Deck 11: Assessing Student Performance

Question 1

Which of the following actions is associated with pre-instructional decision making?

A) Keeping student attention
B) Teacher self-evaluation
C) Selecting appropriate content
D) Controlling student behavior

Answer 1

Selecting appropriate content

Question 2

Which type of evaluation monitors learning progress during instruction?

A) Diagnostic
B) Formative
C) Summative
D) Criterion-referenced

Answer 2

Formative

Question 3

Which type of evaluation serves as the basis for assigning grades?

A) Diagnostic
B) Formative
C) Summative
D) Criterion-referenced

Answer 3

Summative

Question 4

Which of the following is used to compare a person's performance to a performance standard?

A) Criterion-referenced
B) Norm-referenced
C) Diagnostic
D) Summative

Question 5

All of the following may make a test less reliable except:

A) a short test.
B) a long test.
C) many questions which are too easy.
D) many questions which are too hard.

Question 6

Which of the following is not a problem that may be encountered by special needs students in testing situations?

A) Unchanging behavior from one day to the next
B) Anxiety
C) Visual difficulties
D) Time constraint difficulties

Question 7

Which of the following is a valid suggestion about test directions for special needs students?

A) Keep directions long and detailed to make sure they are understood.
B) Provide identical directions for each section of the test.
C) Do not allow students to ask questions about test directions.
D) Give examples of how to answer questions.

Question 8

During test administration, how much extra time should special needs students generally be given to complete a test?

A) 0% more
B) 50% more
C) 100% more
D) An unlimited amount of time

Question 9

Open-ended questions and checklists are often used to evaluate which of the following learning domains?

A) Psychological
B) Psychomotor
C) Cognitive
D) Affective

Question 10

The evaluation instrument which provides a running account of a student's learning activity in a notebook is a (an):

A) experience summary.
B) portfolio.
C) logs and journals.
D) anecdotal records.

Question 11

The tool which is intended to indicate the degree of involvement and the type of involvement in the classroom discussion or activities is the:

A) portfolio.
B) rating scale.
C) anecdotal records.
D) participation charts.

Question 12

Which of the following is not an example of a rating approach used in performance-based assessment?

A) Checklists
B) Anecdotal records
C) Matching questions
D) Rating scales

Question 13

All of the following are considered advantages of multiple-choice questions except:

A) They permit test-wise students to perform better.
B) They can be scored quickly and accurately.
C) They are not significantly affected by guessing.
D) They can test several levels of the cognitive domain.

Question 14

The type of test item that is most susceptible to cheating and that influences scores the most by guessing is:

A) multiple choice.
B) matching.
C) short answer.

Question 15

All of the following are guidelines teachers should consider when administering a test except:

A) provide for adequate light and ventilation.
B) give reminders about the importance of the test.
C) avoid giving students hints about any test item.
D) avoid giving a test just before a long vacation.

Question 16

Which of the following types of achievement test scores is considered the least precise?

A) Raw score
B) Percentile score
C) Stanine
D) Grade equivalent score

Question 17

Which of the following is not a teacher role in administering a standardized test?

A) Time the test accurately
B) Steer students toward correct answers
C) Do not allow students to ask questions about test directions
D) Make note of any unusual circumstance or event

Question 18

What is the primary advantage for sharing a student's standardized test results in teacher-to-parent communication about a student's progress?

A) The results are independent of the teacher's opinion.
B) The results are easy for parents to read and comprehend.
C) The results carry more weight than a report card.
D) The results do not require an explanation.

Question 19

Teachers make decisions only before and after instruction.

Question 20

Summative evaluation is intended to examine the degree of success that the objectives were achieved by the students.

Question 21

The object of a norm-referenced test is to determine whether the student can or cannot perform at a certain standard.

Question 22

Some guidelines for test construction for special needs students can be applied for all students.

Question 23

The testing site is not a consideration when administering tests for special needs students.

Question 24

A test format for special needs students should not include much white space, as this distracts students.

Question 25

When establishing a framework for evaluation, it is essential that the teacher know the major use of the evaluation.

Question 26

With performance-based assessment, teachers complete a rating scale or compose written statements to assess student learning.

Question 27

The table specifications are most helpful when created just before preparing the test questions.

Question 28

When preparing essay questions, also prepare a list of topics students should have in their responses to be used as a scoring key.

Question 29

The difficulty of the test should depend to a large extent upon its purpose.

Question 30

Standardized achievement batteries are used exclusively in secondary schools.

Question 31

A Grade Equivalent Score is the performance of the student in the norm group at a specified grade level.

Question 32

Conveying negative comments to students about a test has little effect on their attitude toward the test.

Question 33

Provide a definition for each of these terms:

-Evaluation

Question 34

Provide a definition for each of these terms:

-Formative evaluation

Question 35

Provide a definition for each of these terms:

-Objective questions

Question 36

Provide a definition for each of these terms:

-Rubric

Question 37

Provide a definition for each of these terms:

-Table of specifications

Question 38

Provide a definition for each of these terms:

-Validity

Question 39

Explain the decisions that a teacher must make in the pre-instructional phase?

Question 40

What methods of test formatting can be used to accommodate special needs students?

Question 41

Describe the methods that are used to assess the cognitive learning domain?

Question 42

Identify the two types of performance-based assessment, and give one example of assessments for each type.

Question 43

List several guidelines when planning to use classroom tests.

Question 44

Define "test battery" in the context of standardized achievement testing.

Question 45

What is the difference between a "percent correct" score and a "percentile" score?

Question 46

List three potential uses of standardized test score data.

Question 47

Discuss the three phases of decision making that guide instruction.

Question 48

Identify and discuss several ways that assessment can be adapted for English language learners.

Question 49

How can the construction and format of a test be used to accommodate special needs students?

Question 50

What is the purpose of assessing student performance?

Question 51

What are some benefits and disadvantages of using rubrics for assessment?

Question 52

What are the benefits and challenges when using performance-based assessments?

Question 53

What are the benefits of preparing a table of specifications for a test?

Question 54

What are the characteristics of standardized tests created by testing agencies?

Question 55

What uses of standardized test scores lead them to be called "high stakes tests?"