Question 1

Student scores tend to be __________ on unannounced tests as compared to their performance on scheduled tests.
A) the same
B) higher
C) lower
D) unpredictable

Accepted Answer

Student scores tend to be lower on unannounced tests compared to their performance on scheduled tests because students have not had the opportunity to specifically prepare for the test material.

Question 2

All of the following are shortcomings of the letter grade system except:
A) It is difficult to convert letter grades to percentages.
B) Letter grades are often a collection of different factors.
C) Letter grades result in emphasis upon the grades themselves.
D) Interpretation of letter grades is difficult.

Accepted Answer

Converting letter grades to percentages is generally straightforward, as most educational institutions follow a standard scale where each letter grade corresponds to a specific range of percentages.

Question 3

All of the following are criticisms of the descriptive evaluation grading system except:
A) the need to wade through extensive documentation.
B) the ability to indicate strengths and areas needing improvement.
C) the time and effort involved in writing the descriptions.
D) the validity of the descriptions may be affected by the personality of the student.

Accepted Answer

Descriptive evaluation grading systems are praised for their ability to indicate both strengths and areas needing improvement, offering a more nuanced understanding of student performance compared to traditional grading systems.

Question 4

In which of the following grading standards are student grades determined by the student's relative ranking in the total group?
A) Criterion-referenced standards
B) Teacher-selected standards
C) Potential standards
D) Norm-referenced standards

Accepted Answer

Norm-referenced standards involve comparing students' performance to that of their peers, thus determining grades based on relative ranking within the group.

Question 5

A teacher report, which measures student conduct such as study habits, efforts, and student attitude toward learning, is referred to as a measure of:
A) nonachievement outcomes.
B) potential outcomes.
C) composite scores.
D) descriptive evaluations.

Accepted Answer

Nonachievement outcomes refer to aspects of student performance that are not directly related to academic achievement or mastery of subject matter, but rather to behaviors, attitudes, and habits that contribute to the learning process, such as study habits, efforts, and attitudes toward learning.

Question 6

The most popular method of reporting nonachievement outcomes such as effort, work habits, and character traits is a:
A) checklist.
B) rating scale.
C) interview.
D) special report.

Accepted Answer

Rating scales are commonly used to report nonachievement outcomes because they allow for a nuanced evaluation of behaviors and traits, such as effort, work habits, and character traits, by assigning a level of performance or frequency to each.

Question 7

Which of the following is not a type of student behavior that a teacher is expected to monitor and report in a gradebook?
A) Appearance
B) Attendance
C) Conduct
D) Achievement

Accepted Answer

Appearance is not typically a behavior that teachers are expected to monitor and report in a gradebook. Attendance, conduct, and achievement are standard aspects of student performance that teachers monitor.

Question 8

The __________ section of the gradebook is used to document information about attendance, homework, and classroom assignments.
A) directory
B) summary charts
C) achievement scores
D) daily record

Accepted Answer

The daily record section of the gradebook is specifically used to document day-to-day information such as attendance, homework, and classroom assignments, providing a detailed log of student activities and performance.

Question 9

The __________ determines what aspects of student achievement will be included on the report cards.
A) classroom teacher
B) building principal
C) parents
D) school district

Accepted Answer

The school district determines the aspects of student achievement that are included on report cards, as they set the overall educational standards and policies for the schools within their jurisdiction.

Question 10

A student's cumulative record file will usually contain all of the following information except:
A) home address and phone number.
B) records of student health.
C) records of student hobbies.
D) records of student scores on achievement tests.

Accepted Answer

Student cumulative records typically include personal identification information, health records, and academic performance data, but not details about hobbies, as these are not relevant to educational performance or requirements.

Question 11

Which of the following is not considered a general principle of grading and reporting?
A) Describe the grading requirements to students.
B) Keep students informed about their progress.
C) Use only a few types of assessment measures.
D) Have grades represent only academic achievement, not misbehavior.

Accepted Answer

The principle of using only a few types of assessment measures is not considered a general principle of grading and reporting. Effective grading and reporting systems typically encourage the use of a variety of assessment measures to accurately reflect a student's performance and learning.

Question 12

Teachers should assess students at all levels of the _______ domain.
A) social
B) cognitive
C) academic
D) emotional

Accepted Answer

The cognitive domain involves mental skills and the acquisition of knowledge. Assessing students at all levels of the cognitive domain ensures that teachers can evaluate and support the development of their students' understanding, reasoning, and thinking skills.

Question 13

The two major purposes of grades are to provide information and to aid in making administrative decisions within the school.

Accepted Answer

Grades serve to communicate students' performance and understanding of course material, and they assist in decisions regarding student advancement, placement, and the allocation of resources within educational institutions.

Question 14

Combining conduct and achievement into one grade improves the accuracy of the grade's meaning.

Accepted Answer

Combining conduct and achievement into one grade can actually obscure the meaning of the grade, as it mixes academic performance with behavioral aspects, making it difficult to discern a student's actual academic abilities.

Question 15

Using extra-credit assignments to alter grades gives a clearer picture of the student's level of mastery.

Accepted Answer

Extra-credit assignments often do not directly assess the specific skills or knowledge that the course aims to teach, and can disproportionately benefit students with more time or resources, rather than accurately reflecting a student's mastery of the course material.

Question 16

A disadvantage of percentage grades is the difficulty in making distinctions of less than 4 to 7 points out of the 100.

Accepted Answer

Percentage grades can make it challenging to distinguish between minor differences in performance, as the scale is broad and differences of a few points may not accurately reflect small variations in understanding or skill level.

Question 17

Letter grades have become the least commonly used grading system to represent students' achievement.

Accepted Answer

Letter grades remain a widely used method for representing students' achievement in many educational systems around the world, alongside other grading systems such as numerical or pass/fail.

Question 18

A checklist of objectives is most commonly used at the elementary level.

Accepted Answer

Checklists of objectives are commonly used at the elementary level to track students' progress in acquiring specific skills and knowledge, as they provide a clear and straightforward method for teachers to assess and communicate student achievements and areas for improvement.

Question 19

In criterion-referenced grading, teachers determine what proportion of the class will receive each letter grade.

Accepted Answer

In criterion-referenced grading, students are assessed against a fixed set of criteria or standards, not against the performance of other students.

Question 20

Nonachievement outcomes do not address effort or attitude toward learning.

Accepted Answer

Nonachievement outcomes can include attitudes toward learning, effort, and work habits, which are important aspects of a student's overall educational development.

Quiz 12: Grading Systems, Marking, and Reporting

Student scores tend to be __________ on unannounced tests as compared to their performance on scheduled tests.

All of the following are shortcomings of the letter grade system except:

All of the following are criticisms of the descriptive evaluation grading system except:

In which of the following grading standards are student grades determined by the student's relative ranking in the total group?

A teacher report, which measures student conduct such as study habits, efforts, and student attitude toward learning, is referred to as a measure of:

The most popular method of reporting nonachievement outcomes such as effort, work habits, and character traits is a:

Which of the following is not a type of student behavior that a teacher is expected to monitor and report in a gradebook?

The __________ section of the gradebook is used to document information about attendance, homework, and classroom assignments.

The __________ determines what aspects of student achievement will be included on the report cards.

A student's cumulative record file will usually contain all of the following information except:

Which of the following is not considered a general principle of grading and reporting?

Teachers should assess students at all levels of the _______ domain.