Exam 14: Assessment of Classroom Learning
Exam 1: Applying Psychology to Teaching38 Questions
Exam 2: Theories of Psychosocial and Cognitive Development111 Questions
Exam 3: Age-Level Characteristics63 Questions
Exam 4: Understanding Student Differences42 Questions
Exam 5: Addressing Cultural and Socioeconomic Diversity48 Questions
Exam 6: Accommodating Student Variability63 Questions
Exam 7: Behavioral Learning Theory: Operant Conditioning61 Questions
Exam 8: Information-Processing Theory51 Questions
Exam 9: Social Cognitive Theory76 Questions
Exam 10: Constructivist Learning Theory, Problem Solving, and Transfer85 Questions
Exam 11: Motivation and Perceptions of Self71 Questions
Exam 12: Classroom Management57 Questions
Exam 13: Approaches to Instruction51 Questions
Exam 14: Assessment of Classroom Learning70 Questions
Exam 15: Understanding Standardized Assessment62 Questions
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In order to increase the likelihood that you will get an adequate sample of instructional content and student achievement when you devise tests, you are urged to
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One way to determine whether questions should be omitted, rewritten, or remain unchanged is through the use of
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Mrs. Ely needs to find out how well her students have learned several concepts and terms that she has recently taught them in science class. She can do this most efficiently by
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Explain how you might use a table of specifications to obtain a representative sample of student achievement.
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If you decided to give many homework assignments in order to determine student progress, but did not count them toward a final grade, you would be using
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Norm-referenced grading can be used for all of the following purposes except
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All of the following examples illustrate measurement except
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Preparing a general outline of an acceptable response is a necessary part of
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