Deck 10: Monitoring Student Progress Toward Instructional Goals

Question 1

Which of the following is not an index of growth?

A) Rate of improvement
B) Growth percentile
C) Benchmark
D) Slope

Answer 1

C

Question 2

Approaches that involve the use of ________ can help teachers set high and realistic goals rather than focusing on whether a student meets a particular standards.

Answer 2

growth percentiles

Question 3

A set of tools that measure outcomes that require maintenance and coordinated use of many skills are often called

A) subskill mastery measures.
B) general outcome measures.
C) skill-based measures.

Answer 3

B

Question 4

The following is an example of a skill-based measure:

A) oral reading fluency.
B) math computation.
C) single-digit subtraction.
D) reading comprehension.

Question 5

__________ is an example of a general outcome measure.

A) Spelling
B) Oral reading fluency
C) Math computation
D) Letter sound fluency

Question 6

Curriculum-based measurement tools are not designed to measure, although they may predict, __________.

Question 7

One major advantage of using curriculum-based tools produced by teachers is that

A) they are aligned with school curricula.
B) probes are of equivalent difficulty.
C) they are efficient to produce.
D) they have evidence of technical adequacy.

Question 8

When using progress monitoring tools, school personnel often can examine two different dimensions of student achievement: ________ and __________.

Question 9

___________ is a standardized set of procedures that allows one to directly measure important skills in a relatively short amount of time.

Question 10

A __________ is a special testing format that is brief, times, and frequently administered. ​

Question 11

Each of the following is a characteristic of effective progress monitoring tools, except

A) probes must be time-consuming to administer, score and interpret.
B) include a representative sampling of knowledge and skills expected to be learned.
C) directly measure basic skills.
D) use tools that are sensitive to growth.

Question 12

Two major uses of curriculum-based measurement procedures include

A) screening and eligibility determination.
B) screening and monitoring progress.
C) assigning grades and monitoring progress.
D) accountability and eligibility determination.

Question 13

All curriculum-based measures share each of the following characteristics except

A) objective scoring procedures.
B) standardized administration procedures.
C) direct measurement of performance on basic skills.
D) usefulness for measuring progress toward long-term goals.

Question 14

Curriculum-based measures fit very well into multi-tiered systems of support and response to intervention models in particular because

A) probes and passages do not contain error.
B) they are useful for making eligibility decisions.
C) they can serve both screening and progress monitoring purposes.
D) off-the-shelf packages provide decision-making support.

Question 15

What is meant by a computer adaptive test?

A) A paper-and pencil test in which the results can be entered into the computer
B) Any test that is taken on a computer
C) A test taken on the computer which then adapts the level of item difficulty based on student performance
D) A test which measures a student's computer skills

Question 16

Each of the following is an advantage of curriculum-based measurement, except

A) quick administration.
B) technical adequacy
C) reliable diagnostic information.
D) objective scoring procedures.

Question 17

Scores on most curriculum-based measures are expressed in words, sounds, or digits correct per

A) second.
B) minute.
C) hour.
D) week.

Question 18

Using _______ to set goals may result in goals that are extremely high for students who are low performing.

Question 19

Methods of assessment are __________ when they are intended to measure student achievement within the curriculum that is being taught.

Question 20

_____________ are tools that measure basic subskills and are most useful for short-term goals.

Question 21

Although many CBM tools are technically adequate, they are not without _______.

Question 22

Curriculum-based assessment and curriculum-based evaluation offer assistance with the design of effective ____________.

Question 23

During a computer _________ test, the computer continuously adjusts the difficulty level of test items based on a student's performance.

Question 24

Mr. Jones, the principal of Anytown Elementary School, heard about curriculum-based measurement from another principal in the area and would like the classroom teachers at Anytown Elementary to create probes and passages using the school's reading and math curricula. What advantages and disadvantages should Mr. Jones consider, and what other options are available for obtaining curriculum-based measures?

Question 25

The ___________ reviews and provides information on the technical adequacy of off-the-shelf CBM packages.

Question 26

Describe the major characteristics and uses of curriculum-based measurement tools.

Question 27

STAR Math provides a computer adaptive test to determine student skill development. How is this different from a traditional paper-and-pencil math test? ​

Question 28

What are two ways to set goals using CBM? Provide an example of each.