Deck 22: Making Decisions About Participation in Accountability Programs

Question 1

In 2003, the U.S. Department of Education issued a set of guidelines for alternate assessments that included the concept of __________.

A) alternate achievement standards
B) academic content standards
C) academic achievement standards
D) modified achievement standards

Answer 1

A

Question 2

The differentiation between academic content standards and achievement standards is that content standards refer to __________, whereas achievement standards refer to __________.

A) levels of mastery; statements of the content of a curriculum
B) state standards in math, reading, and writing; test performance
C) broad life skills all citizens should have; on-the-job work skills
D) statements of the content subject matter schools should teach; how adept or competent a student demonstration must be

Answer 2

D

Question 3

Students with disabilities should be included in statewide accountability systems because

A) they are always forgotten about.
B) their needs are so unique we could never address them
C) schools should be held accountable for their results.
D) they can't meet the same standards as students without disabilities.

Answer 3

C

Question 4

One kind of accountability that assigns responsibility to the student is when a(n)

A) individual school receives a sanction for not meeting standards.
B) student is not promoted to the next grade if their assessment results do not meet a pre-specified level
C) school is closed down for repeatedly failing to have students pass standards.
D) district receives a reward for all of its schools making adequate yearly progress.

Question 5

Since the early 1990's, there has been a dramatic shift from a focus on the process of serving students with disabilities to measuring the ______ of the services provided.

Question 6

An example of a high-stakes accountability system is one that

A) includes only top-performing students.
B) includes all students in the assessment.
C) determines how much money the school receives the following year.
D) requires students to put their names on the tests.

Question 7

NCLB requires that states report annually on the performance and progress of ______ students.

Question 8

The Common Core State Standards Initiative is important because it

A) ensures all states have a set of state standards
B) establishes standards that are universally valid.
C) allows for comparison of testing results across states.
D) is a chance for states to work together

Question 9

Sanctions of statewide accountability systems may include all of the following except

A) withdrawal of accreditation.
B) takeover of a particular school.
C) merit pay for particular teachers.
D) reduction of funding.

Question 10

Which of the following standards are for performance that differ in complexity from grade-level achievement standards but that are linked to content standards?

A) Alternate achievement standards
B) Modified achievement standards
C) Out-of-level achievement standards
D) Adapted achievement standards

Question 11

A focus on standards-based accountability assessment implies a concentration on

A) the number of students served by special education
B) the kinds of students who receive special-education services
C) data about what students know and can do
D) data on compliance with IEP laws.

Question 12

When assessment results are used to show legislators and the governor how students are performing in the state, the primary purpose of the data is

A) instructional program improvement
B) accountability.
C) public information.
D) policy development.

Question 13

An accountability system typically includes __________ and sanctions.

Question 14

Much of the impetus for the change in focus since the mid-1980s came from

A) a document titled A Nation at Risk
B) poor test results of students with disabilities in every state.
C) Public Law 94-142.
D) IEP teams.

Question 15

Over the past 20 years, legislation such as IDEA 1997, IDEA 2004 and the No Child Left Behind Act of 2001 has encouraged __________ statewide assessments

A) fewer
B) inclusive
C) lengthy
D) high-stakes

Question 16

The expectations for performance that differ in complexity from grade-level achievement standards, but are still linked to content standards is (are) _______________ standards

Question 17

One of the cautions in looking at tests used for accountability purposes is

A) that these tests may not provide reliable data on the skills of individual students
B) the statements about groups of students are not valid
C) that it doesn't automatically translate to instructional decision-making.
D) one should also consider the context of the student group.

Question 18

Assessing student performance and progress on standards is important for

A) marketing of school districts.
B) making instructional policy decisions.
C) confirming that schools are doing everything right.
D) eligibility for special education services.

Question 19

_______________ is a provision of the NCLB legislation requiring schools, districts, and states to demonstrate on the basis of test scores that students are making academic progress based on test scores.

Question 20

Alternate assessments can consist of

A) teacher observations of the class.
B) samples of student work illustrating certain points.
C) unorganized compilations of student work.
D) peer reporting forms.

Question 21

________________ refers to consequences that exist for individual students while ________________ refers to consequences for schosystems.

Question 22

_____________ standards are statements of subject-specific knowledge and skills that schools are expected to teach students. ​

Question 23

Alternate assessments may include __________, _________or __________.

Question 24

Describe what school personnel were required to report about students with disabilities 20 years ago and compare it to what they are required to report today.

Question 25

According to NCLB, states are required to define at least ________________ levels of proficiency as it relates to academic achievements standards.

Question 26

NCLB requires that school systems look not only at how it students are doing as a whole, but at how particular ________________ of students are doing.

Question 27

The significant consequences associated with accountability systems are often referred to as ________________.

Question 28

Much of the impetus for the shift to a focus towards results was the publication of _____________.

Question 29

________________ testing is the administration of a test at level other than the student's present grade level; it is not allowed in accountability assessment. ​

Question 30

What event vitally contributed to the emphasis on educational results, rather than educational process?

Question 31

Indicators of results for students receiving special education services should be related to those identified for students __________ disabilities.