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: (Points: 5)
the norms upon which the test was developed did not reflect her background.
her background caused the relationship between reliability and validity to be inaccurate.
she probably had difficulty learning to read.
she did not understand test taking.
I'll be glad to check your answer.
I think, though, that none of those is correct. This child is probably tired after getting up so early and riding a school bus for 2 hours.
Based on the given information, the most likely reason Nisa did not score well on the group intelligence test is that the norms upon which the test was developed did not reflect her background.
To understand why this may be the case, it is important to consider the concept of test norms. Test norms are established by administering a test to a representative sample of individuals who are similar to the test takers in terms of age, educational background, and other relevant characteristics. The performance of this sample is then used to determine the average or typical score for a particular age or grade level.
In Nisa's case, growing up in a small village without electricity and limited exposure to the outside world suggests that her background is significantly different from those individuals on whom the test norms were established. The norms may have been based on a more urban or technologically advanced population, which may not accurately reflect Nisa's abilities and experiences.
As a result, the test may have been biased against Nisa and other students with similar backgrounds. The questions or content of the test might have been unfamiliar or culturally biased, making it difficult for Nisa to perform well. This highlights the importance of considering cultural and contextual factors when developing and interpreting test scores.
It is worth noting that the other options provided as answer choices may also contribute to Nisa's performance to some extent. For example, if Nisa had difficulty learning to read, it could impact her performance on an intelligence test that relies heavily on reading comprehension. Furthermore, if she did not understand test taking strategies or had limited exposure to test formats, it might also affect her ability to perform well on the test. However, given the information provided, the most likely reason for her low score is that the test norms did not reflect her background.