Three of the following statements are accurate with regard to how developmental factors may affect children's and adolescents' performance on standardized tests. Which statement is not accurate?
a. It is more difficult to standardize testing conditions for young children than for students in the middle and high school grades.
b. Young children's erratic behavior (due to short attention span, poor motivation, etc.) can adversely affect a test's validity.
c. Adolescents are more likely to have debilitating test anxiety than young children are.
d. Adolescents are more likely to take a standardized test seriously than fourth graders are.
Question 2
Only one of the following teachers is behaving in accordance with the textbook's guidelines as he or she explains a student's standardized test results to parents at a parent-teacher conference. Which one?
a. Ms. Sculley suggests that parents take a basic statistics course at the local community college so that they can better understand their child's standard scores.
b. Mr. Muldar smiles and confesses, I'm not sure what these scores mean myself. Let's look at the booklet I have about the test and see if we can figure them out.
c. Mr. Spock gives parents a detailed description of the test items and shows how a table of specifications for the test closely matches his classroom curriculum.
d. Mr. Kirk helps parents make sense of the percentile scores and stanines that their child has earned.
Reprogramming Factors in stem cells
Checklist of Developmental Skills: Birth to 5 years Cont.
Factors for Tolerance Intervals
Factors in Food Security
Locations of early developmental events.
Pioneer factors