Deck 14: Classroom Assessment and Grading

Question 1

A test or rating scale is objective to the extent that it

A) is free of biases of the administrators and scorers.
B) measures only one, or only a very few variables.
C) predicts an important and realistic criterion.
D) yields the same score each time an individual takes it.

Answer 1

is free of biases of the administrators and scorers.

Question 2

Identify the type of objective test item that is most appropriate for measuring the following specific learning outcome: "Select the best reason for a specific action from a given list of alternatives."

A) Essay
B) Multiple-choice
C) Short-answer
D) True-false

Answer 2

Multiple-choice

Question 3

Objective tests are generally more reliable than essay tests because objective tests can

A) be corrected for guessing a response correctly.
B) contain more independent items measuring achievement.
C) eliminate subjective judgment in their preparation.
D) measure almost any important educational attainment.

Answer 3

contain more independent items measuring achievement.

Question 4

The most important use of essay tests is to

A) measure simple learning outcomes.
B) measure complex learning outcomes.
C) reduce grading time.
D) sample a wide variety of learning outcomes.

Question 5

When you write multiple-choice items, you should use

A) as much wording as possible in the distractors.
B) distractors that require fine discriminations.
C) "none of the above" less frequently than "all of the above."
D) stems that present a single problem.

Question 6

The key feature of authentic assessments is

A) development of tests by professional evaluators.
B) high test-retest reliability.
C) testing in a realistic context.
D) use of essays as the primary form of testing.

Question 7

A major difference between formative and summative tests is the

A) format of the test items.
B) interpretation of the test data.
C) preparation of the test directions.
D) role played by content validity in the two tests.

Question 8

Which one of the following strategies does NOT tend to increase the reliability of essay test grades?

A) Base your ratings on a model answer that you have constructed.
B) Grade all essay items for each student in turn based on a pre-established point system.
C) Have students place their names on the back of their test papers.
D) Score all responses to one essay item before moving on to the next item.

Question 9

What type of test would provide the most useful information for the following question: "Are the learning outcomes for the new unit sequenced appropriately?"

A) Diagnostic
B) Formative
C) Placement
D) Summative

Question 10

All of the following statements are true of essay tests EXCEPT:

A) Each question should give students a precise task.
B) Less material can be covered in essay than in multiple-choice tests.
C) Students should be able to answer the questions in a few words for the sake of efficiency.
D) Questions should measure the higher-level objectives.

Question 11

"We will have weekly quizzes, but your final grade will be based only on the midterm and final exam." This decision implies that the quizzes are to be used for what type of evaluation?

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

Question 12

Which one of the following sources would be the LEAST likely product to be found in a student's portfolio?

A) Artistic products
B) Peer comments
C) Standardized test results
D) Written products

Question 13

Starch and Elliot's classic 1912 experiments dealing with the extent of teachers' personal values and biases in scoring essay tests demonstrated what measurement issue that still plagues essay scoring today?

A) Objectivity
B) Relevance
C) Reliability
D) Validity

Question 14

The term objective as used in objective testing refers to the

A) content goals of the items.
B) goal(s) of the test.
C) type of material covered.
D) way the test is scored.

Question 15

What type of test would provide the most useful information for the following question: "Are students making satisfactory progress in learning the metric system?"

A) Diagnostic
B) Formative
C) Placement
D) Summative

Question 16

At the beginning of the semester, Mr. Rumstead gave a formative test for the purposes of setting objectives. At the end of the course he gave the same test to determine grades. The second time this test was given, it was used as what type of test?

A) Aptitude
B) Diagnostic
C) Formative
D) Summative

Question 17

The most defensible practice for scoring essay tests is to evaluate

A) all parts of one student's paper before going on the next student's paper.
B) each one of the items for all students with reference to its respective model answers.
C) each question as acceptable or unacceptable and assign equal weight to each question.
D) the response for each question with regard to content, organization, and mechanics, with each factor weighted equally.

Question 18

Exhibitions differ from portfolios because exhibitions

A) are authentic assessments.
B) involve an immediate audience.
C) use criterion-referenced standards.
D) use norm-referenced standards.

Question 19

What guideline for writing multiple-choice items is violated in the following item stem? "A norm-referenced test is..."

A) Each alternative must fit the grammatical form of the item.
B) Item stems should be stated in simple terms.
C) The stem should include a complete question.
D) Unessential details should be omitted in the item stem.

Question 20

Which one of the following actions is a limitation of multiple-choice tests?

A) Allow for bluffing
B) Are difficult to grade
C) Can be difficult to prepare
D) Cannot measure higher-order learning

Question 21

The validity of any test is related directly to the

A) difficulty of the test.
B) evaluation of expert reviewers.
C) length of the test.
D) purpose of the test.

Question 22

A typical criterion-referenced report card that reports student learning tends to be

A) complex and time-consuming for teachers.
B) constructive for group comparisons.
C) convenient but not helpful for many students.
D) practical for elementary grades but not for high school.

Question 23

Ms. Bateman writes "the answer is just great" as the only comment on a student's paper. Based on Woolfolk's discussion of feedback, this type of feedback is

A) less appropriate if Ms. Bateman is a tenth-grade teacher than a fourth-grade teacher.
B) more appropriate if Ms. Bateman is a tenth-grade teacher than a fourth-grade teacher.
C) more appropriate for an essay test than for a multiple-choice test.
D) rarely appropriate regardless of grade level or type of test.

Question 24

The type of skills that would be most effective for teachers to have in conducting conferences with students and their families is skill in

A) academic knowledge.
B) communication.
C) creativity.
D) problem solving.

Question 25

A popular grading system to use for combining grades from many assignments is to use

A) an average of the grades from all sources.
B) an average of all of the norm-referenced scores.
C) a point system.
D) percentage grading.

Question 26

When teachers want to give different weights to tests and assignments, it is most appropriate to use a what type of grading system?

A) Criterion-referenced
B) Normal curve
C) Percentage
D) Point or norm-referenced

Question 27

Mr. Garren has been emphasizing authentic testing in his social studies class. Which one of the following will be a likely result of this emphasis?

A) Fewer essay tests
B) More exhibitions by students of their work
C) More mastery grading of performances
D) More reliable grading of students

Question 28

A local high school developed a math achievement test and used the results to determine the selection of students for an advanced placement course with a limited number of seats. What type of test should be used?

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

Question 29

Grades should be tied to meaningful course objectives so that

A) high-ability students will be motivated to pursue worthwhile goals.
B) low-ability students will be motivated to pursue worthwhile goals.
C) students do not have to choose between learning and making a grade.
D) the course objectives can be tested fairly and reliably.

Question 30

Which one of the following situations requires a norm-referenced evaluation?

A) Assessing whether an individual has been drinking too much to drive
B) Certifying whether a newly graduated education student can perform satisfactorily as a teacher
C) Hiring one manager from a pool of ten applicants for a large department store
D) Reporting to parents about how much students have learned during the semester

Question 31

Criterion-referenced tests are used primarily to assess

A) achievement of general instructional goals.
B) each student's achievement compared to other students.
C) mastery of specific objectives.
D) the range of achievement in a large group.

Question 32

Paper-and-pencil exercises, direct observations of performances, development of portfolios, and creation of artifacts are all methods of

A) assessment.
B) evaluation.
C) measurement.
D) testing.

Question 33

Which one of the following procedures would improve the reliability and validity of grading short essay tests, thus refuting the complaint of sensitivity to bias and variability in grading?

A) Administering more pretests
B) Grading on the curve
C) Implementing a contract system
D) Using a scoring rubric

Question 34

A recommended procedure for authentic assessment is

A) grading on the curve in order to determine overall performance scores.
B) having students participate in developing the rating scales and scoring rubrics to be used in evaluation.
C) using authentic testing initially with higher-achieving students, with gradual integration of other students.
D) using only clearly defined, highly structured tasks or problems.

Question 35

The most important attribute of a norming sample is that it should be

A) completely random.
B) large and diverse.
C) limited in size.
D) similar to future test-takers.

Question 36

When a test actually measures what it purports to measure, the test is said to be

A) credible.
B) reliable.
C) usable.
D) valid.

Question 37

What strategy is recommended instead of assigning a failing grade to students' poor work?

A) Consider the work to be incomplete.
B) Give students support in revising the work.
C) Maintain high standards for students' work.
D) Take responsibility for the students' poor work.

Question 38

A test or any assessment instrument is objective to the extent that it

A) is free of biases of the test administrators and scorers.
B) measures only a very few variables at a time.
C) predicts an important and realistic criterion.
D) yields the same score each time an individual takes it.

Question 39

For which one of the following situations would a criterion-referenced test be the most appropriate measure to use?

A) Assessing the range of abilities in a large, mixed-ability group of students
B) Comparing students' general ability in specific subject areas such as English, algebra, or general science
C) Measuring mastery of basic competencies in addition and subtraction
D) Selecting candidates for a teaching position when only a few openings are available

Question 40

A school administrator wants to identify the top 10 percent of the Grade 12 students in order to recommend them for scholarship competition at the highest rated university in Canada. What testing purpose would serve the administrator's purpose?

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

Question 41

Which of the following is NOT considered an appropriate accommodation in testing?

A) Allowing for the test to be written in a different room, minimizing distractions.
B) Giving a different test for a student to complete that covers easier content.
C) Allowing the student to complete a long test in two smaller segments with a short break in between.
D) Fewer items are included on each page of the test.

Question 42

With regard to the practice of retaining or "holding back" students with failing grades, Woolfolk's general recommendation is that

A) promotion should include resource room assignments as well as one-to-one tutoring when needed.
B) promotion underscores the idea that poor performances bring negative consequences.
C) retention is usually better for self-esteem and performance than undeserved promotion.
D) students should be promoted with their peers but provided with extra help in the summer or the next year.

Question 43

Descriptive rating scales are a type of scoring rubric.

Question 44

Common types of authentic assessments include portfolios and exhibitions.

Question 45

It is generally best to put as little wording as possible into the stem of a multiple-choice question relative to the distractors.

Question 46

Having students assist in the development of rating scales and scoring rubrics can lead to improved learning.

Question 47

Multiple-choice questions may be used to test higher-level objectives.

Question 48

It is considered desirable to grade one essay question for the entire class before grading the next one for any student.

Question 49

Do evaluations of portfolios, exhibitions, and other types of authentic assessment products have the same measurement concerns as those for classroom and standardized tests?

A) No, because authentic assessments are constructed by the students themselves.
B) No, because authentic assessments are inherently valid and fair to students.
C) Yes, because authentic assessments have the same potential for invalidity and unfairness.
D) Yes, because authentic assessments promote learning better than paper-and-pencil tests.

Question 50

The dual marking system refers to

A) using two teachers to establish inter-rater reliability on the same scoring of a student test.
B) both the teacher and student scoring student working using the same rubric and comparing.
C) establishing a marking system that ensures validity and reliability.
D) establishing two grades (one for actual achievement and the second including judgment about effort in final grade)

Question 51

In a student portfolio, the teacher should determine what evidence of work should be included.

Question 52

A multiple-choice item format is preferable to a matching format when related concepts are to be linked.

Question 53

What is the benefit of using a behaviour-content matrix as described in the Woolfolk text?

A) It can help teachers develop test items appropriate to each combination of skill and content.
B) It can help teachers determine potential sources of testing anxiety experienced by students.
C) It can help teachers assess the validity and reliability of testing items.
D) It can help identify gaps in students' knowledge and skills within ta test.

Question 54

Which is true of most standardized achievement tests used in Canada?

A) They are norm-referenced.
B) They are criterion-referenced.
C) They are free of cultural bias.
D) They are helpful in measuring aptitude.

Question 55

Michael's LSAT (Law School Admission Test) scores correlate with his grade point average achieved in his first year of law school. Therefore, the LSAT is useful in deciding who to admit to law school due to

A) good curriculum alignment.
B) good construct-related evidence of validity.
C) good criterion-related evidence of validity.
D) good evidence of absence of assessment bias.

Question 56

What term is used to describe a system in which each student works for a particular grade according to agreed-upon standards?

A) contract system
B) norm-referencing system
C) criterion-referencing system
D) dual marking system

Question 57

Establishing scoring standards is more difficult for making norm-referenced decisions than for making criterion-referenced decisions.

Question 58

Which of the following examples is NOT related to the halo effect?

A) Jim is a nice student who never causes any trouble in class. The teacher gives him a B- instead of a C+ (which more accurately reflects his true grade).
B) Alice tries really hard in class. The teacher holds a conference with her parents to explore why effort is not impacting achievement.
C) Marley is very disruptive and disrespectful. She turns in a paper that although would be scored as a Level 4 on the rubric, receives a Level 3.
D) Mahsa completes a presentation on the Canadian Rockies. Although factually incorrect, the teacher is very impressed with the use of media in her presentation and slightly raises her grade due to this effort.

Question 59

When a test developer calculates an estimate of how much students' scores vary due to unreliability, they are most interest in

A) a confidence interval.
B) measures of central tendency.
C) standard error of measurement.
D) construct validity.

Question 60

Authentic tests are generally easier than conventional tests to grade objectively.

Question 61

Authentic assessments are procedures that directly assess student performances in "real-life" situations.

Question 62

Criterion-referenced grading systems use standards of subject mastery and learning to determine grades.

Question 63

Because authentic assessments require students to perform, it is perfectly logical to __________, because the whole point of instruction is for students to do well on these tasks.

Question 64

Norm-referenced tests are used to indicate progress toward specific competency levels.

Question 65

Criterion-referenced grading is more appropriate than norm-referenced grading for authentic assessments.

Question 66

Measurement is the quantitative component of evaluation.

Question 67

Assessment is the term used to describe the process of gathering information about students' learning outcomes.

Question 68

A general term for tests designed to assess performances in realistic contexts is __________ testing.

Question 69

The incorrect answers in a multiple-choice question are called alternatives or ________.

Question 70

Both criterion-referenced and norm-referenced report cards indicate student progress toward specific goals.

Question 71

Tests in which the scoring of items does not require interpretation are said to be ________.

Question 72

Grading on the curve is an example of a criterion-referenced system.

Question 73

A type of authentic assessment in which students' work is collected to demonstrate progress and achievement in a particular area is a(n) __________.

Question 74

A general term for the type of testing that is used to guide planning and identify students' needs is ________ assessment.

Question 75

A general term for the type of testing that is used to determine final achievement in a course is ________ assessment.

Question 76

Reliability is the degree to which a test measures what it is supposed to measure.

Question 77

A test must be both reliable and valid in order to be useful.

Question 78

Teachers who hold lower expectations for ethnic minority students may also be negatively influencing the students' testing performance and assessment experiences.

Question 79

Criterion-referenced assessment is valuable in determining mastery of basic skills.

Question 80

When individual differences in achievement are to be reported, a norm-referenced grading system is appropriate.