Nisa has grown up in a small village in the foothills. There was no electricity and water had to be hand pumped. They seldom saw people from the "outside." When she entered school the bus had to pick her up at 6:30 am in order for her to arrive at school by 8:30 am. During the fourth grade the entire class was given a group intelligence test. Nisa did not score well because:
A. the norms upon which the test was developed did not reflect her background.
B. her background caused the relationship between reliability and validity to be inaccurate.
C. she probably had difficulty learning to read.
D. she did not understand test taking.
Based on the given information, it is most likely that Nisa did not score well on the group intelligence test because the norms upon which the test was developed did not reflect her background (option A).
Explanation:
The given information states that Nisa grew up in a small village with no electricity and limited exposure to people from outside. This suggests that she may have had a different set of experiences and a different educational background compared to the norm group on which the intelligence test was developed.
Intelligence tests are typically standardized using a norm group, which is a representative sample of individuals who are similar in age, demographic characteristics, and educational background. The test questions and scoring criteria are developed based on the responses and performance of individuals in the norm group.
Since Nisa's background and experiences were different from those in the norm group, she may not have been familiar with certain concepts or experiences that were included in the test. This lack of familiarity could have affected her performance and led to a lower score.
Therefore, the most likely reason for Nisa's low score on the group intelligence test is that the norms upon which the test was developed did not reflect her background (option A).