Quiz 12: Instructional Assessment

Which one of the following is not consistent with the definition of assessment in the textbook? A)an example of classroom behaviour. B)an examination of classroom behaviour. C)inferences about student behaviour. D)judgments about student behaviour.

An example of informal assessment is: A)asking students to submit their cooperative group projects to be evaluated. B)observing how various students handle the ball as they play soccer. C)giving a quiz that counts for only a small fraction of students' grades. D)giving a five-item short-answer test.

An example of performance assessment is: A)having students solve several arithmetic word problems. B)giving students a standardized reading comprehension test. C)having students write an essay explaining why there are always 180 degrees in the three angles of a triangle. D)having students do as many push-ups as they can.

Ms.Donato begins each new unit with a pre-test.This is an example of: A)summative evaluation. B)formative evaluation. C)standardized test. D)performance assessment.

Which one of the following is the best example of authentic assessment of students' knowledge of ten spelling words? A)Have the students write a composition that includes all ten words. B)Ask the students to participate in a spelling bee where they spell the words orally. C)Give a traditional spelling test in which the teacher says the word, presents it in a sentence, then says the word again and then has the students write the word on a piece of paper. D)Give the students a multiple-choice test in which they choose the correct spelling of each word from a set of four possible spellings.

Which one of the following is most likely to be what educators refer to as a standardized test? A)Ms.Cherniak's students are taking a test asking them to find the diameter, circumference, and area of a circle with a radius of 5 cm; Ms.Cherniak wants to find out if her students know this material well enough to proceed on to spheres. B)Mr.Cho's students are taking a multiple-choice test, developed by a testing company, that assesses students' knowledge of language, mathematics, and logic; scores on the test have been shown to predict college success with some degree of accuracy. C)Mr.Conway's fifth graders are taking a test of mathematical word problems requiring addition and subtraction.Mr.Conway has instructed his students to work as quickly as they can so that he can get an idea of whether they have developed automaticity in their ability to solve such problems. D)Mr.Delaney's eighth graders are taking an objective test on what they have learned in their geography unit on Asia.Students are marking their answers on a bubble sheet with a number two pencil so that Mr.Delaney can have the school computer center score the tests for him.

Which one of the following would typically be most appropriate for assessing the specific things students have learned in a three-week unit about rocks and minerals? A)a standardized test B)an assessment instrument with norm-referenced scores C)a teacher-developed assessment instrument D)informal assessment

Midway through a unit on how mountains are formed, Mr.McDonald gives a brief quiz to find out what students do and do not understand.He plans to focus the next few classes on the things about which students are most confused.Mr.McDonald's quiz exemplifies: A)a norm-referenced test. B)authentic assessment. C)a performance assessment. D)formative evaluation.

Which one of the following is the best example of summative evaluation? A)Ms.Vickers gives her social studies students a test at the end of a unit to determine how well they have learned the material in the unit. B)Mr.Waters gives his history students a test at midterm to determine whether he needs to spend more time on certain aspects of Confederation. C)Ms.Hurley gives her German students weekly exams to make sure they are keeping up with the material. D)Before beginning a unit on water, Mr.Yanoshita gives his science students a pretest to determine how much they already know.

Which one of the following statements accurately describes the effect of classroom tests on students' motivation? A)They promote greater extrinsic motivation for studying classroom material. B)They promote greater intrinsic motivation for studying classroom material. C)Essay tests enhance students' motivation to study classroom material; multiple choice tests undermine it. D)Only performance tests promote facilitating anxiety; paper-pencil tests typically lead to debilitating anxiety.

On a weekly quiz, Mr.Harris asks students in his auto mechanics class to figure out what is wrong with a car when it has a certain set of "symptoms." His students have never considered this particular combination of symptoms before, but they know everything they need to know in order to determine what must be wrong.Mr.Harris's test question illustrates using classroom assessment as a: A)form of review. B)learning experience in and of itself. C)way of giving concrete feedback to students. D)way of minimizing the negative impact of high-stakes testing.

A classroom teacher and school psychologist are conferring about Gregory, a boy who works very hard in class yet shows consistently poor performance in any assignments that require reading or writing.Which sources of data should the teacher and psychologist look at as they try to pinpoint the source of Gregory's difficulty? A)They should focus on standardized test results, which have specifically been developed to assess learning disabilities and other sources of learning difficulty. B)They should focus on Gregory's performance on weekly classroom tests, which provide ongoing assessment of Gregory's progress. C)They should conduct an in-depth analysis of Gregory's writing samples, which will be much more informative than test scores. D)They should look for clues about Gregory's difficulties in both his standardized test results and his classroom tests and assignments.

Which one of the following is considered an ideal use for teacher-developed assessments in relation to diagnosing learning and performance problems? A)to avoid the large fees that specialist charge. B)to make recommendations for specialized services. C)to provide information to help students improve. D)to diagnose students with specific disabilities.

If we say that a particular classroom assessment instrument is highly reliable, we mean that it: A)accurately assesses whether students have attained the instructional objectives. B)yields scores that fall in a normal distribution. C)predicts future success in school. D)gives us similar results on different occasions.

The publisher of a standardized test of reading comprehension gives the test to the same group of students on two different occasions.The publisher computes the correlation coefficient between the two sets of scores and obtains a coefficient of .93.Teachers who read this information in the test manual should conclude that the test has: A)high validity. B)low validity. C)high reliability. D)low reliability.

The "P" in the "RSVP" characteristic of good assessment stands for: A)practicality. B)predictability. C)planning. D)performance.

Which one of the following best characterizes how confidence intervals are used in reporting students' scores on standardized tests? A)They indicate the norm group to which students are being compared. B)They show the range of ten percentile points in which each student's score falls. C)They indicate how likely it is that each student has mastered a particular topic. D)They show the range within which each student's true score probably falls.

Which of the following teachers is not using a strategy that is likely to increase the reliability of a classroom assessment instrument? A)Mr.Hong does not look at students' names on the essays that he is correcting. B)Mr.LeBlanc asks several questions about the same concept. C)Ms.Cartier consistently makes tests with. D)Ms.Lang makes sure that her classroom temperature remains at 15 degrees during tests.

Three of the following are questions that arise when considering the standardization of an assessment instrument.Which question is not an aspect of standardization? A)Are all students being assessed over equivalent content? B)Are all students being judged on the basis of similar criteria? C)Are students' scores lower when points are taken off for spelling errors? D)Are time limits the same for everyone performing the assessment task?

If students complain that a history test was not a good reflection of what they knew, then the test may have low: A)reliability. B)objectivity. C)validity. D)variability.

The content validity of an assessment instrument tells us whether the instrument: A)is representative of the domain being measured. B)predicts how well students will perform in a particular situation. C)will be relatively easy and inexpensive to use. D)measures something in a consistent manner.

In which one of the following situations do we definitely have a problem with the content validity of a classroom assessment? A)Ms.Arthur assesses her students' overall physical fitness on Monday; she then assesses it the following Monday.Students who perform well one week are not the same ones who perform well the following week. B)Ms.Beatty uses a test of mechanical aptitude to determine which students are ready for her physics class.She finds out later that the students who scored worst on the mechanical aptitude test are some of the best students in physics. C)Ms.Clark tells students to study Chapter 14 but mistakenly gives them a test on Chapter 15 instead. D)Ms.Donohue devises a test for her class of 35 students that must be given to students one at a time and requires 2 hours for each student.

Mr.Wagner always makes his physics tests more difficult by including questions from the footnote sections since he knows that students are unlikely to study them.Mr.Wagner is unlikely concerned about: A)standardization. B)content validity. C)practicality. D)predictive validity.

Mr.O'Hara has developed a test of mechanical aptitude.At the beginning of a course in auto mechanics, he gives this test to his students.At the end of the year, he compares students' scores on the test with their actual achievement in his course.He is probably trying to determine: A)the practicality of the test. B)the reliability of the test. C)the content validity of the test. D)the predictive validity of the test.

In which one of the following situations do we definitely have a problem with the predictive validity of a classroom assessment? A)Ms.Arthur assesses her students' overall physical fitness on Monday; she then assesses it the following Monday.Students who perform well one week are not the same ones who perform well the following week. B)Ms.Beatty uses a test of mechanical aptitude to determine which students are ready for her physics class.She finds out later that the students who scored worst on the mechanical aptitude test are some of the best students in physics. C)Ms.Clark tells students to study Chapter 14 but mistakenly gives them a test on Chapter 15 instead. D)Ms.Donohue devises a test for her class of 35 students that must be given to students one at a time and requires 2 hours for each student.

Which one of the following is a question about the construct validity of an assessment instrument? A)Does a teacher-developed test of algebraic reasoning measure what students have learned in their algebra class? B)Does a teacher-developed test of algebraic reasoning predict students' performance in the calculus class that they will take the following year? C)Does an instrument called the "Test Anxiety Scale" actually measure test anxiety? D)Does a performance test in instrumental music tap a representative sample of how much students have learned in their instrumental music class?

Which of the following reliability coefficients is considered to be the most unlikely? A)-1.00 B)+0.57 C)-0.36 D)+1.00

Which one of the following principles applies to all three forms of validity? A)an assessment tool may be more valid for some purposes than others. B)an assessment tool should predict future performance. C)an assessment should be a valid indicator of student problems. D)an assessment tool should be standardized.

Which one of the following best reflects the trade-off between practicality and validity? A)Mr.Andrade is trying to decide whether to assess his students' knowledge about tennis either by giving them a paper-pencil test about the rules of the game or by having them get on the tennis court to show how well they can play the game. B)Mr.Bowman is trying to decide whether an essay question about Romeo and Juliet or one about The Merchant of Venice would be more suitable for finding out what his students have learned in a unit on Shakespeare. C)Ms.Chisholm is trying to decide whether to use true-false or to assess her science students' understanding of physics principles related to force, velocity, and acceleration. D)Ms.Doiron is trying to decide whether or not she should take points off for misspellings when she grades students' history essay exams.

When we say that an assessment instrument has norms, we mean that it: A)has cutoffs regarding what is acceptable performance. B)has a distribution of test scores that fit a bell curve. C)can be interpreted with reference to others who have taken the assessment. D)has a manual that provides information about reliability and validity.

Standardized achievement tests are most helpful to teachers as: A)a good overall assessment of what students have learned in a particular class or at a particular grade level. B)a way of monitoring students' general progress in various subject areas over time. C)a means of determining whether learning problems are due to learning disabilities or, instead, to serious social-emotional problems. D)a general indication of which students are likely to do well in college.

A teacher can most accurately assess the content validity of a standardized achievement test by: A)consulting the test manual regarding content validity data for the norm group. B)comparing the curriculum to a table of specifications for the test. C)calculating the correlation coefficient between the students' scores on the test and their scores on a similar achievement test. D)calculating the correlation coefficient between the scores of the norm group and the scores of the students in the classroom.

Ability tests differ from achievement tests in that they: A)measure innate ability. B)are more heavily dependent on reading and language skills. C)yield scores that can be used for a long period of time. D)are less likely to measure what students have learned in school.

The mathematics teachers of a large high school want to use a test to help them select students who could benefit from an accelerated math class that will include advanced algebra and calculus.The test probably most suitable for this purpose is a: A)teacher-developed test of general algebra skills. B)standardized test that assesses students' automaticity for basic arithmetic facts. C)mathematics ability test. D)general intelligence test.

Which one of the following is the best example of adaptive testing as the textbook describes it? A)Marvin takes an ability test on a computer.The specific questions that the computer gives him depend on how well he has answered previous questions. B)A school psychologist asks Darrell a series of questions that assess his knowledge of social skills and his interpretation of various social situations. C)A teacher gives different tests to different students, depending on their specific skill levels. D)When giving a final exam, a high school teacher makes special accommodations for a student with a learning disability.

When choosing a standardized achievement test to administer in your own school, three of the following are important considerations.Which one is least likely to be of concern? A)Does the test have high test-retest reliability? B)Is the norm group similar to the students at your school? C)Does the test manual provide clear directions for administering the test? D)Have the test items been written by people with at least five years of teaching experience?

Other things being equal, the norm groups used for standardized tests should be quite large to ensure: A)that the norm group reflects the population it represents. B)that the norm group contains some of the students being tested. C)that the test is of practical value. D)higher content validity.

Ms.Bosko provides students with a physical fitness score from 1 to 3 in physical education.A score of 1 indicates that a student is unable to perform a push-up, a 2 means that they can perform between 1 and 5 push-ups, and a 3 means that they can perform 6 or more push-ups.This score is a: A)norm-referenced score. B)standardized score. C)performance score. D)criterion referenced score.

In Ms.Chan's math class, students who complete a classroom assessment receive scores of either "Mastered" or "Not Mastered" in four different areas: addition, subtraction, multiplication, and division.The type of scores Ms.Chapman is using are called: A)criterion-referenced scores. B)raw scores. C)norm-referenced scores. D)stanine scores.

Which one of the following assessments will definitely be scored in a criterion-referenced fashion? A)Ivy is taking an achievement test in English.Her score will tell her how her performance compares with that of her classmates. B)Martin is taking a math test with questions involving ratios.He will get three separate scores reflecting how much he knows about fractions, decimals, and proportions. C)Millie is taking a physical fitness test in which she and her classmates run a quarter mile, and their times are compared at the end of the test. D)Leon is taking a Spanish test that will determine whether he should be placed in an advanced section of Spanish II designed for students who have achieved at an especially high level in Spanish I.

Why is it important to have Canadian adaptations of standardized cognitive tests such as the WISC-IV and the WIAT-II? A)because comparisons between Canadian and American students will be possible. B)because Canadian norms are likely to affect how Canadian students perform. C)because we need information on how Canadian students are performing. D)because Canadian testing companies are struggling financially

Age and grade-equivalent score are frequently used because they seem so straightforward.However, they provide no information regarding: A)how students are doing in relation to same-aged peers. B)the standard performance. C)the typical range of performance for students in the age group or grade. D)a general idea of grade level abilities that can inform lesson planning

Which one of the following is the most likely drawback of an age or grade equivalent score? A)the scores over-estimate differences near the mean. B)the scores are not easily understood by non-statisticians. C)mastery criteria are difficult to identify. D)scores are often inapplicable in assessing achievement in older students.

As a second-grade teacher, you receive the standardized achievement test scores for Molly and discover that she has gotten a grade-equivalent score of 4 on the reading subtest.You should conclude that Molly: A)had slightly below-average performance on the subtest. B)showed performance in the "gifted" range on the subtest. C)performed as well as the average 4th grader on the subtest. D)answered 40% of the questions on the subtest correctly.

You receive the standardized test scores for Muhammad and learn that he has gotten a percentile rank of 75 on the geography subtest.You should conclude that Muhammad: A)performed better than 75% of the students at all grade levels who took the test. B)performed better than 75% of the students at his grade level who took the test. C)answered 75% of the questions on the subtest correctly. D)responded to only 75% of the questions on the subtest.

The standard deviation indicates the __________of a set of scores. A)variability. B)reliability. C)flexibility. D)average.

A standard score is derived by: A)identifying the grade level to which the student's test performance is most similar. B)counting the total number of points the student has earned on all test items. C)determining how far from average the student's raw score is in terms of standard deviation units. D)finding out how many students at the same age or grade level obtained lower scores.

Approximately how many students will get scores within one standard deviation of the mean (either above or below the mean) on a given standardized achievement test? A)about two thirds of them B)about one third of them C)about twenty percent of them D)about half of them .

As a third-grade teacher, you receive the standardized test scores for Marie and learn that she has gotten a stanine of 1 on the spelling subtest and a stanine of 3 on the math subtest.You should conclude that Marie: A)had below-average performance on the spelling subtest, but above-average performance on the math subtest. B)performed above average among her peers on both subtests. C)performed below average among her peers on both subtests. D)performed below grade level on the spelling subtest, but at grade level on the math subtest.

Which one of the following is something you should consider when you decide whether to use criterion-referenced scores or norm-referenced scores to reflect what your students have learned on a classroom assessment? A)Criterion-referenced scores are more useful when you need to compare your students to one another. B)Criterion-referenced scores are more useful when you need to compare your students' learning to that of "typical" students nationwide. C)Norm-referenced scores are more useful when you want to assess students' mastery of your instructional objectives. D)Norm-referenced scores may be helpful when you need to assess a complex skill that is difficult to define in terms of mastery.

Which one of the following is the best example of high-stakes testing as educators typically use this term? A)A high school awards diplomas only to students who score above predetermined cutoffs on tests of writing, math, science, and history. B)A high school teacher gives exams that, in the opinion of students and their parents, are far too difficult for most 16- and 17-year-olds. C)When administering a series of tests to a middle school student to determine if he has a learning disability, a school psychologist asks questions about the student's religious beliefs, sexual activity, and other very personal issues. D)A school district wants to track students' progress in various content domains.It administers a standardized achievement test to students at all grade levels, even first and second grade.

Andree-Anne Simard was placed in a specialized classroom for students who have cognitive delays after one standardized test of cognitive ability revealed an IQ score that was one standard deviation below average.What is the lost likely criticism of this scenario? A)IQ scores are not valid indicators of cognitive abilities. B)specialized classrooms do not meet the needs of all students. C)IQ scores are not reliable. D)a single test score should not be used to make important decisions.

Three of the following teachers are utilizing good strategies for relaying standardized test results.Which one is not necessarily using a good strategy? A)Ms.Goodleaf provides parents with age equivalents B)Mr.Robinson provides very detailed reports of all subtest scores C)Ms.Young asks the school psychologist to give her a quick debriefing before parents arrive for the meeting. D)Mr.Brock de-emphasizes the scores to talk about student strengths.

Three of the following accurately describe issues that we should take into account when using standardized paper-pencil assessment instruments with young children.Which statement is not accurate? A)It is more difficult to standardize testing conditions for young children than for students in the middle and high school grades. B)Tests used to assess children's readiness for kindergarten are good predictors of their later performance in kindergarten. C)Young children's erratic behaviour (due to short attention span, poor motivation, etc.) can adversely affect a test's reliability. D)Young children's erratic behaviour (due to short attention span, poor motivation, etc.) can adversely affect a test's validity.

Which of the following conditions indicates that a cultural bias has occurred? A)one group gets higher scores than another group. B)different ethnic groups do not score differently. C)a test has higher predictive validity for one group compared to another group. D)a test that can be used to make decisions for some groups but not others.

Which one of the following test items is most likely to have cultural bias? A)How are a puppy and a kitten alike? B)Croquet is to mallet as racquetball is to _____. C)What is the next number in the following series? 5 8 11 14 __ D)What is missing in this picture of a person's foot?

Which one of the following students is displaying testwiseness as psychologists typically use the term? A)Malika brings her lucky pencil to a test and makes sure she sits next to her best friend, who is very good at the subject. B)Nancy starts with the first question of the test and works on each question until she gets the answer, even if it takes a long time. C)When stumped on a multiple-choice question, Oliver eliminates alternatives that are impossible and then guesses one of the remaining alternatives. D)Paulina gets copies of previous tests that the teacher has given, and she and her friends look at them as they prepare for the test in their study group.

Three of the following are recommended strategies for accommodating students' special needs during educational assessments.Which one is not necessarily recommended? A)modifying the level of difficulty. B)modifying the timing. C)modifying the assessment setting. D)modifying the presentation format.

Whenever we modify an assessment to accommodate a student's special needs, we must remember that we are inevitably reducing: A)reliability. B)standardization. C)validity. D)practicality.

Which one of the following illustrates how classroom assessments can affect students' epistemological beliefs? A)Susan thinks that "art appreciation" means memorizing the names of paintings and the artists who painted them because every test in her art appreciation class asks her to label a series of paintings and identify the painter of each one. B)Because Geraldine consistently receives low marks on assignments in her history class, she is convinced that her teacher is "out to get her." C)Duncan mistakenly believes that how well he does on his weekly spelling tests will be the determining factor in whether he gets promoted to fourth grade. D)Martin has heard that "Mr.Stewart's tests are really picky," so he is very anxious when he prepares for his first test in Mr.Stewart's class.

Which of the following is not necessarily recommended when using standardized tests with students who have social or behavioural problems? A)use classroom assessments in conjunction with standard ones B)use above-level testing materials C)modify test procedures in accordance with the I.E.P. D)record and report all modifications

Which one of the following is considered to be the greatest strength of informal assessment? A)reliability. B)validity. C)precision. D)practicality.

Three of the following are recommendations for scoring students' paper-pencil responses in an objective, reliable, and standardized manner.Which one of the following is not necessarily a recommendation? A)do a mid-way check to make sure that the criteria are appropriate B)if possible, score writing skills separately from content. C)score item by item. D)give detailed feedback.

Which one of the following teachers provides the best example of the halo effect? A)Mr.Gregg likes Frank better than Mark because Frank is the more polite of the two students. B)Ms.Noonan always gives her students the benefit of the doubt when they exhibit "borderline" test performance. C)Mr.Urquhart overrates Cathy's gymnastic skills because she is head cheerleader. D)Ms.Rabinowitz believes that all students can learn calculus if they study hard enough.

As you plan your classroom assessments, one of the decisions you will have to make is whether to use a paper-pencil or performance assessment.Keeping both practicality and validity in mind, you should probably use a performance assessment: A)whenever you want to assess recall rather than recognition. B)whenever you want to assess students' achievement of higher-level objectives. C)only when a paper-pencil assessment cannot give you sufficient content validity. D)as often as possible.

For which one of the following instructional objectives is a paper-pencil assessment probably least appropriate? A)Students will use a Bunsen burner safely. B)Students will correctly spell 90% of the words on the fifth-grade spelling list. C)Students will identify the main idea of a paragraph. D)Students will recall single-digit addition facts with 100% accuracy.

As a teacher, perhaps you do not want your students only to know information.You may also want them to be able to analyze information and apply it to new situations.To ensure that a classroom assessment measures all of your instructional objectives, you probably should: A)use only authentic assessment. B)develop a table of specifications. C)use subjective rather than objective assessment tasks whenever possible. D)ask recall questions rather than recognition questions.

Multiple choice tests have a reputation for being "multiple guess"-for being picky questions that focus on trivial details.This reputation has probably developed because: A)lower-level questions are easier to write and so are more common. B)it is probably not possible to write higher-level multiple choice questions. C)multiple choice questions involve recall rather than recognition. D)most teachers' instructional objectives are exclusively lower-level.

Which of the following teachers is most likely using analytic scoring in performance assessments? A)Mr.Legare provides qualitative feedback such as "well written" on essays. B)Mr.Solomon asks students to self-assess their dance performances. C)Ms.Michaels gives 5 points for creativity and 5 pints for content delivery for group websites. D)Ms.Duncan provides an overall % correct on French pronunciation.

Which one of the following is an advantage of recognition assessment items in comparison to recall items? A)They are more likely to encourage students to learn things in a meaningful rather than rote fashion. B)They have greater predictive validity of students' future test performance. C)They allow wider sampling of students' knowledge and skills. D)They can be more easily used to measure how well students can apply the things they have learned to new situations.

For which one of the following topics would testing with matching items be most appropriate? A)meanings of vocabulary words (in a foreign language class) B)causes of the French and Indian War (in a history class) C)rules for playing softball (in a physical education class) D)strategies for solving algebraic equations (in a math class)

Multiple-choice questions are more often seen on standardized achievement tests than are alternative-response and matching items because: A)students are more familiar with their format, so testwiseness is less likely to affect students' performance. B)they are more useful in assessing higher-level skills. C)they eliminate the guessing factor that plagues other recognition items. D)they are easier to write.

Which one of the following is the best example of an interpretive exercise? A)"What is the square root of 64?" B)"Drawing on ideas we identified in class, discuss the underlying themes of Charles Dickens's A Tale of Two Cities." C)"Using the map presented above, estimate the distance between Toronto and Boston." D)"Give three reasons why many experts believe that a capitalist society must impose certain regulations on free enterprise."

Which one of the following is an advantage of over recognition questions? A)Essays can be scored with greater reliability. B)Essays allow a broader sampling of the content domain. C)Essays typically have greater predictive validity. D)Essays allow easier assessment of higher-level skills.

Which one of the following is the most likely reason for offering retakes? A)so students can master content and take risks. B)so we can avoid harming students' self-concepts. C)so we can standardize testing procedures. D)so we can increase the reliability of test scores.

When we give high school students instructions about a summative classroom assessment, we should: A)assume they have had experience with such standard item types as true-false and multiple-choice. B)give them considerable freedom about how to respond. C)always deduct points for any grammatical or spelling errors. D)communicate clear guidelines about how they should respond.

The extent to which different parts of an assessment are measuring the same thing is called: A)standardization B)content validity C)internal consistency reliability D)item discrimination

On the day you give a paper-pencil test, your classroom is unusually cold, and a construction crew is working noisily just outside the building.For which one of the following students are such conditions likely to adversely affect test performance? A)Andrea, who thinks tests are challenging and fun B)Brittany, who does not really care how she does on the test C)Corbin, who has done well on similar tests in the past D)Dennis, who is receiving special educational services for students who are gifted

Three of the following are accurate statements about cheating in the classroom.Which one is not necessarily accurate? A)Students are more likely to cheat if they have performance goals rather than mastery goals. B)Students are more likely to cheat if they think an assessment instrument does not reflect classroom objectives. C)Students are more likely to cheat if they think their teacher is a "softie" who grades leniently. D)Students are more likely to cheat if they think their teacher's expectations for them are unreasonably high.

Which one of the following illustrates use of a rubric in a classroom assessment? A)Responses to a 10-point essay in a history class are given 5 points for describing historical events accurately, 4 points for explaining how the events are interrelated, and 1 point for using complete sentences throughout the essay. B)In a swimming test, students are asked to swim one lap each of the breaststroke, backstroke, and crawl. C)A science test has 30 multiple questions, 10 alternative-response questions, 3 short-answer questions, and one essay. D)A math assignment presents a complex problem with several parts and asks students to break it down into at least five simpler problems.

Which one of the following teachers is most likely to score his or her essay tests reliably? A)Mr.Archer scores students' responses to each question on a scale of 1 to 5, where 1 means "inadequate" and 5 means "excellent." B)Ms.Brodzinski scores each student's test in its entirety before moving to the next student's test. C)Ms.Cullen arranges the tests with her higher-achieving students' responses at the top; their responses will give her an idea of what a "good" response is like as she continues to grade other students' papers. D)Mr.Dunphy identifies the components that a good response should include and awards a specific number of points for each component he finds in a student's response.

The four students below have just received feedback about their test performance.Which student is most likely to benefit from the feedback he or she has received? A)Garry got his multiple-choice science test back with the errors circled in red and the comment, "You need to study harder for the next test" written at the top of the page. B)Harry received his history essay test with the comment, "You have a thorough knowledge of history, but your discussion is vague and disorganized." C)Jerry cannot see his geography test after it has been scored, as his teacher plans to use the test again with future classes.However, he has gotten the feedback, "You need to work more on the characteristics of the countries we're studying." D)Kerrie received her math test with any incorrect answers corrected in red, and with the comment, "You do well on addition problems but are having trouble with borrowing in subtraction problems."

Which one of the following statements is most accurate with regard to the RSVP characteristics of paper-pencil assessments? A)Although reliability, standardization, and practicality are almost always high, validity is typically rather low. B)Such assessments are typically practical and easily standardized; reliability and validity will vary, depending on the circumstances. C)Reliability will be high only if validity is high; standardization and practicality will vary, depending on the circumstances. D)There is a trade-off between reliability and validity; to the extent that one is high, the other will be relatively low.

Which one of the following paper-pencil assessments is most likely to have a reliability problem when the teacher scores students' responses? A)Ms.Gibbons asks students to describe the "first Thanksgiving" in one or two pages. B)Mr.Hammond gives 50 true-false questions about the geography of Russia. C)Ms.Saunders administers a 30-item multiple-choice test about invertebrates. D)Mr.Siebert gives a 10-word spelling test.

Three of the following are advantages of performance assessment.Which one is not? A)It has greater practicality than paper-pencil assessment. B)It is more likely than paper-pencil assessment to resemble real-world tasks. C)It is often more motivating than paper-pencil assessment. D)It is especially suitable for assessing students' ability to handle complex tasks.

Which one of the following performance tasks best reflects restricted performance? A)conducting a survey of senior citizens in the local community B)raising rabbits using two different diets to see which diet leads to faster growth C)creating costumes for the school play D)playing Beethoven's "Ode to Joy" on a clarinet

Which one of the following performance tasks best reflects extended performance? A)testing the variables that possibly affect a pendulum's oscillation rate B)collecting and analyzing data about the frequency of violent crimes in one's community C)making a Valentine's Day card out of construction paper and paper lace D)doing 10 pushups and 20 pull-ups as quickly as possible

Which one of the following is the best example of dynamic assessment? A)Mr.Thiessen asks Macy to show him how to use a microscope properly. B)Ms.Yoo asks her students to work in groups of three to write a paper evaluating the effectiveness of the United States' attacks on Iraq in 1990. C)Ms.Vincent gives her students twenty; she then gives twenty more difficult questions to students who have done very well on the first set, as a way of assessing the upper limits of their knowledge. D)Mr.Warren observes and records how Erica's logical thinking changes over time as she experiments with a pendulum.

Which one of the following best reflects analytic scoring during a performance assessment? A)Ms.Andretti evaluates students' oral presentations by using a 7-point rating scale that ranges from "unsatisfactory" to "superior." B)Mr.Barnes evaluates students' science projects with separate rating scales for effort, creativity, and use of scientific method. C)Mr.Cavanagh divides students' metalwork projects into three categories: "exceeds expectations," "meets expectations," and "needs improvement." D)Ms.D'Angelo determines students' grades in her art class by averaging the scores they have earned for eight projects using at least four different media.

Which one of the following best reflects holistic scoring during a performance assessment? A)A checklist was used to indicate whether students have mastered various swimming skills. B)Each student's performance in a classroom debate was rated in terms of three criteria: participation, logic, and persuasiveness. C)Students' performance of several gymnastics skills was rated in terms of strength, agility, and effort. D)Students' performance on a particular musical instrument was evaluated by identifying the best player, the second-best player, and third-best, and so on.

When identifying the criteria to use in evaluating students' responses to a performance task, the textbook recommends that teachers: A)identify a few criteria that best embody what skilled performance entails. B)focus on three general criteria: accuracy, efficiency, and effort. C)identify as many criteria as possible so that all aspects of students' performance are captured. D)identify at least 10 criteria, but no more than 15.

Which one of the following is a legitimate concern about the use of performance assessment? A)It focuses more on rote learning than on meaningful learning. B)It undermines students' performance goals. C)It underestimates how much students have learned. D)Its reliability and content validity are sometimes questionable.

Which one of the following teaching strategies is most consistent with the discussion in the textbook regarding the promotion of self-regulation through classroom assessment practices? A)At the beginning of a cooperative group problem-solving activity, Mr.Hayes tells the students in each group that they should submit one set of problem solutions that represents the consensus of all group members. B)Mr.Wells has his students exchange and grade one another's homework assignments. C)Mr.Roberts gives his art students several criteria to use as they examine the clay sculptures they have just created. D)Mr.Bradford gives his students the answer key for a multiple-choice quiz he has just given and asks them to score their own responses.

Which one of the following statements best reflects the textbook author's position with regard to assessment and student risk-taking? A)Classroom assessment practices should make allowances for the fact that students learn more when they occasionally take risks related to academic subject matter. B)Authentic assessment gives students greater latitude for risk-taking than does traditional assessment. C)Although students should certainly be encouraged to take risks during practice activities, they should be discouraged from doing so during formal assessment. D)Students should be given credit for responses that, although clearly incorrect, reflect a willingness to go out on a limb on occasion.

An item analysis of an assessment instrument involves: A)looking at the information covered in class, making sure that everything is covered by the questions and tasks presented. B)re-reading the instrument before giving it to make sure all items are clearly stated. C)checking item content to determine if any cultural bias is present. D)looking at students' response patterns to various items for possibly poor items.

You have just finished a unit on basic material that you want your students to know thoroughly before you proceed to more difficult material.You construct what you believe is a challenging test and administer it to your class.You then score the test and conduct an item analysis.You find that item difficulty values for all the items are between .90 and 1.00.You should conclude that: A)the test questions were easy for students, so apparently your class has learned the material well. B)on average, the test was moderately difficult for students, so perhaps some students know the material and others do not. C)the test questions were extremely difficult for students, so you probably should devote additional instructional time to the material. D)low-achieving students did better on the test questions than high-ability students did, so you may have made errors in your scoring key.

What role do item discrimination values from an item analysis play in our use of classroom assessments? A)They tell us whether or not items distinguish between high-scoring and low-scoring students. B)They tell us whether or not each item assesses lower-level or higher-level thinking skills. C)They tell us how many students in the class got each item correct. D)They give students feedback about how well they did on different kinds of test items.

A potential disadvantage of giving grades in the classroom is that: A)they are usually unrelated to a teacher's instructional objectives. B)they are typically not correlated with students' success in college or a professional career. C)they may focus students' attention on performance goals rather than mastery goals. D)most students believe that their grades are poor reflections of what they have learned.

Identify the high school teacher who is assigning class grades in an appropriate manner. A)Ms.Nordstrum bases her final grades on fifteen in-class projects and test scores; although she does not grade the accuracy of students' homework assignments, she takes into account whether they have turned in their homework regularly. B)Ms.Lansing uses a single final exam that has high content validity for the curriculum she has covered and yields highly reliable scores. C)Mr.Pottier uses as much data about each student as he can get his hands on; in addition to using test scores and homework assignments, he also rates students' performance in question-answer sessions and cooperative learning groups. D)Mr.Robbins grades his students on three major exams, giving equal weight to each one.He has made sure that each exam has content validity for the material it is meant to cover.

The textbook author suggests that it is not a good idea to incorporate more than a few extra-credit points into students' grades.Why? A)Incorporating extra-credit work into classroom grades typically affects only the grades of high-achieving students, so it is not worth the time and trouble. B)Scores on extra-credit projects frequently suffer from low reliability. C)The time spent on extra-credit assignments is better spent planning classroom activities. D)Too many opportunities for extra-credit points allow students who have not met class objectives to get good grades.

Which one of the following teachers is using a norm-referenced grading system? A)In Ms.Albrecht's class, students who have completely mastered the topic and are able to apply it receive an A.Students who have thoroughly mastered the material but cannot apply it receive a B.Students who have mastered only the basics of the topic receive a C.Students who have learned little about the topic receive a D or F. B)In Mr.Buchanan's class, the ten students with the highest accumulation of points receive an A, the next ten receive a B, and so on. C)In Ms.Chan's class, students who get an average of at least 90% correct on tests and assignments get an A.Those with an average of 80% to 89% get a B, those between 70% and 79% get a C, and so on. D)In Mr.Davenport's class, students who have achieved all of his instructional objectives get a grade of "Pass"; students who have not achieved all objectives get a grade of "In Progress."

Which one of the following statements best reflects the recommendation in the textbook regarding the assignment of criterion-referenced or norm-referenced grades? A)Assign criterion-referenced grades at the elementary level, but assign norm-referenced grades at the high school level. B)Assign criterion-referenced grades in the lower elementary grades and in all low-ability classes; assign norm-referenced grades in high-ability classes at the upper elementary and secondary grades. C)Assign criterion-referenced grades at all grade levels to the extent that such is possible. D)Assign norm-referenced grades at all grade levels to the extent that such is possible.

Three of the following are accurate considered to be advantages of portfolios.Which one is not? A)they encourage student reflection B)they are efficient for teachers. C)they help to inform instruction D)they capture the complex nature of achievement.

Three of the teachers below are using strategies consistent with the recommendations in the textbook regarding the use of portfolios.Which one is not? A)Ms.James urges her students to include anything they would like in their portfolios. B)Ms.Gaudet lists the criteria that she will use to evaluate students' portfolios. C)Ms.Sharpe asks her students to include a brief statement about each of the entries they include in their portfolios. D)Ms.Salih asks students to include a writing sample from each month of the school year to show how they have improved over time.

Which one of the following is not a limitation in relation to the use of standardized tests in a diverse classroom? A)they may limit opportunities for accommodations. B)they may limit the reliability of responses. C)they may downplay strengths. D)they may limit opportunities to address areas of difficulty.

Which one of the following is unlikely to be a best practice when communicating final achievements for students with special educational needs? A)keep unique needs in mind. B)use portfolios to articulate progress. C)use a standardized approach D)provide formative feedback.

Classroom assessments not only measure students' learning, they also affect students' learning.Describe three different ways in which they might do so.

Describe the four RSVP characteristics of good classroom assessment.Present two concrete examples of assessment practices: one that is likely to have the particular characteristic you are describing, and one that is unlikely to have it.

Psychologists distinguish between the content validity and predictive validity of tests. a.Describe the nature of these two types of validity. b.Describe a situation in which the content validity of a test would be more important than predictive validity, and why. c.Describe a situation in which the predictive validity of a test would be more important than content validity, and why.

Psychologists distinguish between norm-referenced and criterion-referenced scores. a.Explain the difference between these two types of scores. b.Describe a situation in which norm-referenced scores would clearly be more appropriate, and why. c.Describe a situation in which criterion-referenced scores would clearly be more appropriate, and why.

Imagine that you are the principal at a Canadian school in a disadvantaged area and your school board has just announced that they will be evaluating your performance based on how well the students in your school achieve on large-scale test of abilities.Write a response to this initiative and include: a definition of high-stakes testing and accountability, three problems with high-stakes testing, and three ways to address these problems.

As a health teacher, you want your students to know which foods go in each of the food groups so well that they can classify any food almost without thinking.Describe the kind of assessment instrument you should develop to assess students' achievement of your objective, including a discussion of whether or not your assessment should: a.focus on lower-level or higher-level thinking skills; b.be paper-pencil or performance-based; c.assess recall or recognition. In each case, justify your choice.

As a geography teacher, you want your students to be able to use their map-reading skills when interpreting local city maps, road maps, bus route maps, weather maps, and so on.Describe an appropriate method you can use to assess students' achievement of this objective, being sure to indicate whether your method should: a.focus on lower-level or higher-level thinking skills; b.be paper-pencil or performance-based; c.assess recall or recognition. In each case, justify your choice.

Compare paper-pencil and performance assessment with regard to reliability, standardization, validity, and reliability.Your answer should focus on the use of the two forms of assessment for measuring classroom learning and achievement.

As a teacher, you will almost inevitably be asked to assign final grades that summarize your students' achievement.Consider the discussion in the textbook regarding recommended grading practices.Describe four guidelines that you will follow when you assign your grades.