, TESTBANK FOR
Educational Psychology Theory and Practice, 14th edition Slavin
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, Chapter 1
Test Item File
Educational Psychology
Theory and Practice
14th Edition
Robert E. Slavin
Johns Hopkins University
Steve Ross
Johns Hopkins University
Nancy Madden
Johns Hopkins University
,This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the World Wide Web)
will destroy the integrity of the work and is not permitted. The work and materials
from it should never be made available to students except by instructors using the
accompanying text in their classes. All recipients of this work are expected to abide
by these restrictions and to honor the intended pedagogical purposes and the
needs of other instructors who rely on these materials.
Product Manager: Drew Bennett
Content Analyst: Brooke Nethers
Content Producer: Deepali Malhotra
Copyright © 2026 by Pearson Education, Inc. or its affiliates. All Rights 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 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
and Permissions department, please visit www.pearsoned.com/permissions/.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may
appear in this work are the property of their respective owners, and any references to
third-party trademarks, logos, icons, or other trade dress are for demonstrative or
descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products by the owners of such
marks, or any relationship between the owner and Pearson Education, Inc., or its
affiliates, authors, licensees, or distributors.
ii
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Educational Psychology: A Foundation for Teaching 1
Learning Objective Quizzes 1
Application Exercise 10
Test Items 15
Test Answer Key 21
iii
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Educational Psychology:
A Foundation for Teaching
Chapter 1 Learning Objective Quizzes
Learning Objective 1.1: Identify the key attributes of effective teachers.
[Q1]
What is key to effective teaching?
1. A strong sense of caring
2. A thorough understanding of the subject matter
3. The willingness to work hard
4. The ability to communicate knowledge to students [correct]
[Feedback for Answer Choice 1]
Caring about students is important; however, caring by itself will not ensure effective
teaching.
[Feedback for Answer Choice 2]
Teachers must have a thorough understanding of their subject matter, but they must
also be able to communicate their knowledge to students.
[Feedback for Answer Choice 3]
Ideally, teachers would be willing to work hard. But hard work will not automatically lead
to effective teaching.
[Feedback for Correct Answer 4]
Being able to communicate knowledge to students is key to effective teaching. Effective
teachers are able to clearly communicate their subject matter expertise to their
students.
[Q2]
What is the link between what a teacher wants students to learn and students’ actual
learning?
1. Pedagogy [correct]
2. Intentionality
3. Effectiveness
4. Achievement
1
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
,[Feedback for Correct Answer 1]
Pedagogy, or instruction, involves a combination of skills and areas of knowledge,
which includes classroom management, communicating ideas effectively, and
assessing learning outcomes. This is the link between what teachers want students to
learn and what students actually learn.
[Feedback for Answer Choice 2]
Intentionality refers to the reason for doing things and doing them on purpose.
[Feedback for Answer Choice 3]
Effectiveness is a measure of the outcomes of one’s teaching.
[Feedback for Answer Choice 4]
Achievement may describe the result more than the process.
[Q3]
Which of the teachers below would be an intentional teacher?
1. Carlos, who believes that learning should be fun, and strives for his students to
enjoy learning
2. Alicia, who believes that spontaneity and flexibility are what drives true, deep
learning
3. Juan, who plans every activity with purpose and consideration of student learning
outcomes [correct]
4. Nadya, who spends time each evening reflecting about how the day went and noting
the most positive moments
[Feedback for Answer Choice 1]
It is nice that Carlos wants his students to enjoy learning; however, this would not make
him an intentional teacher, who acts with purpose.
[Feedback for Answer Choice 2]
Spontaneity and flexibility are almost the opposite of intentionality, which involves acting
with purpose.
[Feedback for Correct Answer 3]
Intentional teachers behave with purpose and are constantly thinking about their goals
for their students. Juan plans with intention, constantly keeping student learning
outcomes in mind.
[Feedback for Answer Choice 4]
Intentional teachers are self-reflective, and it’s good for Nadya to note positive
outcomes; however, this may not help her act with purpose.
2
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
,[Q4]
Mandisa is in her first year of teaching math to middle schoolers. Her colleague,
Simone, has been teaching for over ten years. Simone wants to help Mandisa develop a
strong sense of teacher efficacy. How might Simone support Mandisa’s sense of
teacher efficacy?
1. Simone should tell Mandisa that the first year of teaching is always hard and to
brace herself for many difficulties and hard days.
2. Simone should encourage Mandisa to believe that what she is doing makes a
difference and to seek new ideas or strategies if her initial ones aren’t effective.
[correct]
3. Simone should reassure Mandisa that the teacher is always correct and to sternly
admonish students for challenging her authority.
4. Simone should encourage Mandisa to determine which students are naturally high-
achieving and which ones are low-achieving, so that she can tailor her expectations
accordingly.
[Feedback for Answer Choice 1]
Telling new teachers that they will experience failure may not help them develop a
strong sense of teacher efficacy.
[Feedback for Correct Answer 2]
Teachers with high teacher efficacy believe that what they are doing makes a
difference. They are willing to seek out new ideas or try new strategies if the original
ones are not effective.
[Feedback for Answer Choice 3]
Insisting that the teacher is always correct will not help build teacher efficacy. Making
mistakes is part of learning, and teachers can learn from their mistakes.
[Feedback for Answer Choice 4]
Equating student success with inborn intelligence will not encourage teachers to strive
to meet all learners and effectively adapt instruction to help all students succeed.
[Q5]
What is the primary purpose of the Common Core State Standards and other sets of
educational standards?
1. To establish expectations of what students should know and be able to do in a given
subject at a given age [correct]
2. To provide a set of standardized tests that can be used to compare students in an
unbiased way
3
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
,3. To identify flexible, creative ways to address problems and engage in classroom
discussions
4. To hold teachers accountable for their students’ achievement
[Feedback for Correct Answer 1]
This is the primary purpose of any set of educational standards.
[Feedback for Answer Choice 2]
Assessments were developed as part of the standards movement and are often in the
news, but development of standardized tests was not the primary motivation.
[Feedback for Answer Choice 3]
These skills are emphasized in the standards, but the skills themselves are not the
primary reason to have educational standards.
[Feedback for Answer Choice 4]
Accountability has gone hand in hand with the development of educational standards,
but it’s not the primary purpose of educational standards such as the Common Core.
Learning Objective 1.2: Describe ways that educational research can be useful to
teachers.
[Q1]
Yashica teaches undergraduate courses in educational psychology. Often, on the first
day of class, a student will ask, “Isn’t educational psychology simply the study of what is
already obvious?” What would be a good reply to this student?
1. Research has shown us that “the obvious” is not always true. [correct]
2. Common sense always needs to be backed up by research.
3. Everything that now seems obvious was actually discovered through earlier
research.
4. All “obvious” conclusions are supported by research.
[Feedback for Correct Answer 1]
The goal of research in educational psychology is to examine “obvious” as well as less-
than-obvious questions carefully, using objective methods to test ideas about the factors
that contribute to learning.
[Feedback for Answer Choice 2]
When backed up by research, “common sense” carries more weight, but sometimes
“common sense” is contradicted by research. Both intuitive knowledge and empirical
evidence have important roles.
4
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
, [Feedback for Answer Choice 3]
Many things that seem obvious are contradicted by research. What seems “obvious” to
any person is often based on our own experience and our individually constructed
theories about the world.
[Feedback for Answer Choice 4]
Research sometimes disproves conclusions that seem obvious to many people.
[Q2]
Derek is an educational psychologist who is working on proposing a theory regarding
student motivation. How should Derek consider related principles and laws?
1. After Derek has tested his theory, he will be able to define principles within his
theory.
2. After Derek has tested his theory, he will be able to define laws within his theory.
3. Because Derek is proposing a theory, he is attempting to tie together various
principles and laws. [correct]
4. Because Derek is proposing a theory, he is attempting to disprove various principles
and laws.
[Feedback for Answer Choice 1]
A principle explains the relationship between factors. Derek should have already
considered principles as he is working on proposing a theory.
[Feedback for Answer Choice 2]
A law is a principle that can apply to various situations. Derek should have already
considered laws as he is working on proposing a theory.
[Feedback for Correct Answer 3]
A theory ties together various principles and laws to explain an aspect of learning.
Derek’s theory strives to bring principles and laws together to explain student
motivation.
[Feedback for Answer Choice 4]
Derek’s goal is to tie together principles and laws, rather than attempt to disprove them.
[Q3]
How should teachers engage with educational psychology research in the classroom?
1. Teachers must be active researchers so they can contribute to the field.
2. Teachers must partner with researchers so that the latter can test their ideas in a
classroom setting.
5
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
Educational Psychology Theory and Practice, 14th edition Slavin
Important Notes
The file includes the complete test bank, organized chapter by chapter.
A sample of selected pages has been provided for preview.
All available appendices and Excel files (if included in the original resources) are
provided.
We continuously update our files to ensure you receive the latest and most accurate
editions.
New editions are added regularly – stay connected for updates!
Purchase Guarantee
If you believe you have purchased the wrong file, don’t worry. Contact us anytime and we
will gladly replace it with the correct version.
Contact Email:
, Chapter 1
Test Item File
Educational Psychology
Theory and Practice
14th Edition
Robert E. Slavin
Johns Hopkins University
Steve Ross
Johns Hopkins University
Nancy Madden
Johns Hopkins University
,This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the World Wide Web)
will destroy the integrity of the work and is not permitted. The work and materials
from it should never be made available to students except by instructors using the
accompanying text in their classes. All recipients of this work are expected to abide
by these restrictions and to honor the intended pedagogical purposes and the
needs of other instructors who rely on these materials.
Product Manager: Drew Bennett
Content Analyst: Brooke Nethers
Content Producer: Deepali Malhotra
Copyright © 2026 by Pearson Education, Inc. or its affiliates. All Rights 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 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
and Permissions department, please visit www.pearsoned.com/permissions/.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may
appear in this work are the property of their respective owners, and any references to
third-party trademarks, logos, icons, or other trade dress are for demonstrative or
descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products by the owners of such
marks, or any relationship between the owner and Pearson Education, Inc., or its
affiliates, authors, licensees, or distributors.
ii
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Educational Psychology: A Foundation for Teaching 1
Learning Objective Quizzes 1
Application Exercise 10
Test Items 15
Test Answer Key 21
iii
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Educational Psychology:
A Foundation for Teaching
Chapter 1 Learning Objective Quizzes
Learning Objective 1.1: Identify the key attributes of effective teachers.
[Q1]
What is key to effective teaching?
1. A strong sense of caring
2. A thorough understanding of the subject matter
3. The willingness to work hard
4. The ability to communicate knowledge to students [correct]
[Feedback for Answer Choice 1]
Caring about students is important; however, caring by itself will not ensure effective
teaching.
[Feedback for Answer Choice 2]
Teachers must have a thorough understanding of their subject matter, but they must
also be able to communicate their knowledge to students.
[Feedback for Answer Choice 3]
Ideally, teachers would be willing to work hard. But hard work will not automatically lead
to effective teaching.
[Feedback for Correct Answer 4]
Being able to communicate knowledge to students is key to effective teaching. Effective
teachers are able to clearly communicate their subject matter expertise to their
students.
[Q2]
What is the link between what a teacher wants students to learn and students’ actual
learning?
1. Pedagogy [correct]
2. Intentionality
3. Effectiveness
4. Achievement
1
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
,[Feedback for Correct Answer 1]
Pedagogy, or instruction, involves a combination of skills and areas of knowledge,
which includes classroom management, communicating ideas effectively, and
assessing learning outcomes. This is the link between what teachers want students to
learn and what students actually learn.
[Feedback for Answer Choice 2]
Intentionality refers to the reason for doing things and doing them on purpose.
[Feedback for Answer Choice 3]
Effectiveness is a measure of the outcomes of one’s teaching.
[Feedback for Answer Choice 4]
Achievement may describe the result more than the process.
[Q3]
Which of the teachers below would be an intentional teacher?
1. Carlos, who believes that learning should be fun, and strives for his students to
enjoy learning
2. Alicia, who believes that spontaneity and flexibility are what drives true, deep
learning
3. Juan, who plans every activity with purpose and consideration of student learning
outcomes [correct]
4. Nadya, who spends time each evening reflecting about how the day went and noting
the most positive moments
[Feedback for Answer Choice 1]
It is nice that Carlos wants his students to enjoy learning; however, this would not make
him an intentional teacher, who acts with purpose.
[Feedback for Answer Choice 2]
Spontaneity and flexibility are almost the opposite of intentionality, which involves acting
with purpose.
[Feedback for Correct Answer 3]
Intentional teachers behave with purpose and are constantly thinking about their goals
for their students. Juan plans with intention, constantly keeping student learning
outcomes in mind.
[Feedback for Answer Choice 4]
Intentional teachers are self-reflective, and it’s good for Nadya to note positive
outcomes; however, this may not help her act with purpose.
2
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
,[Q4]
Mandisa is in her first year of teaching math to middle schoolers. Her colleague,
Simone, has been teaching for over ten years. Simone wants to help Mandisa develop a
strong sense of teacher efficacy. How might Simone support Mandisa’s sense of
teacher efficacy?
1. Simone should tell Mandisa that the first year of teaching is always hard and to
brace herself for many difficulties and hard days.
2. Simone should encourage Mandisa to believe that what she is doing makes a
difference and to seek new ideas or strategies if her initial ones aren’t effective.
[correct]
3. Simone should reassure Mandisa that the teacher is always correct and to sternly
admonish students for challenging her authority.
4. Simone should encourage Mandisa to determine which students are naturally high-
achieving and which ones are low-achieving, so that she can tailor her expectations
accordingly.
[Feedback for Answer Choice 1]
Telling new teachers that they will experience failure may not help them develop a
strong sense of teacher efficacy.
[Feedback for Correct Answer 2]
Teachers with high teacher efficacy believe that what they are doing makes a
difference. They are willing to seek out new ideas or try new strategies if the original
ones are not effective.
[Feedback for Answer Choice 3]
Insisting that the teacher is always correct will not help build teacher efficacy. Making
mistakes is part of learning, and teachers can learn from their mistakes.
[Feedback for Answer Choice 4]
Equating student success with inborn intelligence will not encourage teachers to strive
to meet all learners and effectively adapt instruction to help all students succeed.
[Q5]
What is the primary purpose of the Common Core State Standards and other sets of
educational standards?
1. To establish expectations of what students should know and be able to do in a given
subject at a given age [correct]
2. To provide a set of standardized tests that can be used to compare students in an
unbiased way
3
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
,3. To identify flexible, creative ways to address problems and engage in classroom
discussions
4. To hold teachers accountable for their students’ achievement
[Feedback for Correct Answer 1]
This is the primary purpose of any set of educational standards.
[Feedback for Answer Choice 2]
Assessments were developed as part of the standards movement and are often in the
news, but development of standardized tests was not the primary motivation.
[Feedback for Answer Choice 3]
These skills are emphasized in the standards, but the skills themselves are not the
primary reason to have educational standards.
[Feedback for Answer Choice 4]
Accountability has gone hand in hand with the development of educational standards,
but it’s not the primary purpose of educational standards such as the Common Core.
Learning Objective 1.2: Describe ways that educational research can be useful to
teachers.
[Q1]
Yashica teaches undergraduate courses in educational psychology. Often, on the first
day of class, a student will ask, “Isn’t educational psychology simply the study of what is
already obvious?” What would be a good reply to this student?
1. Research has shown us that “the obvious” is not always true. [correct]
2. Common sense always needs to be backed up by research.
3. Everything that now seems obvious was actually discovered through earlier
research.
4. All “obvious” conclusions are supported by research.
[Feedback for Correct Answer 1]
The goal of research in educational psychology is to examine “obvious” as well as less-
than-obvious questions carefully, using objective methods to test ideas about the factors
that contribute to learning.
[Feedback for Answer Choice 2]
When backed up by research, “common sense” carries more weight, but sometimes
“common sense” is contradicted by research. Both intuitive knowledge and empirical
evidence have important roles.
4
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
, [Feedback for Answer Choice 3]
Many things that seem obvious are contradicted by research. What seems “obvious” to
any person is often based on our own experience and our individually constructed
theories about the world.
[Feedback for Answer Choice 4]
Research sometimes disproves conclusions that seem obvious to many people.
[Q2]
Derek is an educational psychologist who is working on proposing a theory regarding
student motivation. How should Derek consider related principles and laws?
1. After Derek has tested his theory, he will be able to define principles within his
theory.
2. After Derek has tested his theory, he will be able to define laws within his theory.
3. Because Derek is proposing a theory, he is attempting to tie together various
principles and laws. [correct]
4. Because Derek is proposing a theory, he is attempting to disprove various principles
and laws.
[Feedback for Answer Choice 1]
A principle explains the relationship between factors. Derek should have already
considered principles as he is working on proposing a theory.
[Feedback for Answer Choice 2]
A law is a principle that can apply to various situations. Derek should have already
considered laws as he is working on proposing a theory.
[Feedback for Correct Answer 3]
A theory ties together various principles and laws to explain an aspect of learning.
Derek’s theory strives to bring principles and laws together to explain student
motivation.
[Feedback for Answer Choice 4]
Derek’s goal is to tie together principles and laws, rather than attempt to disprove them.
[Q3]
How should teachers engage with educational psychology research in the classroom?
1. Teachers must be active researchers so they can contribute to the field.
2. Teachers must partner with researchers so that the latter can test their ideas in a
classroom setting.
5
Copyright © 2026 Pearson Education, Inc. All Rights Reserved.
