Question 1

Which of the following is an example of a reading comprehension assessment device?
A) Task analysis
B) Cloze
C) Miscue analysis
D) Subtask

Accepted Answer

Cloze is a reading comprehension assessment device that involves filling in the missing words or phrases in a text. Task analysis refers to breaking down a larger task into smaller steps, and is not specific to reading comprehension assessment. Miscue analysis involves analyzing a reader's errors during oral reading, and subtask refers to a smaller part of a larger task, and is not specific to reading comprehension assessment.

Question 2

What type of data gathering tool would a teacher use if they wanted to find out what types of books their students like to read?
A) CBA
B) CBM
C) Questionnaire
D) All of the Above

Accepted Answer

A questionnaire would be the best choice as it allows the teacher to gather specific information about their students' reading preferences in a standardized way. CBA (Curriculum Based Assessment) and CBM (Curriculum Based Measurement) are tools typically used to measure student progress and learning in specific academic areas, rather than gathering information about their preferences.

Question 3

A teacher analyzes the classroom assignments of her students to determine what type of mistakes the students are making. This is an example of error analysis.

Accepted Answer

Error analysis is the process of identifying and analyzing errors made by students in their language learning process, typically through analyzing their written work or speech.

Question 4

Writing educational objectives for skills to be tested would be part of the criterion-referenced assessment process.

Accepted Answer

Criterion-referenced assessment is focused on measuring a student's mastery of specific skills or knowledge. In order to measure mastery, educational objectives for the skills being tested must be clearly defined and communicated. Therefore, writing educational objectives for skills to be tested is an essential part of the criterion-referenced assessment process.

Question 5

When a teacher evaluates her students' ability to read a map of bus routes while the class is in the bus terminal, the teacher is using what type of assessment to evaluate these skills?
A) Portfolio assessment
B) Norm-referenced assessment
C) Authentic assessment
D) All of the above

Accepted Answer

The teacher is using authentic assessment because she is evaluating the students' ability to read a map in a real-world context (the bus terminal). Portfolio assessment involves gathering and evaluating samples of a student's work over a period of time, while norm-referenced assessment involves comparing a student's performance to the average performance of a group of similar students. These assessments are not being used in this scenario.

Question 6

When a teacher monitors progress several times each week to determine the level of skill acquisition, the teacher is using which of the following?
A) Summative evaluation
B) Norm-referenced evaluation
C) Formative assessment
D) Standardized assessment

Accepted Answer

Formative assessment involves ongoing monitoring of progress and providing feedback to improve learning. Summative evaluation is a comprehensive evaluation at the end of a unit or course. Norm-referenced evaluation compares an individual's performance to a standard or average performance of a group. Standardized assessment uses the same testing procedure and scoring method for all students.

Question 7

When teachers use the content of a classroom social studies text to design a test for their students, the teacher is using a formalized assessment measure.

Accepted Answer

Using content from a classroom social studies text to design a test is an example of creating an informal assessment measure, as it is directly tied to the curriculum and designed by the teacher, rather than being a standardized or formal assessment tool.

Question 8

A student who is reading with 95% accuracy is at what level?
A) Mastery
B) Instructional
C) Difficult
D) Failure

Accepted Answer

A student who is reading with 95% accuracy is at an instructional level, meaning they can read with some fluency and comprehension but still need support and guidance from a teacher or other adult. Mastery would indicate a higher level of proficiency, difficult would indicate a level that is too challenging for the student, and failure is not a relevant option in this case.

Question 9

A task analysis of a chapter quiz is performed as a method of standardized assessment.

Accepted Answer

A task analysis typically involves breaking down a task into its component steps to understand and teach a process, rather than serving as a method of standardized assessment like a chapter quiz.

Question 10

To determine a baseline, a teacher should administer three grade/instructional level probes and use the median score.
Multiple Choice

Accepted Answer

Administering three probes and using the median score can help establish a baseline for a student's performance.

Question 11

In order to determine the exact point where a student begins to perform a math operation incorrectly, the teacher may choose to use which of the following?
A) Error analysis
B) Portfolio assessment
C) Task analysis
D) All of the above

Accepted Answer

Error analysis involves closely examining a student's work to identify where the student is making mistakes or errors in a math operation. This allows the teacher to identify the exact point where the student may need further instruction or practice. Portfolio assessment and task analysis are useful assessment strategies, but may not provide the same level of detail as error analysis when it comes to pinpointing specific errors in math operations.

Question 12

When measuring student progress against an objective, which of the following is the teacher using?
A) Checklists
B) Worksamples
C) Criterion-referenced assessment
D) Norm-referenced assessment

Accepted Answer

Criterion-referenced assessment is used when measuring student progress against an objective. Checklists and worksamples can be used as part of the assessment process, but they do not refer specifically to measuring progress against an objective. Norm-referenced assessments compare a student's performance to that of their peers, rather than against a specific objective.

Question 13

Non-standardized methods of assessment are called which of the following?
A) Formal assessments
B) Informal assessments
C) CBAs
D) CBMs

Accepted Answer

Non-standardized methods of assessment are typically informal in nature, meaning they are not prescribed or standardized in the way that formal assessments are. Examples of informal assessments might include observations, checklists, rating scales, or interviews. CBAs (choice C) refer to Curriculum-Based Assessments, which are a type of standardized assessment, and CBMs (choice D) refer to Curriculum-Based Measurement, which is a specific type of standardized assessment used to track student progress over time. Therefore, B - Informal assessments is the best choice for non-standardized methods of assessment.

Question 14

Norm-referenced testing includes items that always represent the content accurately for all school systems.

Accepted Answer

Norm-referenced testing is designed to compare a student's performance to a norm or standard, which is typically determined by a sample of students from a specific population. Therefore, the items may not accurately represent the content in all school systems, as the norm will be based on a specific population.

Question 15

The goal against which progress is measured in curriculum-based measurement is known as which of the following?
A) Aimline
B) Trendline
C) Error line
D) CBM line

Accepted Answer

The aimline is the goal or target that is set in curriculum-based measurement to measure progress. It represents the expected level of performance for a student at a certain point in time. The student's performance is then compared to this aimline to determine their progress and identify any areas that may need additional support. Trendline is the line that shows the student's progress over time. Error line and CBM line are not terms used in curriculum-based measurement.

Question 16

With which of the following should the teacher become familiar in order to aid the completion of task analyses of students' work?
A) Scope and sequence
B) Grade criterion
C) Interpolation process
D) Norming data

Accepted Answer

The scope and sequence of a curriculum outline the progression of topics and skills to be taught in a subject over a specific period, such as a school year. Understanding this progression is crucial for a teacher to perform task analyses of students' work effectively, as it helps in identifying the specific skills and knowledge that students are expected to learn and demonstrate at each stage. This understanding enables the teacher to break down tasks into manageable components based on where students are in the curriculum, ensuring that analyses are aligned with educational goals and standards.

Question 17

What type of data is typically acquired from a fluency probe?
A) Words correct per minute
B) Accuracy
C) Prosody
D) All of the above.

Accepted Answer

Typically, a fluency probe will measure words correct per minute, accuracy, and prosody. Therefore, all of the above choices (A, B, and C) are expected data to be obtained from a fluency probe.

Question 18

Portfolio assessment is a method of comparing a student with the performance of students in a national sample.

Accepted Answer

Portfolio assessment is a method of evaluating a student's individual work and progress over time, rather than comparing them to a national sample. It typically involves collecting and reviewing a student's best work samples from a variety of subjects and assignments.

Question 19

A writing sample from a fifth-grade student is an example of which of the following?
A) Permanent product
B) Work sample
C) Direct measure
D) All of the above

Accepted Answer

A writing sample from a fifth-grade student is considered a permanent product because it is a tangible piece of work that can be reviewed and assessed at any time. It is also a work sample, as it represents the student's ability and skill level at a specific point in time. Additionally, it is a direct measure of the student's writing ability, as it directly demonstrates the student's skills without the need for interpretation through other means.

Question 20

Conducting a task analysis allows the teacher to do which of the following?
A) Establish baseline data
B) Determine prerequisite skills the student may not know
C) Compare the learner against established norms
D) Take direct measurement

Accepted Answer

Task analysis helps identify the prerequisite skills a student needs to complete a task, allowing the teacher to determine which skills the student may not yet possess.

Quiz 6: Curriculum-Based Assessment and Other Informal Measures

Which of the following is an example of a reading comprehension assessment device?

What type of data gathering tool would a teacher use if they wanted to find out what types of books their students like to read?

A teacher analyzes the classroom assignments of her students to determine what type of mistakes the students are making. This is an example of error analysis.

Writing educational objectives for skills to be tested would be part of the criterion-referenced assessment process.

When a teacher evaluates her students' ability to read a map of bus routes while the class is in the bus terminal, the teacher is using what type of assessment to evaluate these skills?

When a teacher monitors progress several times each week to determine the level of skill acquisition, the teacher is using which of the following?

When teachers use the content of a classroom social studies text to design a test for their students, the teacher is using a formalized assessment measure.

A student who is reading with 95% accuracy is at what level?

A task analysis of a chapter quiz is performed as a method of standardized assessment.

To determine a baseline, a teacher should administer three grade/instructional level probes and use the median score. Multiple Choice

In order to determine the exact point where a student begins to perform a math operation incorrectly, the teacher may choose to use which of the following?

When measuring student progress against an objective, which of the following is the teacher using?

Non-standardized methods of assessment are called which of the following?

Norm-referenced testing includes items that always represent the content accurately for all school systems.

The goal against which progress is measured in curriculum-based measurement is known as which of the following?

With which of the following should the teacher become familiar in order to aid the completion of task analyses of students' work?

What type of data is typically acquired from a fluency probe?

Portfolio assessment is a method of comparing a student with the performance of students in a national sample.

A writing sample from a fifth-grade student is an example of which of the following?

Conducting a task analysis allows the teacher to do which of the following?