Question 1

What are the major purposes for assessing mathematics skills?

Accepted Answer

Mathematic skills are assessed for a variety of reasons, including 
(1) to provide information so teachers can plan individualized instruction for students based on the specific skills they have mastered,
(2) to provide information on the types of problems that students are having difficulties with so they can modify curriculum and/or instruction, if needed,
(3) so teachers can determine whether students have mastered the facts and concepts that public school programs are responsible for teaching, and
(4) occasionally to make eligibility and placement decisions for children with learning disabilities in math. ​

Question 2

Students should be able to formulate questions that can be addressed with data and collect, organize and display relevant data to answer them as required by the _______________ NCTM content standard

Accepted Answer

data analysis and probability

Question 3

In general, the behaviors sampled by diagnostic math tests are

Accepted Answer

A)  different for different tests. 
B)  covered more than adequately by most tests. 
C)  about the same across tests. 
D)  restricted to secondary-level content. 
A)  different for different tests. 
B)  covered more than adequately by most tests. 
C)  about the same across tests. 
D)  restricted to secondary-level content. C

Question 4

Teachers need to know whether pupils have mastered facts and concepts in order to plan ________ math instruction

Accepted Answer

The answer of Teachers need to know whether pupils have...

Question 5

The __________ broadly covers numeration, quantity, geometry, measurement, time/sequence, money, comparison, statistics, and algebra

Accepted Answer

The answer of The __________ broadly covers numeration, quantity, geometry,...

Question 6

Developing and evaluating mathematical arguments and proofs is a component of the _________ and proof NCTM process standard

Accepted Answer

The answer of Developing and evaluating mathematical arguments and proofs...

Question 7

Being able to formulate questions that can be addressed with data to collect is an example of the __________ content standard

Accepted Answer

A)  data analysis and probability 
B)  problem solving 
C)  measurement 
D)  communication 
A)  data analysis and probability 
B)  problem solving 
C)  measurement 
D)  communication

Question 8

________ decisions need not be based on the detailed information provided by diagnostic tests.

Accepted Answer

The answer of ________ decisions need not be based on...

Question 9

Why are diagnostic math tests appropriately used in establishing eligibility for programs for children with learning disabilities?

Accepted Answer

Generally, a learning-disabled student m

Question 10

Problem solving as described by the NCTM is

Accepted Answer

A)  recognizing and using connections among mathematical ideas 
B)  communicating mathematical thinking clearly to peers and teachers 
C)  applying and adapting a variety of appropriate strategies 
A)  recognizing and using connections among mathematical ideas 
B)  communicating mathematical thinking clearly to peers and teachers 
C)  applying and adapting a variety of appropriate strategies

Question 11

Diagnostic testing in mathematics is designed to identify specific __________ and __________ in skill development

Accepted Answer

strengths,

Question 12

How is generalization a problem in diagnostic assessment in mathematics?

Accepted Answer

Most diagnostic tests in mathematics do

Question 13

Although there is considerable consistency in the behaviors sampled by diagnostic mathematics tests, there is still a problem with

Accepted Answer

A)  content coverage. 
B)  instructional match. 
C)  too many items. 
D)  graded norms. 
A)  content coverage. 
B)  instructional match. 
C)  too many items. 
D)  graded norms.

Question 14

A practical and appropriate solution to not using a diagnostic math test for eligibility decisions is to

Accepted Answer

A)  use a screening measure. 
B)  use the entire individually administered diagnostic test for eligibility decisions 
C)  administer individually a subtest from one of the better group-administered achievement tests 
D)  forgo testing of specific strengths and weaknesses if you have normative standing data 
A)  use a screening measure. 
B)  use the entire individually administered diagnostic test for eligibility decisions 
C)  administer individually a subtest from one of the better group-administered achievement tests 
D)  forgo testing of specific strengths and weaknesses if you have normative standing data

Question 15

In general, the relationship between the number of diagnostic mathematics tests and the number of diagnostic reading tests is that there are

Accepted Answer

A)  more math tests than reading tests. 
B)  about the same number of math and reading tests. 
C)  more reading tests than math tests. 
D)  None of the answers are correct 
A)  more math tests than reading tests. 
B)  about the same number of math and reading tests. 
C)  more reading tests than math tests. 
D)  None of the answers are correct

Question 16

Recognition that a three-sided figure is a triangle is an example of the content standard of

Accepted Answer

A)  numbers and operations. 
B)  measurement. 
C)  algebra. 
D)  geometry. 
A)  numbers and operations. 
B)  measurement. 
C)  algebra. 
D)  geometry.

Question 17

Problem solving is an example of a(n)

Accepted Answer

A)  content standard. 
B)  operation. 
C)  process standard. 
D)  mathematical strategy 
A)  content standard. 
B)  operation. 
C)  process standard. 
D)  mathematical strategy

Question 18

Great care must be taken in using diagnostic math tests to make __________ decisions as there may be a mismatch between test content and instructional programming

Accepted Answer

The answer of Great care must be taken in using...

Question 19

The understanding of patterns, relations and functions is part of the

Accepted Answer

A)  number and operations content area. 
B)  fractions content area 
C)  algebra content area. 
D)  geometry content area. 
A)  number and operations content area. 
B)  fractions content area 
C)  algebra content area. 
D)  geometry content area.

Question 20

The G·MADE is one of the few diagnostic math tests designed to lead to __________ strategies

Accepted Answer

The answer of The G·MADE is one of the few...

Exam 16: Using Diagnostic Mathematics Measures

What are the major purposes for assessing mathematics skills?

Students should be able to formulate questions that can be addressed with data and collect, organize and display relevant data to answer them as required by the _______________ NCTM content standard

In general, the behaviors sampled by diagnostic math tests are

Teachers need to know whether pupils have mastered facts and concepts in order to plan ________ math instruction

The __________ broadly covers numeration, quantity, geometry, measurement, time/sequence, money, comparison, statistics, and algebra

Developing and evaluating mathematical arguments and proofs is a component of the _________ and proof NCTM process standard

Being able to formulate questions that can be addressed with data to collect is an example of the __________ content standard

________ decisions need not be based on the detailed information provided by diagnostic tests.

Why are diagnostic math tests appropriately used in establishing eligibility for programs for children with learning disabilities?

Problem solving as described by the NCTM is

Diagnostic testing in mathematics is designed to identify specific __________ and __________ in skill development

How is generalization a problem in diagnostic assessment in mathematics?

Although there is considerable consistency in the behaviors sampled by diagnostic mathematics tests, there is still a problem with

A practical and appropriate solution to not using a diagnostic math test for eligibility decisions is to

In general, the relationship between the number of diagnostic mathematics tests and the number of diagnostic reading tests is that there are

Recognition that a three-sided figure is a triangle is an example of the content standard of

Problem solving is an example of a(n)

Great care must be taken in using diagnostic math tests to make __________ decisions as there may be a mismatch between test content and instructional programming

The understanding of patterns, relations and functions is part of the

The G·MADE is one of the few diagnostic math tests designed to lead to __________ strategies

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

Teacher-Made Tests of Achievement

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 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

Diagnostic testing in mathematics is designed to identify specific and in skill development