5. Many studies indicate that teacher-student relationships and the quality of
VE
teaching make a difference. Based on findings from such studies, which of the
following children is likely to benefit most from good teaching?
a. Jorge is in the first grade and likes math but does not like to participate in
reading group, though he’s a good reader.
books and working first grade math. IE
b. Kellie, in kindergarten, seems to be advanced for her age. She is reading
c. Dwayne is in the first grade and loves school, especially when he gets to work
H
in groups with his friends or at centers with hands-on activities.
d. Johana is in kindergarten and exhibits behavior problems that include
AC
difficulty paying attention and regulating her attention-getting behaviors.
6. A subgroup of Native American children in Carson Elementary consistently
scores lower than other students on state standardized tests. According to the
M
Every Student Succeeds Act, how must this underperformance be addressed?
a. The school must be penalized by losing state funding.
EA
b. The state must provide evidence-based interventions.
c. The students must be transferred to a high-performing school.
d. The teachers must receive additional training or lose licensure.
R
7. Mr. Tanaka has accepted a teaching job in a new district. In his interview, he
learned that he will be evaluated on 22 components of knowledge and skills in
D
four domains of teaching responsibilities. Which of the following models of good
teaching is most likely being used in his district’s teacher evaluation system?
a. The Gates Foundation project’s Measures of Effective Teaching
b. TeachingWorks high-leverage teaching practices
c. Danielson’s Framework for Teaching
d. The Blueprint for Reform of NCLB legislation
8. The Measures of Teaching Effectiveness Project identified three measures used
together as a valid and reliable way of assessing teaching that leads to student
learning. The three measures include surveys of student perceptions of their
