Deck 8: Academic Assessment

Question 1

You are concerned about a student who is having difficulty answering questions about reading passages. In addition to assessing the student's ability with curriculum materials, you decide to assess the student's skills using a norm-referenced test. Which subtest of the KTEA-II assesses a student's ability to answer literal and inferential comprehension questions?

Answer 1

Reading Comprehension and Listening Comprehension

Question 2

For what age range is the WJ III intended?

Answer 2

2-90 years old

Question 3

How does this response mode impact scores?

Answer 3

By providing choices from which students may select, students may guess at answers and consequently inflate their scores.

Question 4

Using the information provided on the portion of the PIAT-R protocol (Figure 8.1), determine the Total Reading raw score.

Question 5

How many errors were made that were considered entire-word mistakes?

Question 6

Which subtest includes items that assess phonemic awareness?

Question 7

Add the raw scores and place the sum in the raw score box for the math composite score. Look at the norm table below. Locate the standard scores and percentile ranks for this student. Write the scores in the appropriate spaces.
Answers for Questions 2 & 3:
Apply Your Knowledge
With the average standard score of 100 and the median percentile rank of 50, in what area(s) does this third-grade student appear to need intervention?

Question 8

How many parallel forms are included in the Woodcock-Johnson III Tests of Achievement? What is the advantage of having different forms of the same instrument?

Question 9

Which subtest includes vocabulary and sentence comprehension?

Question 10

How many types of vowel errors were made by this student?

Question 11

The portion of this error analysis includes the student's performance on items 35-50. Based on this section of the error analysis, which short vowel sounds seem to be problematic?

Question 12

What populations were included in the norming process of the third edition?

Question 13

Most of your kindergarten students have been making adequate progress in their ability to match sounds, blend sounds, and segment sounds, and delete sounds. The data you have collected using CBMs indicate that one student has not made adequate progress. You decide to assess this student using the KTEA-II. Which subtests will you use?

Question 14

How is the Reading Comprehension start point determined?

Question 15

What response mode is used on many of the items in this test?

Question 16

The basal for this subtest is 5 consecutive items correct and the ceiling is 5 consecutive items incorrect. What is this student's raw score?

Question 17

What new school level is included in the WJ III? Why has it been included?

Question 18

How is the starting point for the Reading Recognition subtest determined?

Question 19

What is meant by the term misordered sounds?

Question 20

In which categories did the student have no errors?

Question 21

Which complex subtest requires the student to be able to understand concepts such as position placement in a sequence of letters in order to respond to the task?

Question 22

Statewide assessment instruments are one form of __.

Question 23

On which subtests are phonemic awareness and early prereading skills assessed?

Question 24

A student in your class seems to take longer to respond in writing on tasks he is asked to do during class time. He also writes much briefer responses and often uses very short, simple words. His reading level is at the range expected. With what skill might this student be struggling?

Question 25

A student's classroom performance in reading is inconsistent. Her teacher is not certain that he has identified where her performance is breaking down. In order to obtain more specific and in-depth information about this student's reading skills, he might use a different ___.

Question 26

What factors contribute to reading comprehension?

Question 27

When informal methods and classroom interventions do not seem to have effective results, a teacher may need additional assessment information. This information can be provided by using _____ to compare the student to national average performance.

Question 28

Which subtests of the WIAT-III would you analyze closely for a student in your class who is struggling in math?

Question 29

Reading passages from the basal text are used to assess students' reading levels at the end of each chapter. This is a form of ___.

Question 30

On the WJ III DRB, which subtests assess decoding skills?

Question 31

Which subtest assesses a student's ability to select the correct spellings of words?

Question 32

The K-TEA-II and the PIAT-R are individually administered ___.

Question 33

A student who scores significantly below the levels expected on the subtests of word reading, reading comprehension, spelling, and pseudoword decoding but was within the range expected on other subtests might be referred for additional assessment. What will assessment help to determine?

Question 34

Reading decoding and reading comprehension scores on a test will yield an overall reading score. In this example, reading decoding and reading comprehension are ___.

Question 35

A broad-based instrument that samples a few items across the domains of a curriculum is called a(n) ___.

Question 36

When one student is compared with a national sample of students of the same age, it is called ___.

Question 37

One of the subtests of the PAL tests the student's ability to repeat sequences with their fingers. What is the name of this subtest?

Question 38

A student who has difficulty with decoding skills may have underlying weaknesses in what areas?

Question 39

__ indicates the amount of chance occurrence of the difference between two scores.

Question 40

Are designed to measure strength, talent, or ability in a particular domain or area.

Question 41

In order to determine a student's level of academic functioning, one of the following tests might be used: achievement, aptitude, diagnostic, cognitive, or adaptive behavior.

Question 42

This test has standard and supplemental batteries.

Question 43

This test, which provides a model of performance in reading, offers a diagnostic look at reading without necessitating the administration of an entire achievement battery.

Question 44

This vocabulary assessment asks the student to name pictures or provide synonyms.

Question 45

This vocabulary test was co-normed with the PPVT-4.

Question 46

These academic achievement instruments were co-normed with their cognitive assessment instruments.

Question 47

This diagnostic test may be used in the very early grades to assess the cognitive abilities and functions required for reading.

Question 48

This achievement test includes a Language Composite that measures both expressive language and receptive listening skills.

Question 49

When administering a norm-referenced test, all subtests must be administered.

Question 50

This diagnostic test would not be used to assess complex calculus skills or other college- level math.

Question 51

Aptitude tests are designed specifically to measure what a student has learned.

Question 52

This test includes measures for rapid naming.

Question 53

This test provides cluster scores and individual subtest scores.

Question 54

Screening tests are appropriate for determining placement and eligibility in special education services.

Question 55

This academic achievement test includes many multiple-choice items that may encourage guessing.

Question 56

The Peabody Picture Vocabulary Test-4 is a measure of expressive language.

Question 57

This diagnostic mathematics test is normed for students through the grade skill levels of twelfth grade.

Question 58

Expressive language skills are used in speaking and writing.

Question 59

Norm-referenced tests do not assess for skills related to non-core content areas, like social studies, because the instrument may not match the curriculum to which the student has been exposed.

Question 60

The Wechsler Individual Achievement Test-III provides two ways of determining disabilities: (1) the traditional ability-achievement discrepancy method, and (2) by evaluating patterns of strengths and weaknesses.

Question 61

The following is totaled in order to determine the scaled scores for a given subtest.

A) Percentile ranks
B) Age and grade equivalents
C) Raw score
D) All of the above

Question 62

These tests are used to measure a specific ability, for example, fine-motor ability.

A) Diagnostic test
B) Achievement test
C) Aptitude test
D) Screening test

Question 63

This derived score is used specifically to determine ongoing progress.

A) Grade equivalent
B) Age equivalent
C) Growth scale value
D) Significant level

Question 64

Which of the following indicates when diagnostic instruments may be used?

A) Once every three years
B) Before each annual review
C) To determine if exit criteria are met
D) When additional information is needed to make decisions about interventions

Question 65

These tests are designed specifically to measure what the student has learned.

A) Diagnostic test
B) Achievement test
C) Aptitude test
D) Screening test

Question 66

Composite scores are the scores that are used to compare a student against grade or age norms.
Multiple Choice

Question 67

This is the first score to be calculated and is used to determine the standard score.

A) Raw score
B) Percentile rank
C) Scaled score
D) Composite score

Question 68

What term defines utilizing language skills in speaking or writing?

A) Receptive language
B) Expressive language
C) Reflective language
D) Language assessment

Question 69

What term refers to a student using inner language concepts and applying them to what is heard?

A) Receptive language
B) Expressive language
C) Written language
D) Spoken language

Question 70

Once the raw score has been determined, this is often completed on a separate form allowing the team to determine the educational needs of the student.

A) Item-level error analysis
B) Within-item error analysis
C) Diagnostic analysis
D) Screening analysis

Question 71

Many assessments have multiple versions (e.g., version A and version B) in order to allow students to be assessed multiple times in a fairly short amount of time.

Question 72

The percentile ranking of a student on a standardized diagnostic test indicates which of the following?

A) The student has been ranked according to the performance of other students in the norm group.
B) The student is above the percentile stated.
C) The student is below the percentile stated.
D) The student has performed in the expected range.

Question 73

Information regarding a student's functional range within an assessment based on the subtest raw scores can be found in which of the following?

A) Tables
B) Index
C) Domains
D) Basal

Question 74

This is used to determine current areas of strength as well as future potential.

A) Domain
B) Subtest
C) Achievement test
D) Aptitude test

Question 75

This type of assessment is a brief test containing items that survey a range of skill levels, domains, or content areas. They are typically used to determine weak areas.

A) Diagnostic test
B) Achievement test
C) Aptitude test
D) Screening test

Question 76

The most important step for teachers learning new diagnostic instruments is which of the following?

A) Meeting with the parents before the testing
B) Becoming familiar with the correct responses
C) Becoming familiar with the test manual and test
D) All of the above

Question 77

In determining significant difference between scores, a significant difference at the .05 level indicates which of the following?

A) There is a 5% chance that the difference is significant.
B) There is a 95% chance that the difference is due to error.
C) There is a 5% chance that the difference is due to error.
D) There is a difference of 5% between the scores.

Question 78

These tests measure how well students adapt to different environments.

A) Adaptive behavior scales
B) Achievement tests
C) Aptitude tests
D) Diagnostic tests

Question 79

When carefully administered, these tests are specifically designed to yield reliable and valid information by comparing a student with their peer group.

A) Aptitude test
B) Diagnostic tests
C) Norm-referenced tests
D) Adaptive behavior scales

Question 80

Which of the following tools is aligned to the NCTM standards?

A) Test of Mathematical Abilities-2
B) KeyMath Diagnostic Assessment-3
C) Peabody Individual Achievement Test-4
D) Kaufman Test of Educational Achievement-3