Test Bank
EDUCATIONAL
PSYCHOLOGY
14th Edition
ANITA WOOLFOLK
, 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
.
, 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
teaching, including different frameworks describing what Essay: 21
good teachers do.
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.
Objective 1.4: Recognize how theories and research in Multiple Choice: 18-19
development and learning are related to educational Essay: 23
practice.
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
needs. If the diversity among your students matches national statistical norms,
how many children will you have with mild to severe developmental disabilities?
a. one
b. two
c. three
d. four
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
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
.
, 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
d. All English-speaking students
5. 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?
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.
b. Kellie, in kindergarten, seems to be advanced for her age. She is reading
books and working first grade math.
c. 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.
d. Johana is in kindergarten and exhibits behavior problems that include
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
Every Student Succeeds Act, how must this underperformance be addressed?
a. The school must be penalized by losing state funding.
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.
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
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
teachers and classroom observations from the Danielson Framework for Teaching.
What is the other measure?
a. Student scores on national standardized tests
b. Teacher content knowledge
2
.
EDUCATIONAL
PSYCHOLOGY
14th Edition
ANITA WOOLFOLK
, 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
.
, 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
teaching, including different frameworks describing what Essay: 21
good teachers do.
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.
Objective 1.4: Recognize how theories and research in Multiple Choice: 18-19
development and learning are related to educational Essay: 23
practice.
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
needs. If the diversity among your students matches national statistical norms,
how many children will you have with mild to severe developmental disabilities?
a. one
b. two
c. three
d. four
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
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
.
, 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
d. All English-speaking students
5. 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?
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.
b. Kellie, in kindergarten, seems to be advanced for her age. She is reading
books and working first grade math.
c. 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.
d. Johana is in kindergarten and exhibits behavior problems that include
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
Every Student Succeeds Act, how must this underperformance be addressed?
a. The school must be penalized by losing state funding.
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.
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
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
teachers and classroom observations from the Danielson Framework for Teaching.
What is the other measure?
a. Student scores on national standardized tests
b. Teacher content knowledge
2
.
