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Chapter 3

Practice Test

Practice Test

The following questions will help you assess your learning of the concepts in this chapter

This activity contains 18 questions.

	Although pretesting may be somewhat optional in a fully randomized comparison, it is absolutely essential in a quasi-matched study.    True  False

	Until recently, the majority of experimental studies published in education have been matched quasi-experiments rather than true experiments.    True  False

	The U.S. Department of Education and most quantitative methodologists favor the use of matched experiments rather than randomized experiments.    True  False

	If half of the teachers in a school agree to implement an experimental treatment, the half that did not should not be used as the control group.    True  False

	The more exceptional, difficult, or controversial the experimental treatment is, the less self-selection bias is a problem.    True  False

	Artificial control groups are great substitutes for real experimental control groups.    True  False

	When groups are very different on a pretest or some other covariate, matching is not a solution.    True  False

	When random assignment is impossible, similar control groups should be chosen from among individuals who never had a chance to volunteer for the treatment.    True  False

	In any nonrandomized design, it is essential that the researcher make a case that the experimental and control groups were equivalent before the treatments were implemented and factors other than the treatments had little impact on the outcomes.    True  False

	Successive-year comparisons' results are never reliable, because it is impossible to compare students from one year to the next.    True  False

	What is the special circumstance when artificial control groups are acceptable to use?   When comparing boys to girls When comparing students' achievement from one grade level to the next When comparing gains on state accountability tests It is never acceptable

	There are times when two or more groups are significantly different on important pretest matching of apparently similar groups. When might this frequently occur?   When using artificial control groups When matching takes place at the individual level During randomized experiments When matching take place at the class or school level

	When using experimental and control groups are impossible another option is to use what type of experiment?   Individual experiments Mixed matched experiment Regression to the mean experiments Quasi-experiments

	What is the only real drawback to using a delayed-treatment plan?   It is difficult to find subject to participate Treatments must be given to twice as many subjects The delayed tie tends to make the results inaccurate Interpreting the results is difficult

	When might it be useful to use a pre-post test?   When prescores have been stable for a long time When doing successive year comparisons When using an artificial control group When there are no limitations on cost

	What component is necessary in order to do successive-year comparisons?   Results from the pretests and posttests of each group are similar Pretests and posttests have been done on the same measures for each group There are no new students and no one has left from the previous year The students have the same teacher

	._____ ___________________ is the tendency of very high or very low scores on one measure to be closer to the mean on other measures.   The law of the mean The upward and downward slope Quasi-experiments Regression to the mean

	In any nonrandomized design, it is essential that the researcher make a case that the experimental and control groups were equivalent before the treatments and ______________________________________.   Remained equivalent after the treatments Groups were composed of equal number of females and males Both agreed to participate in the study Factors other than the treatments had little impact on the outcomes

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