Deck 7: Principles of Assessment Practices

Question 1

Which of the following statements most accurately describes classroom assessment?

A)Students should not know exactly where they stand in a class until the end of the grading period so that they are motivated to continue their work.
B)Students are actually "given" grades; they are not "earned."
C)It is not necessary to tell students how their grades are being determined.
D)Students should be able to predict their final grades.
E)Teachers should try to maintain a sense of secrecy about the way that final grades are determined.

Answer 1

Students should be able to predict their final grades.

Question 2

In what year did the NCTM publish the Assessment Standards for School Mathematics document?

A)1989.
B)1995.
C)2000.
D)2007.
E)2014.

Answer 2

1995.

Question 3

The Assessment Standards for School Mathematics document includes two major sections.What are the titles of these sections?

A)Mathematics Assessment Standards and Use of Assessment Standards for Different Purposes.
B)Mathematics Assessment Standards and Evaluation of Student Progress.
C)Evaluation of Student Progress and Use of Assessment Standards for Different Purposes.
D)Classroom Assessment Strategies and Mathematics Assessment Standards.
E)Evaluation of Student Progress and Classroom Assessment Strategies.

Answer 3

Mathematics Assessment Standards and Use of Assessment Standards for Different Purposes.

Question 4

Which assessment Standard is summarized by the phrase: "Assessment should focus on what we value in the classroom"?

A)The Equity Standard.
B)The Mathematics Standard.
C)The Coherence Standard.
D)The Content Standard.
E)The Learning Standard.

Question 5

If the Standards for Mathematical Practice are emphasized in a mathematics program, then which Standard says that the assessment system should emphasize those same goals?

A)The Equity Standard.
B)The Coherence Standard.
C)The Mathematics Standard.
D)The Content Standard.
E)The Openness Standard.

Question 6

Which of the assessment Standards serves as a reminder that assessment data should be used as feedback from which to make instructional decisions?

A)The Equity Standard.
B)The Coherence Standard.
C)The Learning Standard.
D)The Mathematics Standard.
E)The Openness Standard.

Question 7

Which statement accurately describes the overall role of assessment?

A)Determine gaps in understanding to target intervention.
B)Determine gaps to retest students.
C)Measure the effectiveness of intervention.
D)Retest students to determine the need for intervention.
E)Collect data to determine gaps.

Question 8

Which of the assessment Standards serves as a reminder that some students are good test-takers while others are not and that the student with the highest grade may or may not have the highest level of understanding?

A)The Equity Standard.
B)The Coherence Standard.
C)The Learning Standard.
D)The Mathematics Standard.
E)The Inferences Standard.

Question 9

Which of these is a primary reason for using a variety of assessment strategies?

A)Student responses can be more useful at parent-teacher conferences.
B)Every student can have an opportunity to demonstrate understanding.
C)Test scores are of little use in measuring progress for almost all students.
D)Variety in assessment leads to a greater level of student interest in mathematics.
E)Equity ensures that all students are treated equally.

Question 10

On a state-level exam on which high school graduation depends, students and their parents have the right to know what they are expected to demonstrate on the test.Which of the assessment Standards does this notion reflect?

A)The Equity Standard.
B)The Openness Standard.
C)The Learning Standard.
D)The Inferences Standard.
E)The Mathematics Standard.

Question 11

Which U.S.law requires assessments in mathematics?

A)Mathematics for All.
B)Equity and Learning.
C)Numeracy for All.
D)Every Child Succeeds.
E)None Will Be Lost.

Question 12

Generalizations about a student's performance can only be made if a variety of information has been collected.Which of the assessment Standards does this notion reflect?

A)The Equity Standard.
B)The Inferences Standard.
C)The Learning Standard.
D)The Coherence Standard.
E)The Mathematics Standard.

Question 13

Assessment practices should align with classroom instruction and acc.omplish what they set out to do.Which of the assessment Standards does this notion reflect?

A)The Equity Standard.
B)The Openness Standard.
C)The Learning Standard.
D)The Mathematics Standard.
E)The Coherence Standard.

Question 14

Who might use the six Assessment Standards to determine the effectiveness of an assessment program?

A)Teachers.
B)Buildings.
C)Districts.
D)States.
E)All of these.

Question 15

Suppose that a teacher regularly uses mathematical projects to assess student progress as an alternative to paper-and-pencil tests but is often unclear about how the projects will be scored.Which assessment Standard appears to be addressed, and which Standard is being violated?

A)The Coherence Standard is addressed, but the Equity Standard is violated.
B)The Mathematics Standard is addressed, but the Coherence Standard is violated.
C)The Equity Standard is addressed, but The Openness Standard is violated.
D)The Inferences Standard is addressed, but the Coherence Standard is violated.
E)The Mathematics Standard is addressed, but the Openness Standard is violated.

Question 16

Which of the following most accurately describes the assessment Principle in Principles to Actions: Ensuring Mathematical Success for All?

A)The goal of assessment is to accurately determine grades.
B)Assessment alternatives should be offered to ensure a high level of motivation in students.
C)Assessment should be thought of as a formative, not a summative process.
D)Assessment should be an integral part of instruction, driving decisions and program improvement.
E)Assessment practices in the classroom should mirror the tasks required on standardized assessments.

Question 17

Which of the following statements about assessment is NOT specifically stated in NCTM's assessment principle in Principles to Actions?

A)Integral part of instruction.
B)Provides evidence of proficiency with important mathematics content.
C)Informs feedback to students.020.For instructor use only.
D)Includes a variety of strategies.
E)Involves students in selecting assessments and determining rubrics.

Question 18

Which of the following words describes the regular collection of formative assessment data to inform instruction?

A)Short-Cycle Assessment.
B)Inferential Assessment.
C)Evaluative Assessment.
D)Summative Assessment.
E)Cumulative Assessment.

Question 19

Research on assessment consistently conclude which of the following?

A)Using a variety of assessments ensures student success.
B)Test scores are not useful in measuring student achievement.
C)Use of formative assessment data is associated with higher achievement levels.
D)Summative assessments are most accurate when using multiple sources.
E)Assessment is most effective when viewed as a summative measure.

Question 20

The assumption that all students have the right to access quality mathematics curriculum and teaching is referred to as which of the following?

A)Discourse.
B)Equity.
C)Opportunity.
D)Inference.
E)Fairness.

Question 21

Equity refers to fairness to all students so that they will reach their full potential, regardless of which of the following?

A)Race.
B)Gender.
C)Ethnicity.
D)Socio-economic status.
E)All of these.

Question 22

Which of the following is an implication of achieving equity through assessment?

A)All students should always be given exactly the same test items.
B)Grades should be determined by effort and not necessarily by achievement.
C)Consistency of assessments is necessary to achieve equity.
D)Students should be able to demonstrate understanding in ways that are consistent with their learning styles.
E)It is necessary to teach and to assess all students in the same manner.

Question 23

Which NCTM document states, "Teachers must ensure that all students have an opportunity to demonstrate clearly and completely what they know and can do"?

A)Principles and Standards for School Mathematics.
B)Assessment Standards.
C)Mathematics Teaching Today.
D)Principles to Actions.
E)Professional Teaching Standards.

Question 24

One suggestion for promoting equity through assessment is to ensure that assessment goals are made clear to students.Which assessment Standard is illustrated in this suggestion?

A)Equity Standard.
B)Coherence Standard.
C)Openness Standard.
D)Mathematics Standard.
E)Learning Standard.

Question 25

Which of the following is NOT a recommendation, cited in Chapter 7, for how to promote equity through assessment practices?

A)Students should be assessed on the same principles that guide classroom instruction.
B)Equitable assessment tools should be used.
C)Self-assessment should be part of the information-gathering process.
D)Instruction should be connected to assessment.
E)Financial resources must be available to construct equitable tests.

Question 26

Which of the following assessment strategies is LEAST likely to promote equity in the mathematics classroom?

A)Written tests.
B)Interviews.
C)Portfolios.
D)Journals.
E)Projects.

Question 27

Suppose that several students in a mathematics class choose an alternative to taking a paper-and-pencil test.Which of the following is NOT a reasonable way for those students to spend class time while their peers take the test?

A)Students spend the class time preparing for their own assessment.
B)Students spend the class time studying for another class.
C)Students spend the class time running errands for the teacher.
D)Students spend the class time completing an assignment.
E)Students spend the class time studying mathematics.

Question 28

Which of these represents a traditional but important way for teachers to collect formative assessment data of student progress?

A)Written tests.
B)Homework.
C)Portfolios.
D)Interviews.
E)Journals.

Question 29

Approximately what percentage of eighth grade mathematics teachers in the United States report that they give at least three homework assignments per week?

A)20%.
B)30%.
C)50%.
D)70%.
E)90%.

Question 30

Which statement most accurately describes homework assignments typically given by mathematics teachers in the United States?

A)Teachers in the U.S.generally assign less homework than in other countries but place a higher value on the homework in grading.
B)Teachers in the U.S.generally assign more homework than in other countries but place a lower value on the homework in grading.
C)Teachers in the U.S.generally assign more homework than in other countries and place a higher value on the homework in grading.
D)Teachers in the U.S.generally assign less homework than in other countries and place a lower value on the homework in grading.
E)Teachers in the U.S.generally assign about the same amount of homework as in other countries and place about the same value on homework in grading.

Question 31

On the average, how much time did eighth graders in the U.S.report that they spend on homework in mathematics on a typical night, according to the TIMSS reports?

A)15 minutes.
B)30 minutes.
C)45 minutes.
D)1 hour.
E)1 hour, 15 minutes.

Question 32

Which of the following reflects research on doing homework?

A)Homework boosts achievement levels.
B)Homework lowers achievement levels.
C)Homework does not impact achievement levels.
D)Homework only boosts achievement if given in large quantities.y.
E)Homework only lowers achievement when it is challenging.

Question 33

Which of the following is NOT a reason why a mathematics teacher should give a homework assignment?

A)An assignment should be given on a previously mastered skill to keep students into the routine of doing homework.
B)An assignment should be given to lay the groundwork for the following day's lesson.
C)An assignment should be given as an out-of-class data collection activity to save class time the next day.
D)An assignment should be given that allows students to practice a skill developed in class that day.
E)An assignment should be given to complete a problem or activity that was begun but not finished in class that day.

Question 34

Which of the following is recommended in Chapter 7 as a way to teach secondary or middle school students about the value of ??

A)Tell the students that the value of ? is about 3.14 so that they can use this approximation in problem solving.
B)Have the students key the ? button on their calculators and use the displayed value to explain that the number is an approximation for ?.
C)Have the students measure the diameters of several objects and practice multiplying them by (22/7)so that they learn it as an approximation for ?.
D)Have the students measure the circumferences and diameters of several objects and calculate the ratios to approximate the value of ?.
E)Students at the secondary and middle school levels are not developmentally ready to understand irrational numbers and should learn to use ? but not worry about where it comes from.

Question 35

Teachers often assign the even-numbered problems at the end of a section in a mathematics book as homework.Which of these is NOT a significant problem with this practice?

A)The even-numbered problems generally do not include solutions in the back of the book.
B)The even-numbered problems may not lead to the type of classroom discussion that was desired for the next day.
C)The even-numbered problems may not be asking students to practice something the teacher feels is important.
D)The even-numbered problems may involve more problems and work than is necessary for the assignment.
E)The even-numbered problems are easy to assign but are not always the best for students.

Question 36

A 3-2-1 homework model would include which types of problems?

A)3 Review, 2 New, and 1 High Level question.
B)3 High Level, 2 Review, and 1 New question.
C)3 New, 2 High Level, and 1 Review question.
D)3 Review, 2 High Level, and 1 New question.
E)3 New, 2 Review, and 1 High Level question.

Question 37

Which of the following refers to continual review of skills and problem types?

A)Spaced skill building.
B)Continual performance.
C)Distributed practice.
D)Standardized practice.
E)Routine skill building.

Question 38

Some teachers check homework by having students put all of the assigned problems on the board.According to the author in Chapter 7, what is the most significant disadvantage to using this technique?

A)Students resist going to the board to write their solutions.
B)This strategy does not make good use of class time for most students.
C)Students often have difficulty reading other students' solutions on a chalkboard.
D)It is not appropriate for students to copy down someone else's solution while they explain it at the chalkboard.
E)Students are easily bored and distracted when other students present solutions.

Question 39

Some teachers check homework by reading the correct solutions from an answer book and having students ask questions, when necessary.According to the author in Chapter 7, what is the most significant disadvantage to using this technique?

A)This strategy is not time efficient.
B)Students often have difficulty hearing the teacher's solutions.
C)It is difficult for students to ask minor questions while the teacher is reading solutions.
D)This strategy lends itself to cheating.
E)The technique promotes the image of the teacher as the authority.

Question 40

Some teachers check homework by having students keep a notebook of the week's assignments and hand it in on Fridays for checking.According to the author in Chapter 7, what is the most significant advantage to using this technique?

A)Students are responsible for their own learning in this model.
B)Students are given plenty of time to complete assignments.
C)Students are given the opportunity to revise solutions before handing them in.
D)Teachers spend less time grading papers in this model.
E)The technique allows for a higher level of parental intervention.

Question 41

If a teacher has students discuss homework solutions in a team setting, some teams will finish earlier than others.Which of the following represents a reasonable way for teachers to handle the students who finish early?

A)Ask the students to sit quietly while other finish.
B)Give the team an additional problem to solve while they wait.
C)Assume that the team checked answers too quickly and ask them to re-check their solutions.
D)Ask the students to assist other students who are having difficulty.
E)Ask the students to assist the teacher with recording homework scores until the others finish.

Question 42

Which homework-checking strategy is recommended in Chapter 7 as being the best choice?

A)One is not necessarily better than the other; teachers should choose a strategy that is consistent with their values and beliefs.
B)Students should discuss homework problems in small groups and assist one another.
C)The teacher should read solutions to problems and assist individual students.
D)Students should keep a notebook of homework problems and hand it in on Fridays.
E)Students should regularly put all homework problems on the chalkboard

Question 43

Which question will NOT generally affect a teacher's decision on how to handle a homework assignment after it has been collected?

A)Should I count the assignment as "complete" or "incomplete" or score the paper for correct answers?
B)How will I count this assignment toward the student's grade?
C)Should I hand back papers daily or collect and hand them back weekly?
D)Is it necessary for my students to obtain feedback on an assignment?
E)Should this assignment count toward the student's grade at all?

Question 44

Some teachers score homework assignments by assigning each paper a rubric score.According to the author in Chapter 7, what is the most significant advantage to using this technique?

A)The strategy is less time-consuming than other options.
B)Papers do not need to be read carefully.
C)The score a student receives on a paper has meaning to the student
D)There is no differentiation between students who attempted an assignment and those who did not.
E)Final grading scales are easy to establish when using this method.

Question 45

When students are assigned homework problems that are never collected, they often lose their motivation to do the assignments.According to the author in Chapter 7, what is another disadvantage to the practice of not collecting homework?

A)Most school districts require assignments to be collected.
B)Determining student grades is almost impossible without homework scores used as a factor.
C)Teachers fail to collect valuable feedback on student progress.
D)Students are not punished for missing problems on assignments.
E)This practice is inconsistent with the constructivist model of teaching and learning.

Question 46

Which of the following is used as a measurable way to demonstrate a teacher's impact on student learning?

A)Student Learning Objectives.
B)Attainable Goals.
C)Teacher Learning Targets.
D)District Goals Orientation.
E)Measurable Standards.

Question 47

Which of the following statements most accurately describes final grades given to students in a class?

A)Final grades should use the cut-off averages of 90%, 80%, 70%, and 60%.
B)Final grades do not necessarily reflect only the performance of the student.
C)Final grades are objective and are not a function of the teacher's values.
D)Final grades are generally consistent from one instructor to another.
E)Final grades, in most school districts, have been replaced by portfolio assessments.

Question 48

In Chapter 7, the author described the scenario of Julio and Ashleigh earning very different grades for about the same quality of work.Which of the following statements most accurately summarizes the "moral of the story"?

A)Teachers need to use more diverse means of assessing students than written tests and homework.
B)Schools should require that teachers eliminate written tests from their plan for assessing student progress.
C)Only a portfolio is an accurate means of assessing student work.
D)Teachers should coordinate their assessment strategies with others to provide consistency.
E)Giving homework assignments is not helpful in determining student grades.

Question 49

If a teacher uses a 3-point rubric for scoring homework papers, and a student earns a "2," which of the following statements is NOT accurate?

A)The student did not submit an excellent paper.
B)The student attempted to do the assignment.
C)The student will receive feedback that will be helpful when doing the next assignment.
D)The homework is probably not an "A" paper.
E)The student receives a "67%" as a grade for this assignment.

Question 50

Many teachers use a combination of several assessment strategies to determine final grades.Which of the following statements about incorporating diverse assessment techniques into grades is FALSE?

A)Some students would rather take tests than to keep a journal or conduct a project.
B)A student who enjoys working in a team setting may see his/her grades enhanced by this system.
C)The use of several assessment strategies generally has the effect of inflating grades.
D)Some students who have been historically successful at taking written tests and quizzes may earn lower grades under this system.
E)Under this system, test and quiz scores tend to be weighted less than in traditional classrooms.

Question 51

Which of the following questions is referred to in Chapter 7 as the most important issue to consider when devising a grading system?

A)How can I design a system that allows all students who show effort in the class to earn a passing grade?
B)How can I design an assessment system that is consistent with the requirements of school board policy?
C)How can I determine grades in a way that results in the least number of parent concerns and complaints?
D)How well will I get to know the development of each of my students by using this system?
E)How can I design an assessment system that results in grades that do not appear to be inflated?

Question 52

There is research to support specific conditions under which teachers will use alternative assessment strategies.Which of the following is NOT supported by research?

A)Teachers must believe that using alternative assessment strategies will save them time in the long run.
B)Teachers must see the value of the tasks in determining student understanding.
C)Teachers must believe that the outcomes these alternative strategies measure are important.
D)Assessment tasks must be consistent with the teacher's view of what it means to do mathematics.
E)All of these statements are supported by research.

Question 53

List and briefly discuss the six assessment Standards of the NCTM.Explain how the
Standards can be useful to the mathematics teacher for designing classroom assessment
policies.

Question 54

Explain how the use of alternative methods of assessment promotes equity in the
mathematics classroom.Begin your response by providing a definition of "equity" in mathematics.

Question 55

In Chapter 7, the author described three reasons why a mathematics teacher might give a
class a homework assignment.List and provide an example that illustrates each of these
reasons.

Question 56

Discuss at least three ways that a teacher can have students "check" their homework
assignments.Provide an advantage and a disadvantage for each of the methods you
discuss.

Question 57

Describe a process by which a teacher can incorporate scores obtained by using a rubric
to determine a student's final grade in a class.

Question 58

Suppose that a teacher feels the assessment procedures being used in class are not fair -
some students who appear to understand the mathematics are not performing well, but
others seem to earn higher grades than they deserve.Discuss a possible alternative
available to the teacher for determining grades in the class.Contrast this alternative to
more traditional means of assigning mathematics grades.