Educational Psychology

Test Bank For Educational Psychology Fourteenth Edition Anita Woolfolk Prepared by Raye Lakey, Lakey Associates 1 / 4

iii Copyright © 2019, 2016, 2013 by Pearson Education, Inc. All rights reserved.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

Chapter 5 Language Development, Language Diversity, and Immigrant Education 32

Chapter 6 Culture and Diversity 39

Chapter 7 Behavioral Views of Learning 47

Chapter 8 Cognitive Views of Learning 55

Chapter 9 Complex Cognitive Processes 63

Chapter 10 Constructivism and Designing Learning Environments 70

Chapter 11 Social Cognitive Views of Learning and Motivation 77

Chapter 12 Motivation in Learning and Teaching 85

Chapter 13 Managing Learning Environments 94

Chapter 14 Teaching Every Student 103

Chapter 15 Classroom Assessment, Grading, and Standardized Testing 111

Answer Key Chapters 1-15 118 2 / 4

1 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

Left Behind Act and its successor, the Every Student Succeeds Act, and discuss the continuing impact of testing and accountability for teachers and students.

Multiple Choice: 1-6

Essay: 20

Objective 1.2: Discuss the essential features of effective

teaching, including different frameworks describing what good teachers do.

Multiple Choice: 7-9

Essay: 21

Objective 1.3: Describe the methods used to conduct

research in the field of educational psychology and the kinds of questions each method can address.

Multiple Choice: 10-17

Essay: 22

Objective 1.4: Recognize how theories and research in

development and learning are related to educational practice.

Multiple Choice: 18-19

Essay: 23

Multiple Choice Questions

• 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 needs. If the diversity among your students matches national statistical norms, how many children will you have with mild to severe developmental disabilities?

• one
• two
• three
• four

• 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?

• 18% as much wealth in typical Black households
• 11% as much wealth in typical Black households
• 6% as much wealth in typical Black households
• 25% as much wealth in typical Black households

• 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:

• the teacher’s sense of efficacy.
• overly optimistic beliefs. 3 / 4

2 Copyright © 2019, 2016, 2013 by Pearson Education, Inc. All rights reserved.

• an underperforming school.
• the teacher’s ability to speak languages other than English.

• According to the No Child Left Behind (NCLB) Act, which children were

required to reach proficiency and meet adequate yearly performance goals?

• All students
• All students without developmental disabilities
• All students in elementary grades
• All English-speaking students

• Many studies indicate that teacher-student relationships and the quality of

teaching make a difference. Based on findings from such studies, which of the following children is likely to benefit most from good teaching?

• Jorge is in the first grade and likes math but does not like to participate in

reading group, though he’s a good reader.

• Kellie, in kindergarten, seems to be advanced for her age. She is reading

books and working first grade math.

• Dwayne is in the first grade and loves school, especially when he gets to work

in groups with his friends or at centers with hands-on activities.

• Johana is in kindergarten and exhibits behavior problems that include

difficulty paying attention and regulating her attention-getting behaviors.

• A subgroup of Native American children in Carson Elementary consistently

scores lower than other students on state standardized tests. According to the Every Student Succeeds Act, how must this underperformance be addressed?

• The school must be penalized by losing state funding.
• The state must provide evidence-based interventions.
• The students must be transferred to a high-performing school.
• The teachers must receive additional training or lose licensure.

• 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 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?

• The Gates Foundation project’s Measures of Effective Teaching
• TeachingWorks high-leverage teaching practices
• Danielson’s Framework for Teaching
• The Blueprint for Reform of NCLB legislation

• 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 teachers and classroom observations from the Danielson Framework for Teaching.What is the other measure?

• Student scores on national standardized tests
• Teacher content knowledge
• / 4