Question 1

Which one of the following is the best example of an interpretive exercise?

Accepted Answer

A) "What is the square root of 64?" 
B) "Drawing on ideas we identified in class, discuss the underlying themes of Charles Dickens's A Tale of Two Cities." 
C) "Using the map presented above, estimate the distance between Toronto and Boston." 
D) "Give three reasons why many experts believe that a capitalist society must impose certain regulations on free enterprise." 
A) "What is the square root of 64?" 
B) "Drawing on ideas we identified in class, discuss the underlying themes of Charles Dickens's A Tale of Two Cities." 
C) "Using the map presented above, estimate the distance between Toronto and Boston." 
D) "Give three reasons why many experts believe that a capitalist society must impose certain regulations on free enterprise." C

Question 2

Which one of the following best reflects holistic scoring during a performance assessment?

Accepted Answer

A) A checklist was used to indicate whether students have mastered various swimming skills. 
B) Each student's performance in a classroom debate was rated in terms of three criteria: participation, logic, and persuasiveness. 
C) Students' performance of several gymnastics skills was rated in terms of strength, agility, and effort. 
D) Students' performance on a particular musical instrument was evaluated by identifying the best player, the second-best player, and third-best, and so on. 
A) A checklist was used to indicate whether students have mastered various swimming skills. 
B) Each student's performance in a classroom debate was rated in terms of three criteria: participation, logic, and persuasiveness. 
C) Students' performance of several gymnastics skills was rated in terms of strength, agility, and effort. 
D) Students' performance on a particular musical instrument was evaluated by identifying the best player, the second-best player, and third-best, and so on. D

Question 3

As a teacher, perhaps you do not want your students only to know information.You may also want them to be able to analyze information and apply it to new situations.To ensure that a classroom assessment measures all of your instructional objectives, you probably should:

Accepted Answer

A) use only authentic assessment. 
B) develop a table of specifications. 
C) use subjective rather than objective assessment tasks whenever possible. 
D) ask recall questions rather than recognition questions. 
A) use only authentic assessment. 
B) develop a table of specifications. 
C) use subjective rather than objective assessment tasks whenever possible. 
D) ask recall questions rather than recognition questions. B

Question 4

Which of the following teachers is not using a strategy that is likely to increase the reliability of a classroom assessment instrument?

Accepted Answer

A) Mr.Hong does not look at students' names on the essays that he is correcting. 
B) Mr.LeBlanc asks several questions about the same concept. 
C) Ms.Cartier consistently makes tests with. 
D) Ms.Lang makes sure that her classroom temperature remains at 15 degrees during tests. 
A) Mr.Hong does not look at students' names on the essays that he is correcting. 
B) Mr.LeBlanc asks several questions about the same concept. 
C) Ms.Cartier consistently makes tests with. 
D) Ms.Lang makes sure that her classroom temperature remains at 15 degrees during tests.

Question 5

Which one of the following is the best example of high-stakes testing as educators typically use this term?

Accepted Answer

A) A high school awards diplomas only to students who score above predetermined cutoffs on tests of writing, math, science, and history. 
B) A high school teacher gives exams that, in the opinion of students and their parents, are far too difficult for most 16- and 17-year-olds. 
C) When administering a series of tests to a middle school student to determine if he has a learning disability, a school psychologist asks questions about the student's religious beliefs, sexual activity, and other very personal issues. 
D) A school district wants to track students' progress in various content domains.It administers a standardized achievement test to students at all grade levels, even first and second grade. 
A) A high school awards diplomas only to students who score above predetermined cutoffs on tests of writing, math, science, and history. 
B) A high school teacher gives exams that, in the opinion of students and their parents, are far too difficult for most 16- and 17-year-olds. 
C) When administering a series of tests to a middle school student to determine if he has a learning disability, a school psychologist asks questions about the student's religious beliefs, sexual activity, and other very personal issues. 
D) A school district wants to track students' progress in various content domains.It administers a standardized achievement test to students at all grade levels, even first and second grade.

Question 6

Which one of the following is the best example of summative evaluation?

Accepted Answer

A) Ms.Vickers gives her social studies students a test at the end of a unit to determine how well they have learned the material in the unit. 
B) Mr.Waters gives his history students a test at midterm to determine whether he needs to spend more time on certain aspects of Confederation. 
C) Ms.Hurley gives her German students weekly exams to make sure they are keeping up with the material. 
D) Before beginning a unit on water, Mr.Yanoshita gives his science students a pretest to determine how much they already know. 
A) Ms.Vickers gives her social studies students a test at the end of a unit to determine how well they have learned the material in the unit. 
B) Mr.Waters gives his history students a test at midterm to determine whether he needs to spend more time on certain aspects of Confederation. 
C) Ms.Hurley gives her German students weekly exams to make sure they are keeping up with the material. 
D) Before beginning a unit on water, Mr.Yanoshita gives his science students a pretest to determine how much they already know.

Question 7

Describe the four RSVP characteristics of good classroom assessment.Present two concrete examples of assessment practices: one that is likely to have the particular characteristic you are describing, and one that is unlikely to have it.

Accepted Answer

The student should accurately describe t

Question 8

Three of the following are accurate statements about cheating in the classroom.Which one is not necessarily accurate?

Accepted Answer

A) Students are more likely to cheat if they have performance goals rather than mastery goals. 
B) Students are more likely to cheat if they think an assessment instrument does not reflect classroom objectives. 
C) Students are more likely to cheat if they think their teacher is a "softie" who grades leniently. 
D) Students are more likely to cheat if they think their teacher's expectations for them are unreasonably high. 
A) Students are more likely to cheat if they have performance goals rather than mastery goals. 
B) Students are more likely to cheat if they think an assessment instrument does not reflect classroom objectives. 
C) Students are more likely to cheat if they think their teacher is a "softie" who grades leniently. 
D) Students are more likely to cheat if they think their teacher's expectations for them are unreasonably high.

Question 9

Three of the following are questions that arise when considering the standardization of an assessment instrument.Which question is not an aspect of standardization?

Accepted Answer

A) Are all students being assessed over equivalent content? 
B) Are all students being judged on the basis of similar criteria? 
C) Are students' scores lower when points are taken off for spelling errors? 
D) Are time limits the same for everyone performing the assessment task? 
A) Are all students being assessed over equivalent content? 
B) Are all students being judged on the basis of similar criteria? 
C) Are students' scores lower when points are taken off for spelling errors? 
D) Are time limits the same for everyone performing the assessment task?

Question 10

Which one of the following teaching strategies is most consistent with the discussion in the textbook regarding the promotion of self-regulation through classroom assessment practices?

Accepted Answer

A) At the beginning of a cooperative group problem-solving activity, Mr.Hayes tells the students in each group that they should submit one set of problem solutions that represents the consensus of all group members. 
B) Mr.Wells has his students exchange and grade one another's homework assignments. 
C) Mr.Roberts gives his art students several criteria to use as they examine the clay sculptures they have just created. 
D) Mr.Bradford gives his students the answer key for a multiple-choice quiz he has just given and asks them to score their own responses. 
A) At the beginning of a cooperative group problem-solving activity, Mr.Hayes tells the students in each group that they should submit one set of problem solutions that represents the consensus of all group members. 
B) Mr.Wells has his students exchange and grade one another's homework assignments. 
C) Mr.Roberts gives his art students several criteria to use as they examine the clay sculptures they have just created. 
D) Mr.Bradford gives his students the answer key for a multiple-choice quiz he has just given and asks them to score their own responses.

Question 11

Which of the following reliability coefficients is considered to be the most unlikely?

Accepted Answer

A) -1.00 
B) +0.57 
C) -0.36 
D) +1.00 
A) -1.00 
B) +0.57 
C) -0.36 
D) +1.00

Question 12

Psychologists distinguish between norm-referenced and criterion-referenced scores.
a.Explain the difference between these two types of scores.
b.Describe a situation in which norm-referenced scores would clearly be more appropriate, and why.
c.Describe a situation in which criterion-referenced scores would clearly be more appropriate, and why.

Accepted Answer

Responses to various parts of the questi

Question 13

An item analysis of an assessment instrument involves:

Accepted Answer

A) looking at the information covered in class, making sure that everything is covered by the questions and tasks presented. 
B) re-reading the instrument before giving it to make sure all items are clearly stated. 
C) checking item content to determine if any cultural bias is present. 
D) looking at students' response patterns to various items for possibly poor items. 
A) looking at the information covered in class, making sure that everything is covered by the questions and tasks presented. 
B) re-reading the instrument before giving it to make sure all items are clearly stated. 
C) checking item content to determine if any cultural bias is present. 
D) looking at students' response patterns to various items for possibly poor items.

Question 14

As a health teacher, you want your students to know which foods go in each of the food groups so well that they can classify any food almost without thinking.Describe the kind of assessment instrument you should develop to assess students' achievement of your objective, including a discussion of whether or not your assessment should:
a.focus on lower-level or higher-level thinking skills;
b.be paper-pencil or performance-based;
c.assess recall or recognition.
In each case, justify your choice.

Accepted Answer

Responses to various parts of the questi

Question 15

Which one of the following statements best reflects the recommendation in the textbook regarding the assignment of criterion-referenced or norm-referenced grades?

Accepted Answer

A) Assign criterion-referenced grades at the elementary level, but assign norm-referenced grades at the high school level. 
B) Assign criterion-referenced grades in the lower elementary grades and in all low-ability classes; assign norm-referenced grades in high-ability classes at the upper elementary and secondary grades. 
C) Assign criterion-referenced grades at all grade levels to the extent that such is possible. 
D) Assign norm-referenced grades at all grade levels to the extent that such is possible. 
A) Assign criterion-referenced grades at the elementary level, but assign norm-referenced grades at the high school level. 
B) Assign criterion-referenced grades in the lower elementary grades and in all low-ability classes; assign norm-referenced grades in high-ability classes at the upper elementary and secondary grades. 
C) Assign criterion-referenced grades at all grade levels to the extent that such is possible. 
D) Assign norm-referenced grades at all grade levels to the extent that such is possible.

Question 16

As a teacher, you will almost inevitably be asked to assign final grades that summarize your students' achievement.Consider the discussion in the textbook regarding recommended grading practices.Describe four guidelines that you will follow when you assign your grades.

Accepted Answer

The response should include at least fou

Question 17

A teacher can most accurately assess the content validity of a standardized achievement test by:

Accepted Answer

A) consulting the test manual regarding content validity data for the norm group. 
B) comparing the curriculum to a table of specifications for the test. 
C) calculating the correlation coefficient between the students' scores on the test and their scores on a similar achievement test. 
D) calculating the correlation coefficient between the scores of the norm group and the scores of the students in the classroom. 
A) consulting the test manual regarding content validity data for the norm group. 
B) comparing the curriculum to a table of specifications for the test. 
C) calculating the correlation coefficient between the students' scores on the test and their scores on a similar achievement test. 
D) calculating the correlation coefficient between the scores of the norm group and the scores of the students in the classroom.

Question 18

Ability tests differ from achievement tests in that they:

Accepted Answer

A) measure innate ability. 
B) are more heavily dependent on reading and language skills. 
C) yield scores that can be used for a long period of time. 
D) are less likely to measure what students have learned in school. 
A) measure innate ability. 
B) are more heavily dependent on reading and language skills. 
C) yield scores that can be used for a long period of time. 
D) are less likely to measure what students have learned in school.

Question 19

For which one of the following instructional objectives is a paper-pencil assessment probably least appropriate?

Accepted Answer

A) Students will use a Bunsen burner safely. 
B) Students will correctly spell 90% of the words on the fifth-grade spelling list. 
C) Students will identify the main idea of a paragraph. 
D) Students will recall single-digit addition facts with 100% accuracy. 
A) Students will use a Bunsen burner safely. 
B) Students will correctly spell 90% of the words on the fifth-grade spelling list. 
C) Students will identify the main idea of a paragraph. 
D) Students will recall single-digit addition facts with 100% accuracy.

Question 20

As a third-grade teacher, you receive the standardized test scores for Marie and learn that she has gotten a stanine of 1 on the spelling subtest and a stanine of 3 on the math subtest.You should conclude that Marie:

Accepted Answer

A) had below-average performance on the spelling subtest, but above-average performance on the math subtest. 
B) performed above average among her peers on both subtests. 
C) performed below average among her peers on both subtests. 
D) performed below grade level on the spelling subtest, but at grade level on the math subtest. 
A) had below-average performance on the spelling subtest, but above-average performance on the math subtest. 
B) performed above average among her peers on both subtests. 
C) performed below average among her peers on both subtests. 
D) performed below grade level on the spelling subtest, but at grade level on the math subtest.

Which one of the following is the best example of an interpretive exercise?

Which one of the following best reflects holistic scoring during a performance assessment?

As a teacher, perhaps you do not want your students only to know information.You may also want them to be able to analyze information and apply it to new situations.To ensure that a classroom assessment measures all of your instructional objectives, you probably should:

Which of the following teachers is not using a strategy that is likely to increase the reliability of a classroom assessment instrument?

Which one of the following is the best example of high-stakes testing as educators typically use this term?

Which one of the following is the best example of summative evaluation?

Describe the four RSVP characteristics of good classroom assessment.Present two concrete examples of assessment practices: one that is likely to have the particular characteristic you are describing, and one that is unlikely to have it.

Three of the following are accurate statements about cheating in the classroom.Which one is not necessarily accurate?

Three of the following are questions that arise when considering the standardization of an assessment instrument.Which question is not an aspect of standardization?

Which one of the following teaching strategies is most consistent with the discussion in the textbook regarding the promotion of self-regulation through classroom assessment practices?

Which of the following reliability coefficients is considered to be the most unlikely?

An item analysis of an assessment instrument involves:

Which one of the following statements best reflects the recommendation in the textbook regarding the assignment of criterion-referenced or norm-referenced grades?

As a teacher, you will almost inevitably be asked to assign final grades that summarize your students' achievement.Consider the discussion in the textbook regarding recommended grading practices.Describe four guidelines that you will follow when you assign your grades.

A teacher can most accurately assess the content validity of a standardized achievement test by:

Ability tests differ from achievement tests in that they:

For which one of the following instructional objectives is a paper-pencil assessment probably least appropriate?

As a third-grade teacher, you receive the standardized test scores for Marie and learn that she has gotten a stanine of 1 on the spelling subtest and a stanine of 3 on the math subtest.You should conclude that Marie:

Educational Psychology and Teacher Decision Making

Cognitive and Linguistic Development

Personal, Social, and Moral Development

Individual and Group Differences

Learning and Behaviour Processes

Learning and Cognitive Processes

Knowledge Construction

Social Cognitive Views of Learning

Motivation, Affect, and Cognition

Instructional Strategies

Creating and Maintaining a Productive Classroom Environment

Describing Relationships with Correlation Coefficients

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Exam 12: Instructional Assessment

Which one of the following is the best example of an interpretive exercise?

Which one of the following best reflects holistic scoring during a performance assessment?

As a teacher, perhaps you do not want your students only to know information.You may also want them to be able to analyze information and apply it to new situations.To ensure that a classroom assessment measures all of your instructional objectives, you probably should:

Which of the following teachers is not using a strategy that is likely to increase the reliability of a classroom assessment instrument?

Which one of the following is the best example of high-stakes testing as educators typically use this term?

Which one of the following is the best example of summative evaluation?

Describe the four RSVP characteristics of good classroom assessment.Present two concrete examples of assessment practices: one that is likely to have the particular characteristic you are describing, and one that is unlikely to have it.

Three of the following are accurate statements about cheating in the classroom.Which one is not necessarily accurate?

Three of the following are questions that arise when considering the standardization of an assessment instrument.Which question is not an aspect of standardization?

Which one of the following teaching strategies is most consistent with the discussion in the textbook regarding the promotion of self-regulation through classroom assessment practices?

Which of the following reliability coefficients is considered to be the most unlikely?

An item analysis of an assessment instrument involves:

Which one of the following statements best reflects the recommendation in the textbook regarding the assignment of criterion-referenced or norm-referenced grades?

As a teacher, you will almost inevitably be asked to assign final grades that summarize your students' achievement.Consider the discussion in the textbook regarding recommended grading practices.Describe four guidelines that you will follow when you assign your grades.

A teacher can most accurately assess the content validity of a standardized achievement test by:

Ability tests differ from achievement tests in that they:

For which one of the following instructional objectives is a paper-pencil assessment probably least appropriate?

As a third-grade teacher, you receive the standardized test scores for Marie and learn that she has gotten a stanine of 1 on the spelling subtest and a stanine of 3 on the math subtest.You should conclude that Marie:

Educational Psychology and Teacher Decision Making

Cognitive and Linguistic Development

Personal, Social, and Moral Development

Individual and Group Differences

Learning and Behaviour Processes

Learning and Cognitive Processes

Knowledge Construction

Social Cognitive Views of Learning

Motivation, Affect, and Cognition

Instructional Strategies

Creating and Maintaining a Productive Classroom Environment

Describing Relationships with Correlation Coefficients

Filters