Question 1

Which one of the following students is displaying testwiseness as psychologists typically use the term?

Accepted Answer

A) Malika brings her lucky pencil to a test and makes sure she sits next to her best friend, who is very good at the subject. 
B) Nancy starts with the first question of the test and works on each question until she gets the answer, even if it takes a long time. 
C) When stumped on a multiple-choice question, Oliver eliminates alternatives that are impossible and then guesses one of the remaining alternatives. 
D) Paulina gets copies of previous tests that the teacher has given, and she and her friends look at them as they prepare for the test in their study group. 
A) Malika brings her lucky pencil to a test and makes sure she sits next to her best friend, who is very good at the subject. 
B) Nancy starts with the first question of the test and works on each question until she gets the answer, even if it takes a long time. 
C) When stumped on a multiple-choice question, Oliver eliminates alternatives that are impossible and then guesses one of the remaining alternatives. 
D) Paulina gets copies of previous tests that the teacher has given, and she and her friends look at them as they prepare for the test in their study group.

Question 2

Which one of the following performance tasks best reflects extended performance?

Accepted Answer

A) testing the variables that possibly affect a pendulum's oscillation rate 
B) collecting and analyzing data about the frequency of violent crimes in one's community 
C) making a Valentine's Day card out of construction paper and paper lace 
D) doing 10 pushups and 20 pull-ups as quickly as possible 
A) testing the variables that possibly affect a pendulum's oscillation rate 
B) collecting and analyzing data about the frequency of violent crimes in one's community 
C) making a Valentine's Day card out of construction paper and paper lace 
D) doing 10 pushups and 20 pull-ups as quickly as possible

Question 3

Which one of the following assessments will definitely be scored in a criterion-referenced fashion?

Accepted Answer

A) Ivy is taking an achievement test in English.Her score will tell her how her performance compares with that of her classmates. 
B) Martin is taking a math test with questions involving ratios.He will get three separate scores reflecting how much he knows about fractions, decimals, and proportions. 
C) Millie is taking a physical fitness test in which she and her classmates run a quarter mile, and their times are compared at the end of the test. 
D) Leon is taking a Spanish test that will determine whether he should be placed in an advanced section of Spanish II designed for students who have achieved at an especially high level in Spanish I. 
A) Ivy is taking an achievement test in English.Her score will tell her how her performance compares with that of her classmates. 
B) Martin is taking a math test with questions involving ratios.He will get three separate scores reflecting how much he knows about fractions, decimals, and proportions. 
C) Millie is taking a physical fitness test in which she and her classmates run a quarter mile, and their times are compared at the end of the test. 
D) Leon is taking a Spanish test that will determine whether he should be placed in an advanced section of Spanish II designed for students who have achieved at an especially high level in Spanish I.

Question 4

Which one of the following statements best reflects the textbook author's position with regard to assessment and student risk-taking?

Accepted Answer

A) Classroom assessment practices should make allowances for the fact that students learn more when they occasionally take risks related to academic subject matter. 
B) Authentic assessment gives students greater latitude for risk-taking than does traditional assessment. 
C) Although students should certainly be encouraged to take risks during practice activities, they should be discouraged from doing so during formal assessment. 
D) Students should be given credit for responses that, although clearly incorrect, reflect a willingness to go out on a limb on occasion. 
A) Classroom assessment practices should make allowances for the fact that students learn more when they occasionally take risks related to academic subject matter. 
B) Authentic assessment gives students greater latitude for risk-taking than does traditional assessment. 
C) Although students should certainly be encouraged to take risks during practice activities, they should be discouraged from doing so during formal assessment. 
D) Students should be given credit for responses that, although clearly incorrect, reflect a willingness to go out on a limb on occasion.

Question 5

Which one of the following is not a limitation in relation to the use of standardized tests in a diverse classroom?

Accepted Answer

A) they may limit opportunities for accommodations. 
B) they may limit the reliability of responses. 
C) they may downplay strengths. 
D) they may limit opportunities to address areas of difficulty. 
A) they may limit opportunities for accommodations. 
B) they may limit the reliability of responses. 
C) they may downplay strengths. 
D) they may limit opportunities to address areas of difficulty.

Question 6

A classroom teacher and school psychologist are conferring about Gregory, a boy who works very hard in class yet shows consistently poor performance in any assignments that require reading or writing.Which sources of data should the teacher and psychologist look at as they try to pinpoint the source of Gregory's difficulty?

Accepted Answer

A) They should focus on standardized test results, which have specifically been developed to assess learning disabilities and other sources of learning difficulty. 
B) They should focus on Gregory's performance on weekly classroom tests, which provide ongoing assessment of Gregory's progress. 
C) They should conduct an in-depth analysis of Gregory's writing samples, which will be much more informative than test scores. 
D) They should look for clues about Gregory's difficulties in both his standardized test results and his classroom tests and assignments. 
A) They should focus on standardized test results, which have specifically been developed to assess learning disabilities and other sources of learning difficulty. 
B) They should focus on Gregory's performance on weekly classroom tests, which provide ongoing assessment of Gregory's progress. 
C) They should conduct an in-depth analysis of Gregory's writing samples, which will be much more informative than test scores. 
D) They should look for clues about Gregory's difficulties in both his standardized test results and his classroom tests and assignments.

Question 7

Which one of the following is the most likely drawback of an age or grade equivalent score?

Accepted Answer

A) the scores over-estimate differences near the mean. 
B) the scores are not easily understood by non-statisticians. 
C) mastery criteria are difficult to identify. 
D) scores are often inapplicable in assessing achievement in older students. 
A) the scores over-estimate differences near the mean. 
B) the scores are not easily understood by non-statisticians. 
C) mastery criteria are difficult to identify. 
D) scores are often inapplicable in assessing achievement in older students.

Question 8

If we say that a particular classroom assessment instrument is highly reliable, we mean that it:

Accepted Answer

A) accurately assesses whether students have attained the instructional objectives. 
B) yields scores that fall in a normal distribution. 
C) predicts future success in school. 
D) gives us similar results on different occasions. 
A) accurately assesses whether students have attained the instructional objectives. 
B) yields scores that fall in a normal distribution. 
C) predicts future success in school. 
D) gives us similar results on different occasions.

Question 9

When identifying the criteria to use in evaluating students' responses to a performance task, the textbook recommends that teachers:

Accepted Answer

A) identify a few criteria that best embody what skilled performance entails. 
B) focus on three general criteria: accuracy, efficiency, and effort. 
C) identify as many criteria as possible so that all aspects of students' performance are captured. 
D) identify at least 10 criteria, but no more than 15. 
A) identify a few criteria that best embody what skilled performance entails. 
B) focus on three general criteria: accuracy, efficiency, and effort. 
C) identify as many criteria as possible so that all aspects of students' performance are captured. 
D) identify at least 10 criteria, but no more than 15.

Question 10

As you plan your classroom assessments, one of the decisions you will have to make is whether to use a paper-pencil or performance assessment.Keeping both practicality and validity in mind, you should probably use a performance assessment:

Accepted Answer

A) whenever you want to assess recall rather than recognition. 
B) whenever you want to assess students' achievement of higher-level objectives. 
C) only when a paper-pencil assessment cannot give you sufficient content validity. 
D) as often as possible. 
A) whenever you want to assess recall rather than recognition. 
B) whenever you want to assess students' achievement of higher-level objectives. 
C) only when a paper-pencil assessment cannot give you sufficient content validity. 
D) as often as possible.

Question 11

Which one of the following best characterizes how confidence intervals are used in reporting students' scores on standardized tests?

Accepted Answer

A) They indicate the norm group to which students are being compared. 
B) They show the range of ten percentile points in which each student's score falls. 
C) They indicate how likely it is that each student has mastered a particular topic. 
D) They show the range within which each student's true score probably falls. 
A) They indicate the norm group to which students are being compared. 
B) They show the range of ten percentile points in which each student's score falls. 
C) They indicate how likely it is that each student has mastered a particular topic. 
D) They show the range within which each student's true score probably falls.

Question 12

Andree-Anne Simard was placed in a specialized classroom for students who have cognitive delays after one standardized test of cognitive ability revealed an IQ score that was one standard deviation below average.What is the lost likely criticism of this scenario?

Accepted Answer

A) IQ scores are not valid indicators of cognitive abilities. 
B) specialized classrooms do not meet the needs of all students. 
C) IQ scores are not reliable. 
D) a single test score should not be used to make important decisions. 
A) IQ scores are not valid indicators of cognitive abilities. 
B) specialized classrooms do not meet the needs of all students. 
C) IQ scores are not reliable. 
D) a single test score should not be used to make important decisions.

Question 13

Which one of the following teachers is using a norm-referenced grading system?

Accepted Answer

A) In Ms.Albrecht's class, students who have completely mastered the topic and are able to apply it receive an A.Students who have thoroughly mastered the material but cannot apply it receive a B.Students who have mastered only the basics of the topic receive a C.Students who have learned little about the topic receive a D or F. 
B) In Mr.Buchanan's class, the ten students with the highest accumulation of points receive an A, the next ten receive a B, and so on. 
C) In Ms.Chan's class, students who get an average of at least 90% correct on tests and assignments get an A.Those with an average of 80% to 89% get a B, those between 70% and 79% get a C, and so on. 
D) In Mr.Davenport's class, students who have achieved all of his instructional objectives get a grade of "Pass"; students who have not achieved all objectives get a grade of "In Progress." 
A) In Ms.Albrecht's class, students who have completely mastered the topic and are able to apply it receive an A.Students who have thoroughly mastered the material but cannot apply it receive a B.Students who have mastered only the basics of the topic receive a C.Students who have learned little about the topic receive a D or F. 
B) In Mr.Buchanan's class, the ten students with the highest accumulation of points receive an A, the next ten receive a B, and so on. 
C) In Ms.Chan's class, students who get an average of at least 90% correct on tests and assignments get an A.Those with an average of 80% to 89% get a B, those between 70% and 79% get a C, and so on. 
D) In Mr.Davenport's class, students who have achieved all of his instructional objectives get a grade of "Pass"; students who have not achieved all objectives get a grade of "In Progress."

Question 14

Which one of the following is a legitimate concern about the use of performance assessment?

Accepted Answer

A) It focuses more on rote learning than on meaningful learning. 
B) It undermines students' performance goals. 
C) It underestimates how much students have learned. 
D) Its reliability and content validity are sometimes questionable. 
A) It focuses more on rote learning than on meaningful learning. 
B) It undermines students' performance goals. 
C) It underestimates how much students have learned. 
D) Its reliability and content validity are sometimes questionable.

Question 15

Midway through a unit on how mountains are formed, Mr.McDonald gives a brief quiz to find out what students do and do not understand.He plans to focus the next few classes on the things about which students are most confused.Mr.McDonald's quiz exemplifies:

Accepted Answer

A) a norm-referenced test. 
B) authentic assessment. 
C) a performance assessment. 
D) formative evaluation. 
A) a norm-referenced test. 
B) authentic assessment. 
C) a performance assessment. 
D) formative evaluation.

Question 16

Whenever we modify an assessment to accommodate a student's special needs, we must remember that we are inevitably reducing:

Accepted Answer

A) reliability. 
B) standardization. 
C) validity. 
D) practicality. 
A) reliability. 
B) standardization. 
C) validity. 
D) practicality.

Question 17

Compare paper-pencil and performance assessment with regard to reliability, standardization, validity, and reliability.Your answer should focus on the use of the two forms of assessment for measuring classroom learning and achievement.

Accepted Answer

The student should compare paper-pencil

Question 18

In which one of the following situations do we definitely have a problem with the predictive validity of a classroom assessment?

Accepted Answer

A) Ms.Arthur assesses her students' overall physical fitness on Monday; she then assesses it the following Monday.Students who perform well one week are not the same ones who perform well the following week. 
B) Ms.Beatty uses a test of mechanical aptitude to determine which students are ready for her physics class.She finds out later that the students who scored worst on the mechanical aptitude test are some of the best students in physics. 
C) Ms.Clark tells students to study Chapter 14 but mistakenly gives them a test on Chapter 15 instead. 
D) Ms.Donohue devises a test for her class of 35 students that must be given to students one at a time and requires 2 hours for each student. 
A) Ms.Arthur assesses her students' overall physical fitness on Monday; she then assesses it the following Monday.Students who perform well one week are not the same ones who perform well the following week. 
B) Ms.Beatty uses a test of mechanical aptitude to determine which students are ready for her physics class.She finds out later that the students who scored worst on the mechanical aptitude test are some of the best students in physics. 
C) Ms.Clark tells students to study Chapter 14 but mistakenly gives them a test on Chapter 15 instead. 
D) Ms.Donohue devises a test for her class of 35 students that must be given to students one at a time and requires 2 hours for each student.

Question 19

In which one of the following situations do we definitely have a problem with the content validity of a classroom assessment?

Accepted Answer

A) Ms.Arthur assesses her students' overall physical fitness on Monday; she then assesses it the following Monday.Students who perform well one week are not the same ones who perform well the following week. 
B) Ms.Beatty uses a test of mechanical aptitude to determine which students are ready for her physics class.She finds out later that the students who scored worst on the mechanical aptitude test are some of the best students in physics. 
C) Ms.Clark tells students to study Chapter 14 but mistakenly gives them a test on Chapter 15 instead. 
D) Ms.Donohue devises a test for her class of 35 students that must be given to students one at a time and requires 2 hours for each student. 
A) Ms.Arthur assesses her students' overall physical fitness on Monday; she then assesses it the following Monday.Students who perform well one week are not the same ones who perform well the following week. 
B) Ms.Beatty uses a test of mechanical aptitude to determine which students are ready for her physics class.She finds out later that the students who scored worst on the mechanical aptitude test are some of the best students in physics. 
C) Ms.Clark tells students to study Chapter 14 but mistakenly gives them a test on Chapter 15 instead. 
D) Ms.Donohue devises a test for her class of 35 students that must be given to students one at a time and requires 2 hours for each student.

Question 20

When we give high school students instructions about a summative classroom assessment, we should:

Accepted Answer

A) assume they have had experience with such standard item types as true-false and multiple-choice. 
B) give them considerable freedom about how to respond. 
C) always deduct points for any grammatical or spelling errors. 
D) communicate clear guidelines about how they should respond. 
A) assume they have had experience with such standard item types as true-false and multiple-choice. 
B) give them considerable freedom about how to respond. 
C) always deduct points for any grammatical or spelling errors. 
D) communicate clear guidelines about how they should respond.

Which one of the following students is displaying testwiseness as psychologists typically use the term?

Which one of the following performance tasks best reflects extended performance?

Which one of the following assessments will definitely be scored in a criterion-referenced fashion?

Which one of the following statements best reflects the textbook author's position with regard to assessment and student risk-taking?

Which one of the following is not a limitation in relation to the use of standardized tests in a diverse classroom?

Which one of the following is the most likely drawback of an age or grade equivalent score?

If we say that a particular classroom assessment instrument is highly reliable, we mean that it:

When identifying the criteria to use in evaluating students' responses to a performance task, the textbook recommends that teachers:

As you plan your classroom assessments, one of the decisions you will have to make is whether to use a paper-pencil or performance assessment.Keeping both practicality and validity in mind, you should probably use a performance assessment:

Which one of the following best characterizes how confidence intervals are used in reporting students' scores on standardized tests?

Andree-Anne Simard was placed in a specialized classroom for students who have cognitive delays after one standardized test of cognitive ability revealed an IQ score that was one standard deviation below average.What is the lost likely criticism of this scenario?

Which one of the following teachers is using a norm-referenced grading system?

Which one of the following is a legitimate concern about the use of performance assessment?

Midway through a unit on how mountains are formed, Mr.McDonald gives a brief quiz to find out what students do and do not understand.He plans to focus the next few classes on the things about which students are most confused.Mr.McDonald's quiz exemplifies:

Whenever we modify an assessment to accommodate a student's special needs, we must remember that we are inevitably reducing:

Compare paper-pencil and performance assessment with regard to reliability, standardization, validity, and reliability.Your answer should focus on the use of the two forms of assessment for measuring classroom learning and achievement.

In which one of the following situations do we definitely have a problem with the predictive validity of a classroom assessment?

In which one of the following situations do we definitely have a problem with the content validity of a classroom assessment?

When we give high school students instructions about a summative classroom assessment, we should:

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

Exam 12: Instructional Assessment

Which one of the following students is displaying testwiseness as psychologists typically use the term?

Which one of the following performance tasks best reflects extended performance?

Which one of the following assessments will definitely be scored in a criterion-referenced fashion?

Which one of the following statements best reflects the textbook author's position with regard to assessment and student risk-taking?

Which one of the following is not a limitation in relation to the use of standardized tests in a diverse classroom?

Which one of the following is the most likely drawback of an age or grade equivalent score?

If we say that a particular classroom assessment instrument is highly reliable, we mean that it:

When identifying the criteria to use in evaluating students' responses to a performance task, the textbook recommends that teachers:

As you plan your classroom assessments, one of the decisions you will have to make is whether to use a paper-pencil or performance assessment.Keeping both practicality and validity in mind, you should probably use a performance assessment:

Which one of the following best characterizes how confidence intervals are used in reporting students' scores on standardized tests?

Andree-Anne Simard was placed in a specialized classroom for students who have cognitive delays after one standardized test of cognitive ability revealed an IQ score that was one standard deviation below average.What is the lost likely criticism of this scenario?

Which one of the following teachers is using a norm-referenced grading system?

Which one of the following is a legitimate concern about the use of performance assessment?

Midway through a unit on how mountains are formed, Mr.McDonald gives a brief quiz to find out what students do and do not understand.He plans to focus the next few classes on the things about which students are most confused.Mr.McDonald's quiz exemplifies:

Whenever we modify an assessment to accommodate a student's special needs, we must remember that we are inevitably reducing:

Compare paper-pencil and performance assessment with regard to reliability, standardization, validity, and reliability.Your answer should focus on the use of the two forms of assessment for measuring classroom learning and achievement.

In which one of the following situations do we definitely have a problem with the predictive validity of a classroom assessment?

In which one of the following situations do we definitely have a problem with the content validity of a classroom assessment?

When we give high school students instructions about a summative classroom assessment, we should:

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