Question 1

The most commonly used method to assess spelling achievement is the dictation test in __________ format.

Accepted Answer

hear-write

Question 2

An example of a "supply" format for a test item is a(n)

Accepted Answer

A)  matching item. 
B)  distractor. 
C)  essay question. 
D)  comprehension question. 
A)  matching item. 
B)  distractor. 
C)  essay question. 
D)  comprehension question. C

Question 3

For day-to-day monitoring of instruction and selecting short-term instructional objectives, __________ assessments are preferred.

Accepted Answer

bottom-up

Question 4

The only way a teacher can know that test questions are good is to __________ them and make revisions based on the results. ​

Accepted Answer

The answer of The only way a teacher can know...

Question 5

In most cases, __________ questions simply should not be used.

Accepted Answer

The answer of In most cases, __________ questions simply should...

Question 6

Increasing the difficulty of matching questions by providing more options than stems or by using an option more than once is

Accepted Answer

A)  a way to increase the validity of items. 
B)  a procedure that is not recommended. 
C)  an acceptable procedure for increasing test discrimination. 
D)  appropriate for older students only. 
A)  a way to increase the validity of items. 
B)  a procedure that is not recommended. 
C)  an acceptable procedure for increasing test discrimination. 
D)  appropriate for older students only.

Question 7

What are the two basic aspects of reading that are usually assessed?

Accepted Answer

Decoding a

Question 8

For determining starting places for instruction and for assessing maintenance and generalization of previously learned material, __________ assessments are preferred.

Accepted Answer

The answer of For determining starting places for instruction and...

Question 9

The two primary potential advantages of teacher-made tests are related to

Accepted Answer

A)  speed of administration and comprehensiveness. 
B)  curriculum match and sensitivity. 
C)  reliability and standardization. 
D)  inexpensiveness and efficiency. 
A)  speed of administration and comprehensiveness. 
B)  curriculum match and sensitivity. 
C)  reliability and standardization. 
D)  inexpensiveness and efficiency.

Question 10

Commercially prepared tests are rarely designed to assess achievement within specific __________.

Accepted Answer

The answer of Commercially prepared tests are rarely designed to...

Question 11

Teacher-made tests should not be considered to be __________ if that term is taken to mean haphazard or casual.

Accepted Answer

The answer of Teacher-made tests should not be considered to...

Question 12

The assessment of critical thinking skills usually is

Accepted Answer

A)  incorporated into social-studies tests. 
B)  too complicated to assess in any format other than essay questions. 
C)  delayed until students are in secondary-level or even postsecondary education. 
D)  assessed in the same way as understanding of information is assessed. ​ 
A)  incorporated into social-studies tests. 
B)  too complicated to assess in any format other than essay questions. 
C)  delayed until students are in secondary-level or even postsecondary education. 
D)  assessed in the same way as understanding of information is assessed. ​

Question 13

Teachers generally make up tests to ascertain the extent to which their students have learned or are learning __________.

Accepted Answer

what has b

Question 14

In order to conduct frequent assessments that are meaningful, the tests that are used for assessing the same objectives must be __________.

Accepted Answer

The answer of In order to conduct frequent assessments that...

Question 15

Teachers need tests that are __________ to small changes in knowledge.

Accepted Answer

The answer of Teachers need tests that are __________ to...

Question 16

In current practice, the assessment of written language skills for advanced students usually involves

Accepted Answer

A)  counting correct words written. 
B)  computer analysis. 
C)  holistic judgments of content. 
D)  objective scoring systems. 
A)  counting correct words written. 
B)  computer analysis. 
C)  holistic judgments of content. 
D)  objective scoring systems.

Question 17

If you had to develop a true-false test, it would be important to

Accepted Answer

A)  include more true items than false items. 
B)  make false responses longer, to trick the student. 
C)  use specific qualifiers, such as "all" or "always." 
D)  avoid sweeping generalizations. 
A)  include more true items than false items. 
B)  make false responses longer, to trick the student. 
C)  use specific qualifiers, such as "all" or "always." 
D)  avoid sweeping generalizations.

Question 18

Probably the most appropriate test format to use with a student who does not read or write independently is

Accepted Answer

A)  "see-write." 
B)  "see-say." 
C)  "hear-write." 
D)  "hear-say." 
A)  "see-write." 
B)  "see-say." 
C)  "hear-write." 
D)  "hear-say."

Question 19

Multiple-choice questions have two parts: a __________ that contains the question and a response set that contains the correct answer (the keyed response) and incorrect options called __________.

Accepted Answer

stem, dist

Question 20

In deciding what content to include in a test, a guiding principle is to focus on

Accepted Answer

A)  important facts or relationships if the domain is complex. 
B)  the most difficult facts and relationships if assessing a narrow range of skills. 
C)  those facts and relationships that the students are most likely to miss. 
D)  the facts and relationships that most interested the students. 
A)  important facts or relationships if the domain is complex. 
B)  the most difficult facts and relationships if assessing a narrow range of skills. 
C)  those facts and relationships that the students are most likely to miss. 
D)  the facts and relationships that most interested the students.

Exam 8: Teacher-Made Tests of Achievement

The most commonly used method to assess spelling achievement is the dictation test in __________ format.

An example of a "supply" format for a test item is a(n)

For day-to-day monitoring of instruction and selecting short-term instructional objectives, __________ assessments are preferred.

The only way a teacher can know that test questions are good is to __________ them and make revisions based on the results. ​

In most cases, __________ questions simply should not be used.

Increasing the difficulty of matching questions by providing more options than stems or by using an option more than once is

What are the two basic aspects of reading that are usually assessed?

For determining starting places for instruction and for assessing maintenance and generalization of previously learned material, __________ assessments are preferred.

The two primary potential advantages of teacher-made tests are related to

Commercially prepared tests are rarely designed to assess achievement within specific __________.

Teacher-made tests should not be considered to be __________ if that term is taken to mean haphazard or casual.

The assessment of critical thinking skills usually is

Teachers generally make up tests to ascertain the extent to which their students have learned or are learning __________.

In order to conduct frequent assessments that are meaningful, the tests that are used for assessing the same objectives must be __________.

Teachers need tests that are __________ to small changes in knowledge.

In current practice, the assessment of written language skills for advanced students usually involves

If you had to develop a true-false test, it would be important to

Probably the most appropriate test format to use with a student who does not read or write independently is

Multiple-choice questions have two parts: a __________ that contains the question and a response set that contains the correct answer (the keyed response) and incorrect options called __________.

In deciding what content to include in a test, a guiding principle is to focus on

Assessment in Social and Educational Contexts

Assessment and Decision-Making in Schools

Laws, Ethical Codes, and Standards

Test Scores and How to Use Them

Technical Adequacy: Reliability and Validity

Cultural and Linguistic Considerations

Using Test Adaptations and Accommodations

Assessing Behavior Through Observation

Monitoring Student Progress Toward Instructional Goals

Managing Classroom Assessment

Response to Intervention Rti and a Multi-Tiered System of Supports Mtss

How to Evaluate a Test

Assessment of Academic Achievement With Multi-Skill Devices

Using Diagnostic Reading Measures

Using Diagnostic Mathematics Measures

Using Measures of Written Language

Using Measures of Intelligence

Using Measures of Social and Emotional Behavior

Making Instructional Decisions

Making Special Education Eligibility Decisions

Making Decisions About Participation in Accountability Programs

Collaborative Team Decision-Making

Filters

The only way a teacher can know that test questions are good is to __________ them and make revisions based on the results.

Multiple-choice questions have two parts: a that contains the question and a response set that contains the correct answer (the keyed response) and incorrect options called .