Deck 7: Assessment

Question 1

Of the items listed below, which one would many teachers be reluctant to include in determining achievement grades?

A)unit tests
B)weekly quizzes
C)conduct and class participation
D)homework

Answer 1

C

Question 2

One of the purposes of formative assessment is to determine the final achievement for assigning grades.

Answer 2

False

Question 3

In no more than one page, explain the concept of assessment as continuous processes.

Answer 3

"Answers may vary"

Question 4

Carefully planned portfolios of student work exhibit several characteristics. Which of the following is NOT one of those characteristics?

A)Teachers decide what will be included and evaluate criteria for inclusion.
B)Students have access to the portfolio.
C)A focus on products is evidence of progress.
D)Objectives are determined jointly by teacher and students.

Question 5

One of the strengths of large-scale achievement tests is that they are often cost effective.

Question 6

The inclusion principle in determining grades refers to

A)creating alternative assessments for special populations.
B)omitting some students from the process.
C)including both objective and essay tests.
D)never having too much data.

Question 7

Each of the following is an example of an objective test item type EXCEPT:

A)multiple choice.
B)completion.
C)rubric.
D)matching quiz.

Question 8

Planning is a major step in assessment construction. Explain why this is so and describe the steps you would take in planning a unit assessment. Limit your response to one page.

Question 9

Assessments can be labeled as either "objective" or "performance." Explain the characteristics and best uses of each. Limit your response to one-half page per type.

Question 10

Reliability refers to the consistency of the results.

Question 11

One reason for assessment is for teachers to make informed decisions about students.

Question 12

Which objective item is usually considered the most useful by test writers?

A)matching
B)restricted essay
C)short answer
D)multiple choice

Question 13

Analytic scoring is often used for extended-response items.

Question 14

What is the purpose of a diagnostic test?

A)to assess students' current knowledge
B)to determine specific areas of learning difficulties
C)to assess and monitor students' progress
D)to make evaluative judgments and certify completion of projects or programs

Question 15

What does validity refer to in assessments?

A)the degree to which a test measures what it is intended to measure
B)the level of a student's current knowledge
C)the consistency of test results
D)feedback provided to students at the end of the unit

Question 16

Student performances can be effectively monitored and assessed with rating scales, checklists, and anecdotal records. In no more than one-half page for each of the three topics, explain what each is and how each is best used as an assessment tool.

Question 17

What is measurement?

A)a broad range of processes by which teachers gather information about student learning
B)a particular type of assessment, usually a set of questions
C)a process that assigns numbers to assessment results
D)a paper-and-pencil test developed by a publisher, standardized for a large population

Question 18

Several characteristics of anecdotal record keeping are listed below. Which one does NOT belong?

A)Record positive and negative behaviors.
B)Give detailed, lengthy descriptions of behaviors.
C)Don't make judgments on a single occurrence.
D)Make a few observations each day.

Question 19

Planning, instructing, and assessing are all related. Explain the interactions of this relationship.

Question 20

Essay items can be scored either holistically or analytically. Two responses below show the recommended choices. Identify BOTH .

A)extended response-analytic scoring
B)extended response-holistic scoring
C)restricted response-holistic scoring
D)restricted response-analytic scoring

Question 21

The main distinction between formative and summative assessments is:

A)summative assessments use objective measures while formative assessments use subjective measures.
B)formative assessments provide an overview of progress while summative assessments provide a measure of learning.
C)formative assessments are based in the unit objectives while summative assessments are based on content standards.
D)there is no difference between the two; both provide an assessment of learning.

Question 22

Which is NOT a strength of large-scale achievement tests?

A)demonstrates a complete picture of student achievement
B)technical superiority of questions and low cost
C)ease of administration and scoring
D)accompanied by extensive helpful data on norming, validity, and reliability

Question 23

The steps in planning a unit assessment include all of the following EXCEPT one. Which item should be OMITTED?

A)Make a matrix or two-way chart.
B)Prepare an answer sheet.
C)Determine unit objectives.
D)Outline unit content.

Question 24

Which testing or grading practice is appropriate for teachers to use?

A)using pretest scores in determining grades
B)informing students of what to expect on tests
C)assigning a zero for missing work
D)assigning grades contingent on improvement

Question 25

Applying formative assessment strategies, which teacher response would be best to motivate students?

A)Give an end-of-unit achievement test.
B)Give positive verbal feedback, such as "Good effort!"
C)Assign appropriate and fair letter grades.
D)Give useful and specific feedback to improve performance.