Question 1

Essay items can be scored either holistically or analytically. Two responses below show the recommended choices. Identify BOTH .

Accepted Answer

A) extended response-analytic scoring 
B) extended response-holistic scoring 
C) restricted response-holistic scoring 
D) restricted response-analytic scoring 
A) extended response-analytic scoring 
B) extended response-holistic scoring 
C) restricted response-holistic scoring 
D) restricted response-analytic scoring

Question 2

Student performances can be effectively monitored and assessed with rating scales, checklists, and anecdotal records. In no more than one-half page for each of the three topics, explain what each is and how each is best used as an assessment tool.

Accepted Answer

Rating scales are a type of assessment t

Question 3

What is measurement?

Accepted Answer

A) a broad range of processes by which teachers gather information about student learning 
B) a particular type of assessment, usually a set of questions 
C) a process that assigns numbers to assessment results 
D) a paper-and-pencil test developed by a publisher, standardized for a large population 
A) a broad range of processes by which teachers gather information about student learning 
B) a particular type of assessment, usually a set of questions 
C) a process that assigns numbers to assessment results 
D) a paper-and-pencil test developed by a publisher, standardized for a large population

Question 4

Which is NOT a strength of large-scale achievement tests?

Accepted Answer

A) demonstrates a complete picture of student achievement 
B) technical superiority of questions and low cost 
C) ease of administration and scoring 
D) accompanied by extensive helpful data on norming, validity, and reliability 
A) demonstrates a complete picture of student achievement 
B) technical superiority of questions and low cost 
C) ease of administration and scoring 
D) accompanied by extensive helpful data on norming, validity, and reliability

Question 5

The inclusion principle in determining grades refers to

Accepted Answer

A) creating alternative assessments for special populations. 
B) omitting some students from the process. 
C) including both objective and essay tests. 
D) never having too much data. 
A) creating alternative assessments for special populations. 
B) omitting some students from the process. 
C) including both objective and essay tests. 
D) never having too much data.

Essay items can be scored either holistically or analytically. Two responses below show the recommended choices. Identify BOTH .

Student performances can be effectively monitored and assessed with rating scales, checklists, and anecdotal records. In no more than one-half page for each of the three topics, explain what each is and how each is best used as an assessment tool.

What is measurement?

Which is NOT a strength of large-scale achievement tests?

The inclusion principle in determining grades refers to

Frames of Reference for Teaching

The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope

Teaching Diverse Learners in Inclusive Classrooms

Objectives Taxonomies and Standards for Instruction

Mastering Instructional Planning

Sequencing and Organizing Instruction

The Process of Classroom Questioning

Small Group Discussions and Cooperative Learning

Inquiry Teaching and Higher-Level Learning

Managing the Classroom

Filters

Exam 7: Assessment

Essay items can be scored either holistically or analytically. Two responses below show the recommended choices. Identify BOTH .

Student performances can be effectively monitored and assessed with rating scales, checklists, and anecdotal records. In no more than one-half page for each of the three topics, explain what each is and how each is best used as an assessment tool.

What is measurement?

Which is NOT a strength of large-scale achievement tests?

The inclusion principle in determining grades refers to

Frames of Reference for Teaching

The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope

Teaching Diverse Learners in Inclusive Classrooms

Objectives Taxonomies and Standards for Instruction

Mastering Instructional Planning

Sequencing and Organizing Instruction

The Process of Classroom Questioning

Small Group Discussions and Cooperative Learning

Inquiry Teaching and Higher-Level Learning

Managing the Classroom

Filters