Deck 16: Using Diagnostic Mathematics Measures

Question 1

Recognition that a three-sided figure is a triangle is an example of the content standard of

A) numbers and operations.
B) measurement.
C) algebra.
D) geometry.

Answer 1

D

Question 2

Teachers need to know whether pupils have mastered facts and concepts in order to plan ________ math instruction

Answer 2

individualized

Question 3

One of the many benefits of the G·MADE is all of the following except that it

A) can be given out of level based on the ability level of the student
B) highly correlates with reading subtests
C) is standards-based and is designed to lead to teaching strategies
D) provides information about error patterns of each student.

Answer 3

B

Question 4

Developing and evaluating mathematical arguments and proofs is a component of the _________ and proof NCTM process standard

Question 5

The NCTM specified five content standards including

A) problem-solving.
B) communication.
C) reasoning and proof.
D) measurement.

Question 6

The understanding of patterns, relations and functions is part of the

A) number and operations content area.
B) fractions content area
C) algebra content area.
D) geometry content area.

Question 7

In general, the relationship between the number of diagnostic mathematics tests and the number of diagnostic reading tests is that there are

A) more math tests than reading tests.
B) about the same number of math and reading tests.
C) more reading tests than math tests.
D) None of the answers are correct

Question 8

Problem solving is an example of a(n)

A) content standard.
B) operation.
C) process standard.
D) mathematical strategy

Question 9

Representation refers to the

A) use of symbols to organize, record and communicate mathematical ideas.
B) application of techniques to determine measurements
C) selection of appropriate statistical methods to analyze data.
D) solving of problems that arise in mathematics

Question 10

In general, the behaviors sampled by diagnostic math tests are

A) different for different tests.
B) covered more than adequately by most tests.
C) about the same across tests.
D) restricted to secondary-level content.

Question 11

Diagnostic testing in mathematics is designed to identify specific __________ and __________ in skill development

Question 12

The __________ NCTM content standard requires students to use visualization, spatial reasoning and geometric modeling to solve problems.

Question 13

In diagnostic testing of mathematics, the preferred practice might be to

A) use a group-administered achievement test of multiple-skills, followed by teacher analysis of errors.
B) forgo testing.
C) use a diagnostic mathematics test, regardless of its limitations
D) use a teacher-developed criterion-referenced measure that parallels the curriculum

Question 14

The process standard represented by understanding how mathematical ideas interconnect and build on one another to produce a coherent whole is

A) communication.
B) problem-solving
C) connections.
D) reasoning and proof

Question 15

The diagnostic mathematics test that has growth scale values for the purpose of tracking growth in math skills over the years is the ​

A) Group Mathematics Assessment and Diagnostic Evaluation.
B) Stanford Diagnostic Mathematics Test 4
C) Comprehensive Mathematical Abilities Test
D) STAR Math

Question 16

Problem solving as described by the NCTM is

A) recognizing and using connections among mathematical ideas
B) communicating mathematical thinking clearly to peers and teachers
C) applying and adapting a variety of appropriate strategies
D) applying and adapting a variety of appropriate strategies

Question 17

Being able to formulate questions that can be addressed with data to collect is an example of the __________ content standard

A) data analysis and probability
B) problem solving
C) measurement
D) communication

Question 18

A practical and appropriate solution to not using a diagnostic math test for eligibility decisions is to

A) use a screening measure.
B) use the entire individually administered diagnostic test for eligibility decisions
C) administer individually a subtest from one of the better group-administered achievement tests
D) forgo testing of specific strengths and weaknesses if you have normative standing data

Question 19

Although there is considerable consistency in the behaviors sampled by diagnostic mathematics tests, there is still a problem with

A) content coverage.
B) instructional match.
C) too many items.
D) graded norms.

Question 20

One of the major dilemmas in the assessment of math skills is the ​

A) choice between many different math diagnostic tests
B) diagnostic test covers too dense mathematical domains
C) time involved in individual administrations
D) recurring issue of instructional match

Question 21

________ decisions need not be based on the detailed information provided by diagnostic tests.

Question 22

Why are diagnostic math tests appropriately used in establishing eligibility for programs for children with learning disabilities?

Question 23

How is generalization a problem in diagnostic assessment in mathematics?

Question 24

What are the major purposes for assessing mathematics skills?

Question 25

The best advice for diagnostic testing in math is for teachers to develop _______________ achievement tests that exactly parallel the instruction being provided.

Question 26

The G·MADE has the option of _______________ testing

Question 27

Students should be able to formulate questions that can be addressed with data and collect, organize and display relevant data to answer them as required by the _______________ NCTM content standard

Question 28

The G·MADE is one of the few diagnostic math tests designed to lead to __________ strategies

Question 29

Most diagnostic tests in mathematics do not test a sufficiently detailed __________ of facts and concepts.

Question 30

A problem in the diagnostic assessment of mathematical skills is the recurring issue of ________ __________.

Question 31

The __________ broadly covers numeration, quantity, geometry, measurement, time/sequence, money, comparison, statistics, and algebra

Question 32

Great care must be taken in using diagnostic math tests to make __________ decisions as there may be a mismatch between test content and instructional programming

Question 33

The reliabilities of the subtests of most diagnostic math tests suggest that the tests are not too useful in assessing __________ or in assessing strengths and weaknesses