Question 1

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.​

Accepted Answer

False

Question 2

All of the following items are likely to be found in the school record of every student, EXCEPT:
A)norm-referenced tests.
B)IEPs.
C)informal assessment measures.
D)criterion-referenced tests.

Accepted Answer

IEPs, or Individualized Education Programs, are specific to students who have been identified as needing special education services under the Individuals with Disabilities Education Act (IDEA). Not every student will have an IEP in their school record, unlike the other options which are more universally applied to assess student performance.

Question 3

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.​

Accepted Answer

This is true according to the requirements of NCLB (No Child Left Behind) and IDEA (Individuals with Disabilities Education Act). Alternate assessments based on alternate achievement standards can be used to measure progress for students with significant cognitive disabilities who cannot take regular assessments. However, the percentage of students who can be assessed using these alternate measures is limited.

Question 4

Adaptive behavior is how well a student adjusts to and functions in the world around them.

Accepted Answer

Adaptive behavior refers to how effectively a student is able to navigate and succeed in their daily life and the world around them. It encompasses skills such as communication, social interactions, personal care, and problem-solving.

Question 5

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:​
A)awareness.
B)consciousness.
C)performance.
D)assessment.

Accepted Answer

To effectively instruct students, we need to know their current level of performance in the specific area we are addressing. This allows us to provide instruction that meets their needs and challenges them appropriately. Awareness and consciousness may be factors to consider, but they are not as directly relevant to instructional planning and delivery as performance. Assessment is part of the process of determining performance, so it is not the correct answer as a separate option.

Question 6

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.​

Accepted Answer

On-going assessment is designed to be a constant monitoring process that is integrated into classroom activities and everyday instruction rather than a separate evaluation of knowledge and skills in the form of a test or exam. By doing so, it allows students to understand their progress, make any necessary adjustments, and take responsibility for their own learning.

Question 7

Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.​

Accepted Answer

Interest inventories can be completed in various formats, including written, verbal, or online, and can still be valid as long as they are administered appropriately and accurately reflect the interests of the individual. Verbal prompting or cues from others may help the individual identify their interests more accurately and comprehensively.

Question 8

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.​

Accepted Answer

The answer of Holistic rubrics are used to determine the...

Question 9

The first step in identifying the strengths and needs of students is to:​
A)engage in informal conversations about students in the teacher's lounge.
B)ask  each student's former teacher.
C)make a judgment about each student based on your first impression.
D)look at the information in students' school records.

Accepted Answer

Looking at the information in students' school records can provide insight on previous academic performance, attendance, behavior, and any accommodations or interventions that have been implemented. This information can help the teacher understand the student's strengths and areas for improvement before meeting them in person. Engaging in informal conversations or making judgments based on first impressions are not reliable or comprehensive methods for identifying student needs and strengths. Asking each student's former teacher may provide some helpful information, but it is still limited compared to reviewing official school records.

Question 10

Instead of just retrofitting existing assessment accommodations, a move toward technology-based adaptations can help create accurate assessments that can facilitate student success.

Accepted Answer

Technology-based adaptations can provide more effective and accurate assessment accommodations for students, as well as promote their success. Retrofitting existing accommodations can sometimes fall short in meeting the needs of all learners.

Question 11

The results of formal assessments allow us to do all of the following, EXCEPT:
A)see how a students' performance compares to a nationally representative sample of their same age peers.
B)gain information that could be useful in making "eligibility" decisions for special education services.
C)make sound instructional decisions and plan educational interventions.
D)identify strengths and weaknesses in academic skill areas.

Accepted Answer

Formal assessments are not typically used to make sound instructional decisions or plan educational interventions, as they are more focused on evaluating performance and eligibility rather than guiding day-to-day teaching strategies.

Question 12

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.​

Accepted Answer

Assessment based on the principles of UDL helps teachers to design instruction that meets the needs of all learners, regardless of their abilities or backgrounds. This results in empowered learners who are better able to engage, participate, and succeed in the classroom.

Question 13

Which of the following cannot be inferred from the results of an informal learning style inventory?
A)Topic areas that might motivate the student
B)How the student's learning style compares to those of a national representative sample of his/her same age peers.
C)How to better engage the student in the learning process
D)Ways to build upon the student's preferred assessment modality

Accepted Answer

An informal learning style inventory is not meant to provide data on how a student's learning style compares to a national representative sample of their same age peers. It is meant to identify the student's preferred learning style and provide insight into ways to better engage and support their learning. The other three options (A, C, and D) are all possible inferences that can be made from the results of an informal learning style inventory.

Question 14

It is important that assessment is on-going and continually integrated into instruction for all the following reasons, EXCEPT to:
A)engage students in their learning so they know where they stand and can then set appropriate goals.
B)document student progress on specific skills.
C)let us know if our instruction has been effective or if we need to make adjustments.
D)generate data for NCLB's adequate yearly progress (AYP)reports.

Accepted Answer

The other three options are all valid reasons for why ongoing assessment is important, but generating data for NCLB's adequate yearly progress (AYP) reports is not a reason that directly impacts teaching and learning in the classroom.

Question 15

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:​
A)parents/guardians.
B)related service providers who have worked with the students.
C)former teachers.
D)All of the choices are correct.

Accepted Answer

Communicating with parents/guardians, related service providers, and former teachers can provide valuable insights into the student's strengths, weaknesses, interests, and needs. Parents/guardians can provide information about the student's home life and any concerns they may have. Related service providers, such as speech therapists or occupational therapists, can provide information about the student's progress in their respective areas. Former teachers can provide insight into the student's academic and behavioral history. Overall, gathering information from various sources can give us a more comprehensive understanding of our students.

Question 16

Various assessment techniques are used to:​
A)monitor the progress of your students.
B)set goals for student learning and inform your instruction.
C)identify the strengths and needs of your students.
D)All of the choices are correct.

Accepted Answer

All of the choices are correct. Various assessment techniques, such as formative assessments, summative assessments, observations, and feedback, are used to monitor student progress, set learning goals, and identify their strengths and needs. Using multiple assessment techniques can provide a more comprehensive understanding of student learning and inform instructional decisions.

Question 17

Levine's approach, similar to Gardner's:​
A)focuses on identifying students' hidden assets to work on specific areas of weakness.
B)focuses on identifying students' needs to work on specific areas of weakness.
C)focuses on identifying students' interests to work on specific areas of weakness.
D)focuses on identifying students' weaknesses to work on specific hidden strengths.

Accepted Answer

Levine's approach, like Gardner's, emphasizes identifying students' hidden assets or strengths to address and improve specific areas of weakness, rather than focusing solely on the weaknesses themselves. This approach aims to leverage what students are good at to help them overcome their challenges.

Question 18

According to educational psychologists, there is little distinction among the concepts of intelligence, achievement, and adaptive behavior.​

Accepted Answer

While these concepts are related, they are distinct constructs in the field of psychology. Intelligence refers to the ability to learn and solve problems, achievement refers to actual performance or accomplishments, and adaptive behavior refers to how well an individual meets the demands of their environment.

Question 19

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.​

Accepted Answer

The statement is outdated as technology has advanced and there are now a variety of assessment methods, including digital assessments, that can provide valid data on student achievement. It is important to use a variety of assessment methods to gather a comprehensive understanding of student learning.

Question 20

High-stakes educational and accountability decisions are often made based on:​
A)collective results of teacher-made tests.
B)the results of individually administered assessments.
C)the results of large-scale assessments.
D)the results of curriculum-based assessments.

Accepted Answer

High-stakes decision making typically involves evaluating a large group or population, which is best accomplished through large-scale assessments. These tests provide a standardized way of measuring student achievement and allow for comparisons across schools and districts. Results from teacher-made tests, individually administered assessments, or curriculum-based assessments may be useful for individual student evaluation or classroom instruction, but they are not as reliable or valid for making high-stakes decisions.

Quiz 9: Assessing and Evaluating Learner Progress

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.​

All of the following items are likely to be found in the school record of every student, EXCEPT:

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.​

Adaptive behavior is how well a student adjusts to and functions in the world around them.

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:​

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.​

Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.​

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.​

The first step in identifying the strengths and needs of students is to:​

Instead of just retrofitting existing assessment accommodations, a move toward technology-based adaptations can help create accurate assessments that can facilitate student success.

The results of formal assessments allow us to do all of the following, EXCEPT:

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.​

Which of the following cannot be inferred from the results of an informal learning style inventory?

It is important that assessment is on-going and continually integrated into instruction for all the following reasons, EXCEPT to:

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:​

Various assessment techniques are used to:​

Levine's approach, similar to Gardner's:​

According to educational psychologists, there is little distinction among the concepts of intelligence, achievement, and adaptive behavior.​

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.​

High-stakes educational and accountability decisions are often made based on:​

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.

Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.

The first step in identifying the strengths and needs of students is to:

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:

Various assessment techniques are used to:

Levine's approach, similar to Gardner's:

According to educational psychologists, there is little distinction among the concepts of intelligence, achievement, and adaptive behavior.

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.

High-stakes educational and accountability decisions are often made based on: