Question 1

How do the essential qualities of universal design for learning (UDL)apply to assessment?

Accepted Answer

The essential qualities of universal design for learning (UDL) can be applied to assessment in several ways. UDL emphasizes providing multiple means of representation, action and expression, and engagement to support the diverse needs of all learners. When it comes to assessment, this means that assessments should also offer multiple means of representation, action and expression, and engagement to allow all students to demonstrate their understanding and skills.

In terms of representation, assessments should present information in multiple formats to accommodate different learning styles and preferences. This could include providing written, visual, and auditory components to assessment tasks. Additionally, assessments should allow for flexibility in how students can demonstrate their knowledge and skills, such as through written responses, oral presentations, or multimedia projects.

When it comes to action and expression, assessments should provide options for how students can respond to questions or tasks. This could involve offering choices in the types of questions or tasks presented, as well as allowing for different methods of responding, such as through writing, speaking, or using assistive technology.

Finally, assessments should also consider the importance of engagement. This means that assessments should be designed to be motivating and relevant to students, and should allow for personalization and choice whenever possible. This could involve allowing students to select topics or themes for their assessments, or providing options for how they can demonstrate their understanding.

Overall, the essential qualities of UDL can be applied to assessment by ensuring that assessments are flexible, inclusive, and supportive of the diverse needs of all learners. By providing multiple means of representation, action and expression, and engagement, assessments can better align with the principles of UDL and provide a more equitable and accessible learning experience for all students.

Question 2

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.​

Accepted Answer

A) True 
 B)False  False

Question 3

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:​

Accepted Answer

A) awareness. 
B) consciousness. 
C) performance. 
D) assessment. 
A) awareness. 
B) consciousness. 
C) performance. 
D) assessment. C

Question 4

Cognitive processing abilities cannot be seen directly, so in order to measure intelligence we have to infer those abilities from behaviors the student demonstrates on a test. If a child could identify which item is the smallest on a test, which of the following processing abilities could we assume she has demonstrated?

Accepted Answer

A) Auditory perception 
B) Motor 
C) Reasoning 
D) Visual perception 
A) Auditory perception 
B) Motor 
C) Reasoning 
D) Visual perception

Question 5

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.​

Accepted Answer

A) True 
 B)False

Question 6

The type of assessment given at the end of a program or at the end of the year is a ___________ assessment.​

Accepted Answer

A) cumulative 
B) summative 
C) formative 
D) collective 
A) cumulative 
B) summative 
C) formative 
D) collective

Question 7

The person on a collaborative school team with the most expertise in interpreting standardized assessments would most likely be the ____________________.​

Accepted Answer

A) veteran teacher 
B) special education teacher 
C) school psychologist 
D) the principal 
A) veteran teacher 
B) special education teacher 
C) school psychologist 
D) the principal

Question 8

Explain how the principles of universal learning design (UDL)apply to the assessment process and give examples to illustrate your answer.​

Accepted Answer

The principles of Universal Design for L

Question 9

Assessments can be modified by using high and/or low tech materials such as _________, to help meet individual student needs.​

Accepted Answer

A) digital voice recorders 
B) communication boards 
C) color-coded response cards 
D) All of the choices are correct. 
A) digital voice recorders 
B) communication boards 
C) color-coded response cards 
D) All of the choices are correct.

Question 10

It is important that assessment is on-going and continually integrated into instruction for all the following reasons, EXCEPT to:

Accepted Answer

A) engage students in their learning so they know where they stand and can then set appropriate goals. 
B) document student progress on specific skills. 
C) let us know if our instruction has been effective or if we need to make adjustments. 
D) generate data for NCLB's adequate yearly progress (AYP)reports. 
A) engage students in their learning so they know where they stand and can then set appropriate goals. 
B) document student progress on specific skills. 
C) let us know if our instruction has been effective or if we need to make adjustments. 
D) generate data for NCLB's adequate yearly progress (AYP)reports.

Question 11

Krysta's parents arranged for her to have a math tutor and her teacher modified her assignments (she only answered every other question at the end of the chapter). Also, for every day she did not misbehave and cause a distraction to the other pupils in her math class, she earned a token which she could turn in for a prize at the end of the week. This scenario is an example of a:​

Accepted Answer

A) functional behavior assessment. 
B) positive behavior rating scale. 
C) positive functional support. 
D) behavior intervention plan. 
A) functional behavior assessment. 
B) positive behavior rating scale. 
C) positive functional support. 
D) behavior intervention plan.

Question 12

The type of assessment that is given throughout the year, often linked to classroom instruction is a ___________ assessment.​

Accepted Answer

A) cumulative 
B) summative 
C) formative 
D) collective 
A) cumulative 
B) summative 
C) formative 
D) collective

Question 13

In what ways can high and low tech options facilitate student expression in assessment for our growing number of diverse learners?

Accepted Answer

High and low tech options can facilitate

Question 14

Often teachers provide assessments in the exact same format for all the students in their class. This goes against which of the following UDL principles?​

Accepted Answer

A) Multiple means of representation 
B) Multiple means of engagement 
C) Multiple means of expression 
D) Multiple means of reflections 
A) Multiple means of representation 
B) Multiple means of engagement 
C) Multiple means of expression 
D) Multiple means of reflections

Question 15

All of the following statements about the use of probes are true, EXCEPT probes:

Accepted Answer

A) can be created by the teacher. 
B) can be part of a commercial education program. 
C) are rubrics that evaluate work samples. 
D) are frequent and repeated measures to guide instructional planning. 
A) can be created by the teacher. 
B) can be part of a commercial education program. 
C) are rubrics that evaluate work samples. 
D) are frequent and repeated measures to guide instructional planning.

Question 16

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.​

Accepted Answer

A) True 
 B)False

Question 17

What are some of the major factors to keep in mind when organizing and planning for on-going assessments?

Accepted Answer

When organizing and planning for on-goin

Question 18

Various assessment techniques are used to:​

Accepted Answer

A) monitor the progress of your students. 
B) set goals for student learning and inform your instruction. 
C) identify the strengths and needs of your students. 
D) All of the choices are correct. 
A) monitor the progress of your students. 
B) set goals for student learning and inform your instruction. 
C) identify the strengths and needs of your students. 
D) All of the choices are correct.

Question 19

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.​

Accepted Answer

A) True 
 B)False

Question 20

The first step in identifying the strengths and needs of students is to:​

Accepted Answer

A) engage in informal conversations about students in the teacher's lounge. 
B) ask  each student's former teacher. 
C) make a judgment about each student based on your first impression. 
D) look at the information in students' school records. 
A) engage in informal conversations about students in the teacher's lounge. 
B) ask  each student's former teacher. 
C) make a judgment about each student based on your first impression. 
D) look at the information in students' school records.

How do the essential qualities of universal design for learning (UDL)apply to assessment?

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.

The type of assessment given at the end of a program or at the end of the year is a ___________ assessment.

The person on a collaborative school team with the most expertise in interpreting standardized assessments would most likely be the ____________________.

Explain how the principles of universal learning design (UDL)apply to the assessment process and give examples to illustrate your answer.

Assessments can be modified by using high and/or low tech materials such as _________, to help meet individual student needs.

It is important that assessment is on-going and continually integrated into instruction for all the following reasons, EXCEPT to:

The type of assessment that is given throughout the year, often linked to classroom instruction is a ___________ assessment.

In what ways can high and low tech options facilitate student expression in assessment for our growing number of diverse learners?

Often teachers provide assessments in the exact same format for all the students in their class. This goes against which of the following UDL principles?

All of the following statements about the use of probes are true, EXCEPT probes:

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.

What are some of the major factors to keep in mind when organizing and planning for on-going assessments?

Various assessment techniques are used to:

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.

The first step in identifying the strengths and needs of students is to:

Teaching in Today Apos S Inclusive Classrooms Your Journey Begins

Introducing Universal Design for Learning

Policies Pracclusive Education

Diversity in the Classroom Learners With High Incidence Disabilities

Diversity in the Classroom Students With Low Incidence Disabilities

Learners With Gifts and Talents Learners Who Are Curners at Risk

Collaboration and Cooperative Teaching Tools for Teaching All Learners

Designing Learning That Works for All Students

Selecting Instructional Strategies for Teaching All Learners

Selecting Behavioral Supports for All Learners

Assistive Technologies and Innovative Learning Tools

Creating Literacy Rich Environments for All Learners

Developing an Understanding of Mathematics in All Learners

Teaching Critical Content in Science and Social Studies to All Learners

Filters

Exam 9: Assessing and Evaluating Learner Progress

How do the essential qualities of universal design for learning (UDL)apply to assessment?

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.​

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:​

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.​

The type of assessment given at the end of a program or at the end of the year is a ___________ assessment.​

The person on a collaborative school team with the most expertise in interpreting standardized assessments would most likely be the ____________________.​

Explain how the principles of universal learning design (UDL)apply to the assessment process and give examples to illustrate your answer.​

Assessments can be modified by using high and/or low tech materials such as _________, to help meet individual student needs.​

It is important that assessment is on-going and continually integrated into instruction for all the following reasons, EXCEPT to:

The type of assessment that is given throughout the year, often linked to classroom instruction is a ___________ assessment.​

In what ways can high and low tech options facilitate student expression in assessment for our growing number of diverse learners?

Often teachers provide assessments in the exact same format for all the students in their class. This goes against which of the following UDL principles?​

All of the following statements about the use of probes are true, EXCEPT probes:

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.​

What are some of the major factors to keep in mind when organizing and planning for on-going assessments?

Various assessment techniques are used to:​

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.​

The first step in identifying the strengths and needs of students is to:​

Teaching in Today Apos S Inclusive Classrooms Your Journey Begins

Introducing Universal Design for Learning

Policies Pracclusive Education

Diversity in the Classroom Learners With High Incidence Disabilities

Diversity in the Classroom Students With Low Incidence Disabilities

Learners With Gifts and Talents Learners Who Are Curners at Risk

Collaboration and Cooperative Teaching Tools for Teaching All Learners

Designing Learning That Works for All Students

Selecting Instructional Strategies for Teaching All Learners

Selecting Behavioral Supports for All Learners

Assistive Technologies and Innovative Learning Tools

Creating Literacy Rich Environments for All Learners

Developing an Understanding of Mathematics in All Learners

Teaching Critical Content in Science and Social Studies to All Learners

Filters

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.

The type of assessment given at the end of a program or at the end of the year is a ___________ assessment.

The person on a collaborative school team with the most expertise in interpreting standardized assessments would most likely be the ____________________.

Explain how the principles of universal learning design (UDL)apply to the assessment process and give examples to illustrate your answer.

Assessments can be modified by using high and/or low tech materials such as _________, to help meet individual student needs.

The type of assessment that is given throughout the year, often linked to classroom instruction is a ___________ assessment.

Often teachers provide assessments in the exact same format for all the students in their class. This goes against which of the following UDL principles?

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.

Various assessment techniques are used to:

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.

The first step in identifying the strengths and needs of students is to: