Question 1

Restricted-response performance-based assessments are better than extended-response assessments under which of the following conditions?

Accepted Answer

A) when the problems are unstructured and allow for multiple solutions 
B) when the problems call for originality 
C) when the problems require the integration of information from several sources 
D) when the problems are structured so that model performances can be constructed 
A) when the problems are unstructured and allow for multiple solutions 
B) when the problems call for originality 
C) when the problems require the integration of information from several sources 
D) when the problems are structured so that model performances can be constructed D

Question 2

Which of the following validity considerations has led to the strongest argument for the increased use of performance-based assessments?

Accepted Answer

A) Content 
B) Test-criterion relationship 
C) Construct 
D) Consequences 
A) Content 
B) Test-criterion relationship 
C) Construct 
D) Consequences D

Question 3

Extended-response performance-based assessments are better than restricted-response assessments under which of the following conditions?

Accepted Answer

A) when the administration time is limited 
B) if a broad sampling of the domain of content is desired 
C) when a measure of the ability to gather and integrate information is needed 
D) if reliable scoring is of special importance 
A) when the administration time is limited 
B) if a broad sampling of the domain of content is desired 
C) when a measure of the ability to gather and integrate information is needed 
D) if reliable scoring is of special importance C

Question 4

When rating the products of student performances, it is best for educators to do which of the following?

Accepted Answer

A) grade all the products produced by a given student before moving on to the next student 
B) identify the student so that background knowledge can be considered 
C) include judgments of neatness of the product in the overall rating 
D) rate performances on one task for all students before rating performance on another task 
A) grade all the products produced by a given student before moving on to the next student 
B) identify the student so that background knowledge can be considered 
C) include judgments of neatness of the product in the overall rating 
D) rate performances on one task for all students before rating performance on another task

Question 5

Rating the performances of students who are perceived to be most able higher than comparable performance of students perceived to be less able is an example of which of the following errors?

Accepted Answer

A) central tendency error 
B) halo effect 
C) mathematical-logical error 
D) severity error 
A) central tendency error 
B) halo effect 
C) mathematical-logical error 
D) severity error

Question 6

Which of the following is a limitation of performance-based assessments?

Accepted Answer

A) alignment to state standards 
B) ability to measure higher-order learning 
C) lengthy administration time 
D) the ability to assess all learners accurately 
A) alignment to state standards 
B) ability to measure higher-order learning 
C) lengthy administration time 
D) the ability to assess all learners accurately

Question 7

A checklist should be used in cases where the judgment is based on which of the following?

Accepted Answer

A) a matter of degree 
B) a total impression 
C) present or absent decisions 
D) ambiguous criteria 
A) a matter of degree 
B) a total impression 
C) present or absent decisions 
D) ambiguous criteria

Question 8

The most reliable grading of task performances is likely to result when a teacher does which of the following?

Accepted Answer

A) grades all performances on one task before going to the next one 
B) looks at a student's name before grading the performance 
C) starts with performances of the lower performing students 
D) uses the rating method of scoring for all tasks 
A) grades all performances on one task before going to the next one 
B) looks at a student's name before grading the performance 
C) starts with performances of the lower performing students 
D) uses the rating method of scoring for all tasks

Question 9

Which of the following statements best describes an instance of a logical rating error?

Accepted Answer

A) A rater gives a lower rating to a student who has obtained low scores on previous tests and assessments than to the same performance by other students. 
B) A rater gives low scores to the performance of the class "clown" because of the rater's belief that someone who acts so silly in class could not perform well. 
C) A rater rates all performances as about average. 
D) A rater uses only the high end of the scale in rating all performances. 
A) A rater gives a lower rating to a student who has obtained low scores on previous tests and assessments than to the same performance by other students. 
B) A rater gives low scores to the performance of the class "clown" because of the rater's belief that someone who acts so silly in class could not perform well. 
C) A rater rates all performances as about average. 
D) A rater uses only the high end of the scale in rating all performances.

Question 10

Which of the following would be the best justification for the relatively large amount of time required to respond to many performance-based assessment tasks?

Accepted Answer

A) students and parents like them 
B) multiple scores can be derived from a single task 
C) performance on one task generalizes well to performance on other tasks 
D) the tasks can provide students with valuable learning opportunities 
A) students and parents like them 
B) multiple scores can be derived from a single task 
C) performance on one task generalizes well to performance on other tasks 
D) the tasks can provide students with valuable learning opportunities

Question 11

The points on a rating scale will be least ambiguous when using which of the following scales?

Accepted Answer

A) constant alternative 
B) descriptive graphic 
C) evaluative 
D) numerical 
A) constant alternative 
B) descriptive graphic 
C) evaluative 
D) numerical

Question 12

An advantage of performance-based assessments over objective tests is that they

Accepted Answer

A) are easier to construct. 
B) are easier to score. 
C) can better communicate instructional goals requiring complex problem solving. 
D) can provide coverage of a broader array of instructional objectives in a given period of time. 
A) are easier to construct. 
B) are easier to score. 
C) can better communicate instructional goals requiring complex problem solving. 
D) can provide coverage of a broader array of instructional objectives in a given period of time.

Question 13

The most objective information is obtained from an assessment when rating which of the following?

Accepted Answer

A) adjustment 
B) attitudes 
C) overt behavior 
D) personality traits 
A) adjustment 
B) attitudes 
C) overt behavior 
D) personality traits

Question 14

The dependence of task performance on skills that are irrelevant to the intended purpose of the assessment tasks (e.g., reading skill for some mathematics tasks) will have the biggest negative influence on which of the following factors?

Accepted Answer

A) variety of student performances 
B) reliability 
C) consistency in scoring 
D) validity 
A) variety of student performances 
B) reliability 
C) consistency in scoring 
D) validity

Question 15

An advantage of performance-based assessments over objective tests is that they can be used to evaluate which of the following?

Accepted Answer

A) the attitudes of students 
B) both process and product 
C) reading skills 
D) strengths and weaknesses 
A) the attitudes of students 
B) both process and product 
C) reading skills 
D) strengths and weaknesses

Question 16

A major advantage of developing criteria for judging performance prior to task administration is that the criteria can

Accepted Answer

A) help students understand what is expected. 
B) increase students' appreciation of the task. 
C) reduce the scoring burden for teachers. 
D) restrict the range of student performances. 
A) help students understand what is expected. 
B) increase students' appreciation of the task. 
C) reduce the scoring burden for teachers. 
D) restrict the range of student performances.

Question 17

Analytic scoring is better than holistic scoring when an educator is trying to

Accepted Answer

A) increase the efficiency of scoring. 
B) provide diagnostic feedback to students. 
C) remove sources of unreliability. 
D) increase overall validity. 
A) increase the efficiency of scoring. 
B) provide diagnostic feedback to students. 
C) remove sources of unreliability. 
D) increase overall validity.

Question 18

A teacher who rates all performances lower than they are rated by other teachers demonstrates an example of which of the following errors?

Accepted Answer

A) central tendency error 
B) halo effect 
C) mathematical-logical error 
D) severity error 
A) central tendency error 
B) halo effect 
C) mathematical-logical error 
D) severity error

Question 19

For which of the following types of learning outcomes are performance-based assessment tasks most useful?

Accepted Answer

A) Comprehension of concepts 
B) Distinguishing fact from opinion 
C) Knowledge of appropriate procedures 
D) Problem solving 
A) Comprehension of concepts 
B) Distinguishing fact from opinion 
C) Knowledge of appropriate procedures 
D) Problem solving

Question 20

Performance-based assessments are more effective than multiple-choice items in measuring which of the following?

Accepted Answer

A) the ability to formulate problems 
B) the ability to recognize faulty procedures 
C) reliability of scoring 
D) understanding of concepts 
A) the ability to formulate problems 
B) the ability to recognize faulty procedures 
C) reliability of scoring 
D) understanding of concepts

Restricted-response performance-based assessments are better than extended-response assessments under which of the following conditions?

Which of the following validity considerations has led to the strongest argument for the increased use of performance-based assessments?

Extended-response performance-based assessments are better than restricted-response assessments under which of the following conditions?

When rating the products of student performances, it is best for educators to do which of the following?

Rating the performances of students who are perceived to be most able higher than comparable performance of students perceived to be less able is an example of which of the following errors?

Which of the following is a limitation of performance-based assessments?

A checklist should be used in cases where the judgment is based on which of the following?

The most reliable grading of task performances is likely to result when a teacher does which of the following?

Which of the following statements best describes an instance of a logical rating error?

Which of the following would be the best justification for the relatively large amount of time required to respond to many performance-based assessment tasks?

The points on a rating scale will be least ambiguous when using which of the following scales?

An advantage of performance-based assessments over objective tests is that they

The most objective information is obtained from an assessment when rating which of the following?

The dependence of task performance on skills that are irrelevant to the intended purpose of the assessment tasks (e.g., reading skill for some mathematics tasks) will have the biggest negative influence on which of the following factors?

An advantage of performance-based assessments over objective tests is that they can be used to evaluate which of the following?

A major advantage of developing criteria for judging performance prior to task administration is that the criteria can

Analytic scoring is better than holistic scoring when an educator is trying to

A teacher who rates all performances lower than they are rated by other teachers demonstrates an example of which of the following errors?

For which of the following types of learning outcomes are performance-based assessment tasks most useful?

Performance-based assessments are more effective than multiple-choice items in measuring which of the following?

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Validity

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items 1

Constructing Objective Test Items 2

Measuring Complex Achievement 1

Measuring Complex Achievement 2

Portfolios

Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report

Assembling, Administering, and Appraising Classroom Tests and Assessments

Grading and Reporting

Achievement Tests

Aptitude Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters

Exam 11: Measuring Complex Achievement 3

Restricted-response performance-based assessments are better than extended-response assessments under which of the following conditions?

Which of the following validity considerations has led to the strongest argument for the increased use of performance-based assessments?

Extended-response performance-based assessments are better than restricted-response assessments under which of the following conditions?

When rating the products of student performances, it is best for educators to do which of the following?

Rating the performances of students who are perceived to be most able higher than comparable performance of students perceived to be less able is an example of which of the following errors?

Which of the following is a limitation of performance-based assessments?

A checklist should be used in cases where the judgment is based on which of the following?

The most reliable grading of task performances is likely to result when a teacher does which of the following?

Which of the following statements best describes an instance of a logical rating error?

Which of the following would be the best justification for the relatively large amount of time required to respond to many performance-based assessment tasks?

The points on a rating scale will be least ambiguous when using which of the following scales?

An advantage of performance-based assessments over objective tests is that they

The most objective information is obtained from an assessment when rating which of the following?

The dependence of task performance on skills that are irrelevant to the intended purpose of the assessment tasks (e.g., reading skill for some mathematics tasks) will have the biggest negative influence on which of the following factors?

An advantage of performance-based assessments over objective tests is that they can be used to evaluate which of the following?

A major advantage of developing criteria for judging performance prior to task administration is that the criteria can

Analytic scoring is better than holistic scoring when an educator is trying to

A teacher who rates all performances lower than they are rated by other teachers demonstrates an example of which of the following errors?

For which of the following types of learning outcomes are performance-based assessment tasks most useful?

Performance-based assessments are more effective than multiple-choice items in measuring which of the following?

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Validity

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items 1

Constructing Objective Test Items 2

Measuring Complex Achievement 1

Measuring Complex Achievement 2

Portfolios

Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report

Assembling, Administering, and Appraising Classroom Tests and Assessments

Grading and Reporting

Achievement Tests

Aptitude Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters