Deck 14: Assessment of Academic Achievement With Multi-Skill Devices

Question 1

_______ tests are intended to assess the extent to which students have profited from schooling and other life experiences, compared with other students of the same age or grade.

Answer 1

Multiple-skill achievement

Question 2

Of the following, the achievement test that provides the most limited sample of content area skills is

A) WRAT4.
B) DAB - 4.
C) PIAT-R/NU.
D) WIAT-III.

Answer 2

A

Question 3

As part of content validity, the diagnostician might look not only at the specific skills assessed, but also at

A) the way in which they are assessed.
B) the date of the norms.
C) the extent to which the same score would be obtained on two different forms
D) whether the norms were based on students with similar acculturation

Answer 3

A

Question 4

A major advantage of multiple-skill achievement tests is that they

A) evaluate knowledge and understanding in several curricular areas
B) are more standardized
C) are quick to administer and therefore are efficient.
D) produce scores based on national norms.

Question 5

An achievement test will provide misleading information if it is not

A) individually administered
B) reflective of the curriculum's content.
C) a multiple-skill battery
D) a criterion-referenced device

Question 6

Achievement tests can be used for progress __________.

Question 7

Multiple-skill achievement tests are often used by _______ teams in making eligibility decisions.

Question 8

Teachers must evaluate the extent to which tests sample behavior relevant to the content of the school's _______. ​

Question 9

Achievement tests must reflect the __________ of the curriculum.

Question 10

It is apparent from research studies that

A) diagnostic achievement tests are better than multiple-skill achievement tests.
B) different curricula result in different performance on different achievement tests
C) achievement tests, in general, are inferior to teacher-made tests
D) we know little about achievement testing in the schools.

Question 11

_______ tests have limited behavior samples and often require further diagnostic assessment to verify a student's need for educational intervention.

Question 12

Of the following, the achievement test that has the best technical adequacy for making important educational decisions is

A) WRAT4.
B) DAB - 4.
C) PIAT-R/NU.
D) ​  Iowa Tests of Basic Skills.

Question 13

What is the most important kind of validity for achievement tests?

A) Construct
B) Predictive criterion-related
C) Concurrent criterion-related
D) Content

Question 14

To compare a student's performance on an achievement test to that of other students in the school district, it is probably best to use

A) a criterion-referenced measure
B) local norms
C) a teacher-developed test
D) national data for comparison purposes.

Question 15

The major difference between the WIAT-II and WIAT-III is

A) the subtests are designed to measure the eight areas of learning disability defined in IDEA 2004
B) it is linked to the Wechsler series of intelligence tests
C) it has evidence for validity based on test content, internal structure and relations with other measures
D) it can now be group-administered

Question 16

A major difference between group-administered achievement tests and diagnostic achievement tests is the

A) standardization procedure.
B) age range that is sampled.
C) specificity and time to test and score
D) technical adequacy

Question 17

The most appropriate achievement tests to use for planning individual interventions are

A) group-administered achievement tests
B) diagnostic tests.
C) individually-administered achievement tests.
D) teacher-made tests.

Question 18

If an achievement test is being selected to assess the extent to which students have profited from school instruction, the most important characteristic to look at is the test's

A) administration procedures (group vs. individual).
B) specific content validity (match to school instruction).
C) national norms
D) time requirements.

Question 19

Educators should pay close attention to the following when using achievement tests with students with disabilities.

A) Norm group includes students with the same type of disability.
B) The test is short enough that the student will not tire
C) Stimulus-response mode is appropriate for the students.
D) State standards measured by the test apply to the student with the disability

Question 20

Achievement test may NOT be appropriate for

A) screening decisions
B) eligibility decisions.
C) resource allocation decisions.
D) program evaluation decisions

Question 21

Describe the four factors to consider when selecting a multiple-skill achievement test.

Question 22

Specific __________ tests are needed for content areas to verify a student's need for intervention and further define the student's strengths and weaknesses

Question 23

Identify and explain the types of decisions that can be made with multiple-skill achievement tests

Question 24

Indicate whether it would be more appropriate to use national norms or local norms for each of the following cases:
a. An estimate of Joyce's achievement in the school system is desired.
b. An estimate of Joyce's achievement in general is desired

Question 25

Different curricula result in __________ performance on tests.

Question 26

The _________ is a norm-referenced individually administered achievement test whose reliability and validity data is outdated.

Question 27

The Peabody Individual Achievement Test-Revised/Normative Update is an example of a(n) ______-administered multiple-skill achievement battery

Question 28

What are the two things a teacher must consider when interpreting the results of a multiple-skill achievement test for planning instructional programming?

Question 29

To aid in instructional planning, a teacher should examine the items that a student _______ and ________ on an achievement test  ​

Question 30

The ________ has sufficiently high reliability to use the test in making important educational decisions about students

Question 31

Achievement tests provide a(n) __________ picture of a student's skill development in academic content areas

Question 32

The __________ is an individually administered test that is co-normed with the Wechsler series of intelligence tests and is used to measure seven areas of learning disability defined in IDEA 2004.

Question 33

In selecting a multiple-skill achievement test, teachers must consider:  content validity, stimulus/response modes, common core and specific state _______, and relevant norms