Question 1

Which of the following examples is NOT a formative assessment?

Accepted Answer

A) Teacher-made tests 
B) Observations 
C) S.A.T. 
D) Classroom activities 
A) Teacher-made tests 
B) Observations 
C) S.A.T. 
D) Classroom activities

Question 2

High-stakes educational and accountability decisions are often made based on:​

Accepted Answer

A) collective results of teacher-made tests. 
B) the results of individually administered assessments. 
C) the results of large-scale assessments. 
D) the results of curriculum-based assessments. 
A) collective results of teacher-made tests. 
B) the results of individually administered assessments. 
C) the results of large-scale assessments. 
D) the results of curriculum-based assessments.

Question 3

Which of the following is NOT an accurate statement about portfolios?

Accepted Answer

A) They are an excellent way to document student performance based assessments. 
B) They are a collection of artifacts, selected by the teacher to represent the best work the student has done. 
C) It is important to include drafts, rubrics, and checklists to demonstrate ongoing growth. 
D) They can be represented in an electronic format to incorporate UDL principles. 
A) They are an excellent way to document student performance based assessments. 
B) They are a collection of artifacts, selected by the teacher to represent the best work the student has done. 
C) It is important to include drafts, rubrics, and checklists to demonstrate ongoing growth. 
D) They can be represented in an electronic format to incorporate UDL principles.

Question 4

Achievement refers to a student's application of their ability to basic skill acquisition in a classroom setting; in other words, demonstrating what she has learned. Which of the following is NOT an example of student achievement?​

Accepted Answer

A) Reading a paragraph out loud to the class 
B) Multiplying 6 times 9 
C) Reciting the Gettysburg Address 
D) Making change for a customer at her father's store 
A) Reading a paragraph out loud to the class 
B) Multiplying 6 times 9 
C) Reciting the Gettysburg Address 
D) Making change for a customer at her father's store

Question 5

Curriculum-based assessments allow for all the following, EXCEPT:

Accepted Answer

A) monitor progress toward IEP goals. 
B) assist in eligibility/placement decisions. 
C) compare student performance to a nationally representative sample of their same age peers. 
D) adjust instruction. 
A) monitor progress toward IEP goals. 
B) assist in eligibility/placement decisions. 
C) compare student performance to a nationally representative sample of their same age peers. 
D) adjust instruction.

Question 6

Explain how Gardner's theory on multiple intelligences can inform our assessment practices?

Accepted Answer

Gardner's theory on multiple intelligenc

Question 7

All of the following items are likely to be found in the school record of every student, EXCEPT:

Accepted Answer

A) norm-referenced tests. 
B) IEPs. 
C) informal assessment measures. 
D) criterion-referenced tests. 
A) norm-referenced tests. 
B) IEPs. 
C) informal assessment measures. 
D) criterion-referenced tests.

Question 8

When assessment is an isolated event, all of the following can occur, EXCEPT:​

Accepted Answer

A) there is a negative effect on student engagement. 
B) teachers know whether instruction is effective and when changes need to be made. 
C) students become less motivated. 
D) students experience anxiety. 
A) there is a negative effect on student engagement. 
B) teachers know whether instruction is effective and when changes need to be made. 
C) students become less motivated. 
D) students experience anxiety.

Question 9

Instead of just retrofitting existing assessment accommodations, a move toward technology-based adaptations can help create accurate assessments that can facilitate student success.

Accepted Answer

A) True 
 B)False

Question 10

Once a teacher has identified "what" they need to teach, the next step is to identify:​

Accepted Answer

A) who they need to teach. 
B) how they are going teach. 
C) where they need to teach. 
D) why they need to teach. 
A) who they need to teach. 
B) how they are going teach. 
C) where they need to teach. 
D) why they need to teach.

Question 11

Portfolios are an excellent tool to use in combination with student-lead conferences for all of the following reasons, EXCEPT portfolios:

Accepted Answer

A) help students see a connection to their learning within and outside of school and assume responsibility for their learning. 
B) save time as they can be passed around during the conference and read in silence while important information is discussed. 
C) focus on strengths and progress, while demonstrating growth towards curricular goals and objectives. 
D) enhance student-parent -teacher communication. 
A) help students see a connection to their learning within and outside of school and assume responsibility for their learning. 
B) save time as they can be passed around during the conference and read in silence while important information is discussed. 
C) focus on strengths and progress, while demonstrating growth towards curricular goals and objectives. 
D) enhance student-parent -teacher communication.

Question 12

Multimedia inquiry projects embrace the principles of UDL by providing:​

Accepted Answer

A) accessibility. 
B) flexibility. 
C) multiple forms of presentation and representation. 
D) All of the choices are correct. 
A) accessibility. 
B) flexibility. 
C) multiple forms of presentation and representation. 
D) All of the choices are correct.

Question 13

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:​

Accepted Answer

A) parents/guardians. 
B) related service providers who have worked with the students. 
C) former teachers. 
D) All of the choices are correct. 
A) parents/guardians. 
B) related service providers who have worked with the students. 
C) former teachers. 
D) All of the choices are correct.

Question 14

Explain why the assessment process can have a positive effect on student motivation?​

Accepted Answer

The assessment process can have a positi

Question 15

All of the following statements about curriculum-based assessment are true, EXCEPT:

Accepted Answer

A) they use repeated probes to directly measure a student's progress with results documented in a systematic format. 
B) they can be used to determine whether or not instructional approaches are effective. 
C) they create opportunities for students and teachers to discuss daily or long-term learning goals and visually graph progress. 
D) they are used to assign points for responses on a work sample based on specific pre-determined criteria. 
A) they use repeated probes to directly measure a student's progress with results documented in a systematic format. 
B) they can be used to determine whether or not instructional approaches are effective. 
C) they create opportunities for students and teachers to discuss daily or long-term learning goals and visually graph progress. 
D) they are used to assign points for responses on a work sample based on specific pre-determined criteria.

Question 16

All of the following statements on providing student feedback on an ongoing basis are true, EXCEPT it:

Accepted Answer

A) can increase student motivation and when students chart their own progress or get peer feedback it can increase their engagement. 
B) should be individualized, specific, and given to the student in format that is accessible. 
C) should always be positive and focused only on what the student did well, so as not to lower their self-esteem. 
D) helps student develop a sense of self-efficacy. 
A) can increase student motivation and when students chart their own progress or get peer feedback it can increase their engagement. 
B) should be individualized, specific, and given to the student in format that is accessible. 
C) should always be positive and focused only on what the student did well, so as not to lower their self-esteem. 
D) helps student develop a sense of self-efficacy.

Question 17

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.​

Accepted Answer

A) True 
 B)False

Question 18

Present a detailed description of what you consider to be the three most important aspects a teacher should know about assessing students with diverse learning strengths and needs.​

Accepted Answer

1. Understanding Individual Learning Sty

Question 19

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.​

Accepted Answer

A) True 
 B)False

Question 20

Allowing students to select a reading topic rather than having everyone read the same teacher-selected passage to measure reading comprehension is an example of infusing which UDL principle into the assessment process?​

Accepted Answer

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

Which of the following examples is NOT a formative assessment?

High-stakes educational and accountability decisions are often made based on:

Which of the following is NOT an accurate statement about portfolios?

Achievement refers to a student's application of their ability to basic skill acquisition in a classroom setting; in other words, demonstrating what she has learned. Which of the following is NOT an example of student achievement?

Curriculum-based assessments allow for all the following, EXCEPT:

Explain how Gardner's theory on multiple intelligences can inform our assessment practices?

All of the following items are likely to be found in the school record of every student, EXCEPT:

When assessment is an isolated event, all of the following can occur, EXCEPT:

Instead of just retrofitting existing assessment accommodations, a move toward technology-based adaptations can help create accurate assessments that can facilitate student success.

Once a teacher has identified "what" they need to teach, the next step is to identify:

Portfolios are an excellent tool to use in combination with student-lead conferences for all of the following reasons, EXCEPT portfolios:

Multimedia inquiry projects embrace the principles of UDL by providing:

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:

Explain why the assessment process can have a positive effect on student motivation?

All of the following statements about curriculum-based assessment are true, EXCEPT:

All of the following statements on providing student feedback on an ongoing basis are true, EXCEPT it:

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.

Present a detailed description of what you consider to be the three most important aspects a teacher should know about assessing students with diverse learning strengths and needs.

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.

Allowing students to select a reading topic rather than having everyone read the same teacher-selected passage to measure reading comprehension is an example of infusing which UDL principle into the assessment process?

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

Which of the following examples is NOT a formative assessment?

High-stakes educational and accountability decisions are often made based on:​

Which of the following is NOT an accurate statement about portfolios?

Achievement refers to a student's application of their ability to basic skill acquisition in a classroom setting; in other words, demonstrating what she has learned. Which of the following is NOT an example of student achievement?​

Curriculum-based assessments allow for all the following, EXCEPT:

Explain how Gardner's theory on multiple intelligences can inform our assessment practices?

All of the following items are likely to be found in the school record of every student, EXCEPT:

When assessment is an isolated event, all of the following can occur, EXCEPT:​

Instead of just retrofitting existing assessment accommodations, a move toward technology-based adaptations can help create accurate assessments that can facilitate student success.

Once a teacher has identified "what" they need to teach, the next step is to identify:​

Portfolios are an excellent tool to use in combination with student-lead conferences for all of the following reasons, EXCEPT portfolios:

Multimedia inquiry projects embrace the principles of UDL by providing:​

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:​

Explain why the assessment process can have a positive effect on student motivation?​

All of the following statements about curriculum-based assessment are true, EXCEPT:

All of the following statements on providing student feedback on an ongoing basis are true, EXCEPT it:

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.​

Present a detailed description of what you consider to be the three most important aspects a teacher should know about assessing students with diverse learning strengths and needs.​

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.​

Allowing students to select a reading topic rather than having everyone read the same teacher-selected passage to measure reading comprehension is an example of infusing which UDL principle into the assessment process?​

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

High-stakes educational and accountability decisions are often made based on:

Achievement refers to a student's application of their ability to basic skill acquisition in a classroom setting; in other words, demonstrating what she has learned. Which of the following is NOT an example of student achievement?

When assessment is an isolated event, all of the following can occur, EXCEPT:

Once a teacher has identified "what" they need to teach, the next step is to identify:

Multimedia inquiry projects embrace the principles of UDL by providing:

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:

Explain why the assessment process can have a positive effect on student motivation?

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.

Present a detailed description of what you consider to be the three most important aspects a teacher should know about assessing students with diverse learning strengths and needs.

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.

Allowing students to select a reading topic rather than having everyone read the same teacher-selected passage to measure reading comprehension is an example of infusing which UDL principle into the assessment process?