Question 1

A problem in the diagnostic assessment of mathematical skills is the recurring issue of ________ __________.

Accepted Answer

The answer of A problem in the diagnostic assessment of...

Question 2

The reliabilities of the subtests of most diagnostic math tests suggest that the tests are not too useful in assessing __________ or in assessing strengths and weaknesses

Accepted Answer

The answer of The reliabilities of the subtests of most...

Question 3

The G·MADE has the option of _______________ testing

Accepted Answer

The answer of The G·MADE has the option of _______________...

Question 4

Representation refers to the

Accepted Answer

A)  use of symbols to organize, record and communicate mathematical ideas. 
B)  application of techniques to determine measurements 
C)  selection of appropriate statistical methods to analyze data. 
D)  solving of problems that arise in mathematics 
A)  use of symbols to organize, record and communicate mathematical ideas. 
B)  application of techniques to determine measurements 
C)  selection of appropriate statistical methods to analyze data. 
D)  solving of problems that arise in mathematics

Question 5

The process standard represented by understanding how mathematical ideas interconnect and build on one another to produce a coherent whole is

Accepted Answer

A)  communication. 
B)  problem-solving 
C)  connections. 
D)  reasoning and proof 
A)  communication. 
B)  problem-solving 
C)  connections. 
D)  reasoning and proof

Question 6

One of the major dilemmas in the assessment of math skills is the ​

Accepted Answer

A)  choice between many different math diagnostic tests 
B)  diagnostic test covers too dense mathematical domains 
C)  time involved in individual administrations 
D)  recurring issue of instructional match 
A)  choice between many different math diagnostic tests 
B)  diagnostic test covers too dense mathematical domains 
C)  time involved in individual administrations 
D)  recurring issue of instructional match

Question 7

In diagnostic testing of mathematics, the preferred practice might be to

Accepted Answer

A)  use a group-administered achievement test of multiple-skills, followed by teacher analysis of errors. 
B)  forgo testing. 
C)  use a diagnostic mathematics test, regardless of its limitations 
D)  use a teacher-developed criterion-referenced measure that parallels the curriculum 
A)  use a group-administered achievement test of multiple-skills, followed by teacher analysis of errors. 
B)  forgo testing. 
C)  use a diagnostic mathematics test, regardless of its limitations 
D)  use a teacher-developed criterion-referenced measure that parallels the curriculum

Question 8

The diagnostic mathematics test that has growth scale values for the purpose of tracking growth in math skills over the years is the ​

Accepted Answer

A)  Group Mathematics Assessment and Diagnostic Evaluation. 
B)  Stanford Diagnostic Mathematics Test 4 
C)  Comprehensive Mathematical Abilities Test 
D)  STAR Math 
A)  Group Mathematics Assessment and Diagnostic Evaluation. 
B)  Stanford Diagnostic Mathematics Test 4 
C)  Comprehensive Mathematical Abilities Test 
D)  STAR Math

Question 9

The best advice for diagnostic testing in math is for teachers to develop _______________ achievement tests that exactly parallel the instruction being provided.

Accepted Answer

The answer of The best advice for diagnostic testing in...

Question 10

Most diagnostic tests in mathematics do not test a sufficiently detailed __________ of facts and concepts.

Accepted Answer

The answer of Most diagnostic tests in mathematics do not...

Question 11

The __________ NCTM content standard requires students to use visualization, spatial reasoning and geometric modeling to solve problems.

Accepted Answer

The answer of The __________ NCTM content standard requires students...

Question 12

One of the many benefits of the G·MADE is all of the following except that it

Accepted Answer

A)  can be given out of level based on the ability level of the student 
B)  highly correlates with reading subtests 
C)  is standards-based and is designed to lead to teaching strategies 
D)  provides information about error patterns of each student. 
A)  can be given out of level based on the ability level of the student 
B)  highly correlates with reading subtests 
C)  is standards-based and is designed to lead to teaching strategies 
D)  provides information about error patterns of each student.

Question 13

The NCTM specified five content standards including

Accepted Answer

A)  problem-solving. 
B)  communication. 
C)  reasoning and proof. 
D)  measurement. 
A)  problem-solving. 
B)  communication. 
C)  reasoning and proof. 
D)  measurement.

A problem in the diagnostic assessment of mathematical skills is the recurring issue of __.

The reliabilities of the subtests of most diagnostic math tests suggest that the tests are not too useful in assessing __________ or in assessing strengths and weaknesses

The G·MADE has the option of _______________ testing

Representation refers to the

The process standard represented by understanding how mathematical ideas interconnect and build on one another to produce a coherent whole is

One of the major dilemmas in the assessment of math skills is the

In diagnostic testing of mathematics, the preferred practice might be to

The diagnostic mathematics test that has growth scale values for the purpose of tracking growth in math skills over the years is the

The best advice for diagnostic testing in math is for teachers to develop _______________ achievement tests that exactly parallel the instruction being provided.

Most diagnostic tests in mathematics do not test a sufficiently detailed __________ of facts and concepts.

The __________ NCTM content standard requires students to use visualization, spatial reasoning and geometric modeling to solve problems.

One of the many benefits of the G·MADE is all of the following except that it

The NCTM specified five content standards including

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

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Exam 16: Using Diagnostic Mathematics Measures

A problem in the diagnostic assessment of mathematical skills is the recurring issue of ________ __________.

The reliabilities of the subtests of most diagnostic math tests suggest that the tests are not too useful in assessing __________ or in assessing strengths and weaknesses

The G·MADE has the option of _______________ testing

Representation refers to the

The process standard represented by understanding how mathematical ideas interconnect and build on one another to produce a coherent whole is

One of the major dilemmas in the assessment of math skills is the ​

In diagnostic testing of mathematics, the preferred practice might be to

The diagnostic mathematics test that has growth scale values for the purpose of tracking growth in math skills over the years is the ​

The best advice for diagnostic testing in math is for teachers to develop _______________ achievement tests that exactly parallel the instruction being provided.

Most diagnostic tests in mathematics do not test a sufficiently detailed __________ of facts and concepts.

The __________ NCTM content standard requires students to use visualization, spatial reasoning and geometric modeling to solve problems.

One of the many benefits of the G·MADE is all of the following except that it

The NCTM specified five content standards including

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

A problem in the diagnostic assessment of mathematical skills is the recurring issue of __.

One of the major dilemmas in the assessment of math skills is the

The diagnostic mathematics test that has growth scale values for the purpose of tracking growth in math skills over the years is the