Question 1

What kinds of information can we learn from the use of behavior rating scales?

Accepted Answer

Behavior rating scales are standardized

Question 2

Computerized assessment technologies can be useful for all of the following reasons, EXCEPT they can:

Accepted Answer

A) provide extra practice for students. 
B) decrease student motivation. 
C) monitor student progress. 
D) record assessment results. 
A) provide extra practice for students. 
B) decrease student motivation. 
C) monitor student progress. 
D) record assessment results.

Question 3

Prepackaged assessment materials offer an array of assessment protocols and devices that:​

Accepted Answer

A) should never be modified or altered in any way. 
B) will always be the most effective means for assessing progress based on the curriculum. 
C) should be administered or modified in ways that meet the individual needs of learners. 
D) are seldom useful with students from diverse backgrounds. 
A) should never be modified or altered in any way. 
B) will always be the most effective means for assessing progress based on the curriculum. 
C) should be administered or modified in ways that meet the individual needs of learners. 
D) are seldom useful with students from diverse backgrounds.

Question 4

Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.​

Accepted Answer

A) True 
 B)False

Question 5

How can the concept of multiple means of engagement be infused into the assessment process?​

Accepted Answer

The concept of multiple means of engagem

Question 6

Levine's approach, similar to Gardner's:​

Accepted Answer

A) focuses on identifying students' hidden assets to work on specific areas of weakness. 
B) focuses on identifying students' needs to work on specific areas of weakness. 
C) focuses on identifying students' interests to work on specific areas of weakness. 
D) focuses on identifying students' weaknesses to work on specific hidden strengths. 
A) focuses on identifying students' hidden assets to work on specific areas of weakness. 
B) focuses on identifying students' needs to work on specific areas of weakness. 
C) focuses on identifying students' interests to work on specific areas of weakness. 
D) focuses on identifying students' weaknesses to work on specific hidden strengths.

Question 7

Which of the following cannot be inferred from the results of an informal learning style inventory?

Accepted Answer

A) Topic areas that might motivate the student 
B) How the student's learning style compares to those of a national representative sample of his/her same age peers. 
C) How to better engage the student in the learning process 
D) Ways to build upon the student's preferred assessment modality 
A) Topic areas that might motivate the student 
B) How the student's learning style compares to those of a national representative sample of his/her same age peers. 
C) How to better engage the student in the learning process 
D) Ways to build upon the student's preferred assessment modality

Question 8

All of the following statements about rubrics are true, EXCEPT:

Accepted Answer

A) rubrics evaluate a performance based product. 
B) rubrics can be adapted to a variety of assessment situations, including student self-assessment. 
C) rubrics can be created by teacher or students. 
D) data collected from rubrics is similar to and interchangeable with data collected from formal assessments. 
A) rubrics evaluate a performance based product. 
B) rubrics can be adapted to a variety of assessment situations, including student self-assessment. 
C) rubrics can be created by teacher or students. 
D) data collected from rubrics is similar to and interchangeable with data collected from formal assessments.

Question 9

The results of formal assessments allow us to do all of the following, EXCEPT:

Accepted Answer

A) see how a students' performance compares to a nationally representative sample of their same age peers. 
B) gain information that could be useful in making "eligibility" decisions for special education services. 
C) make sound instructional decisions and plan educational interventions. 
D) identify strengths and weaknesses in academic skill areas. 
A) see how a students' performance compares to a nationally representative sample of their same age peers. 
B) gain information that could be useful in making "eligibility" decisions for special education services. 
C) make sound instructional decisions and plan educational interventions. 
D) identify strengths and weaknesses in academic skill areas.

Question 10

What types of inventories are available and how can they help make our instruction more effective?​

Accepted Answer

There are several types of inventories a

Question 11

When teachers provide students with a choice of assessment format, all the following tend to occur, EXCEPT:

Accepted Answer

A) students are likely to do better. 
B) students become more engaged in their learning. 
C) student motivation decreases. 
D) students are empowered as they take greater ownership of their work. 
A) students are likely to do better. 
B) students become more engaged in their learning. 
C) student motivation decreases. 
D) students are empowered as they take greater ownership of their work.

Question 12

Positive behavior interventions and supports focus on:​

Accepted Answer

A) extinguishing problem behaviors through the consistent implementation of punishments strategies. 
B) teaching positive social behaviors that are implemented by all individuals who are involved in the student's life. 
C) providing positive rewards when they behave in an appropriate behavior, and negative reinforcement when their behavior is inappropriate. 
D) rewarding desirable behavior with tokens that students can exchange for privileges. 
A) extinguishing problem behaviors through the consistent implementation of punishments strategies. 
B) teaching positive social behaviors that are implemented by all individuals who are involved in the student's life. 
C) providing positive rewards when they behave in an appropriate behavior, and negative reinforcement when their behavior is inappropriate. 
D) rewarding desirable behavior with tokens that students can exchange for privileges.

Question 13

All of the following are examples of high-tech options that can make the presentation of assessments accessible to a variety of learners, EXCEPT:

Accepted Answer

A) using a computerized assessment. 
B) using text-to-speech software. 
C) reading the test aloud. 
D) using enlarged print in a PowerPoint  format. 
A) using a computerized assessment. 
B) using text-to-speech software. 
C) reading the test aloud. 
D) using enlarged print in a PowerPoint  format.

Question 14

The work done by members of an assessment team is most comparable to:​

Accepted Answer

A) bankers investing money. 
B) bears hibernating for the winter. 
C) detectives searching for clues. 
D) farmers planting crops. 
A) bankers investing money. 
B) bears hibernating for the winter. 
C) detectives searching for clues. 
D) farmers planting crops.

Question 15

According to educational psychologists, there is little distinction among the concepts of intelligence, achievement, and adaptive behavior.​

Accepted Answer

A) True 
 B)False

Question 16

Adaptive behavior is how well a student adjusts to and functions in the world around them.

Accepted Answer

A) True 
 B)False

What kinds of information can we learn from the use of behavior rating scales?

Computerized assessment technologies can be useful for all of the following reasons, EXCEPT they can:

Prepackaged assessment materials offer an array of assessment protocols and devices that:

Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.

How can the concept of multiple means of engagement be infused into the assessment process?

Levine's approach, similar to Gardner's:

Which of the following cannot be inferred from the results of an informal learning style inventory?

All of the following statements about rubrics are true, EXCEPT:

The results of formal assessments allow us to do all of the following, EXCEPT:

What types of inventories are available and how can they help make our instruction more effective?

When teachers provide students with a choice of assessment format, all the following tend to occur, EXCEPT:

Positive behavior interventions and supports focus on:

All of the following are examples of high-tech options that can make the presentation of assessments accessible to a variety of learners, EXCEPT:

The work done by members of an assessment team is most comparable to:

According to educational psychologists, there is little distinction among the concepts of intelligence, achievement, and adaptive behavior.

Adaptive behavior is how well a student adjusts to and functions in the world around them.

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

What kinds of information can we learn from the use of behavior rating scales?

Computerized assessment technologies can be useful for all of the following reasons, EXCEPT they can:

Prepackaged assessment materials offer an array of assessment protocols and devices that:​

Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.​

How can the concept of multiple means of engagement be infused into the assessment process?​

Levine's approach, similar to Gardner's:​

Which of the following cannot be inferred from the results of an informal learning style inventory?

All of the following statements about rubrics are true, EXCEPT:

The results of formal assessments allow us to do all of the following, EXCEPT:

What types of inventories are available and how can they help make our instruction more effective?​

When teachers provide students with a choice of assessment format, all the following tend to occur, EXCEPT:

Positive behavior interventions and supports focus on:​

All of the following are examples of high-tech options that can make the presentation of assessments accessible to a variety of learners, EXCEPT:

The work done by members of an assessment team is most comparable to:​

According to educational psychologists, there is little distinction among the concepts of intelligence, achievement, and adaptive behavior.​

Adaptive behavior is how well a student adjusts to and functions in the world around them.

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

Prepackaged assessment materials offer an array of assessment protocols and devices that:

Interest inventories are valid only when they are completed by the student in a written format without any verbal prompting or cues from the teacher or peers.

How can the concept of multiple means of engagement be infused into the assessment process?

Levine's approach, similar to Gardner's:

What types of inventories are available and how can they help make our instruction more effective?

Positive behavior interventions and supports focus on:

The work done by members of an assessment team is most comparable to:

According to educational psychologists, there is little distinction among the concepts of intelligence, achievement, and adaptive behavior.