Deck 11: Assessing Academic Achievement: General Strategies

Question 1

Which of the following is a characteristic feature of curriculum-based measurement?

A)Brief one-minute probes
B)Error analysis
C)Task analysis

Answer 1

A

Question 2

Which of the following is a criterion-referenced achievement test?

A)Brigance Comprehensive Inventory of Basic Skills II
B)Kaufman Test of Educational Achievement,Second Edition
C)Wide Range Achievement Test 4

Answer 2

A

Question 3

Carlos struggles in academics,and the Child Study Team suspects Carlos may have a learning disability.After screening,the Chile Study Team referred Carlos to the staffing team for comprehensive assessment.Which type of achievement test would be best to use for comprehensive assessment to determine if Carlos qualifies for special education and related services?

A)A screening test
B)An individually-administered,multiple-skills diagnostic test
C)A curriculum-based assessment

Answer 3

B

Question 4

Dario is a third grader with significant problems in academic learning,especially reading.Which of the individually-administered,multiple-skill,diagnostic achievement tests would you administer to obtain a comprehensive diagnostic assessment of Dario's strengths and weaknesses in the major academic subjects? What test scores and diagnostic information would you obtain from this diagnostic test?

Question 5

Which multiple-skill achievement test is more of a curriculum-guide than a traditional standardized test?

A)Brigance Comprehensive Inventory of Basic Skills II
B)Peabody Individual Achievement Test - Revised/Normative Update
C)Kaufman Test of Educational Achievement,Second Edition
D)Wechsler Individual Achievement Test,Second Edition

Question 6

Which phase of the assessment process relies on both formal and informal appraisal techniques?

A)screening
B)determining eligibility
C)instructional intervention
D)progress monitoring

Question 7

A comparative review of formal achievement testing and informal,curriculum-based assessment reveals that each is best in certain situations.Describe three three situations in
which formal tests are especially valuable? Describe three situations in which informal assessment is especially valuable?

Question 8

Which of the following is a characteristic of curriculum-based measurement?

A)Difficult to score
B)Given once or twice a year
C)Measures achievement indirectly
D)Relies on repeated measurement over time

Question 9

Which of the following characteristics is an advantage of using norm-referenced tests to assess academic achievement?

A)the ability to compare achievement levels across students
B)linking assessment with classroom instruction
C)measuring monthly progress

Question 10

Select three of the curriculum-based assessments described in the chapter and describe how you could use them as assessment tools to obtain scores and other evaluation information.

Question 11

Which of the following is an advantage of curriculum-based assessment to assess academic achievement?

A)evaluating the value of specific educational interventions
B)determining strengths and weaknesses in broad subject areas
C)measuring student progress over long periods of time

Question 12

Which of the following is a classroom assessment technique?

A)chain notes
B)rubric
C)running records
D)task analysis

Question 13

Which of the following is a curriculum-based assessment?

A)Error analysis
B)Exam evaluations
C)Minute paper

Question 14

Which phase of the assessment process relies primarily on results from group achievement tests?

A)screening
B)determining eligibility
C)instructional intervention
D)progress monitoring

Question 15

Which phase of the assessment process relies primarily on curriculum-based assessment and measurement strategies for evaluating achievement?

A)screening
B)determining eligibility
C)instructional intervention
D)program effectiveness monitoring

Question 16

_____1.Which phase of the assessment process relies on assessment data and information derived primarily from norm-referenced,individually-administered,multiple-skill achievement tests?

A)screening
B)determining eligibility
C)instructional intervention

Question 17

Which assessment technique uses graphs to show progress over time?

A)classroom assessment techniques
B)curriculum-based assessment
C)curriculum-based measurement

Question 18

Which type of assessment helps teachers find out what their students think about a lesson or class?

A)classroom assessment techniques
B)curriculum-based assessments
C)group achievement tests
D)individually-administered achievement tests

Question 19

The Peabody Individual Achievement Test - Revised/Normative Update displays _____technical qualities.

A)inferior
B)more than adequate
C)outstanding

Question 20

Which achievement test exhibits inferior technical qualities?

A)Brigance Comprehensive Inventory of Basic Skills II
B)Peabody Individual Achievement Test - Revised/Normative Update
C)Kaufman Test of Educational Achievement,Second Edition
D)Wide Range Achievement Test 4

Question 21

Prior to class,administer and score an individually-administered,multiple-skill achievement test to a child with special needs.During class,give part of the test to the child as a demonstration.Distribute copies of the test scoring form and the Assessment Proficiency Checklist (APC)from Chapter 5 to the students before the demonstration.Have the students follow the testing demonstration using the scoring form.After the demonstration,have the students complete the administration portion of the APC and discuss the results of the testing,the items on the APC,and answer questions.

Question 22

Have students work in cooperative learning groups to review the curriculum-based assessment strategies listed in the chapter and select the three strategies they would be most likely to use in their classrooms.Have each group record their selections on the board and identify the strategies selected most often by the groups.Lead a discussion of why particular strategies were selected most often.

Question 23

Have students work in cooperative learning groups to review the classroom assessment techniques listed in the chapter and select the three strategies they would be most likely to use in their classrooms.Have each group record their selections on the board and identify the strategies selected most often by the groups.Lead a discussion of why particular strategies were selected most often.At the end of the class period,try out the technique selected most often by the students.At the beginning of the next class,share feedback with the students about their responses and discuss different ways of using these techniques in the classroom.