Question 1

When calculating the raw score, all items that appear before the established basal are not counted because they were not administered.

Accepted Answer

A) True 
 B)False

Question 2

Michael's mother received a copy of the standardized assessment he took in school. The results showed that Michael's current achievement level is 5-4. What does that mean?

Accepted Answer

A)  Michael is achieving at a fifth grade, fourth month level. 
B)  Michael's achievement is somewhere between fourth and fifth grade. 
C)  Michael's achievement is at level 54. 
D)  Michael is achieving at a five year, four month level. 
A)  Michael is achieving at a fifth grade, fourth month level. 
B)  Michael's achievement is somewhere between fourth and fifth grade. 
C)  Michael's achievement is at level 54. 
D)  Michael is achieving at a five year, four month level.

Question 3

For which of the following have norm-referenced assessments been developed?

Accepted Answer

A)  To compare a student to a national sample of other students the same age or in the same grade. 
B)  To compare students within a class. 
C)  To determine a student's performance in the curriculum. 
D)  To compare individual academic domains. 
A)  To compare a student to a national sample of other students the same age or in the same grade. 
B)  To compare students within a class. 
C)  To determine a student's performance in the curriculum. 
D)  To compare individual academic domains.

Question 4

The norm group should be representative of the students who

Accepted Answer

A)  will take the test later. 
B)  lack diversity. 
C)  perform around the same academic level. 
D)  speak English. 
A)  will take the test later. 
B)  lack diversity. 
C)  perform around the same academic level. 
D)  speak English.

Question 5

When test developers create a new test and administer it to a small sample in the population and then make adjustments, this is called

Accepted Answer

A)  standardization 
B)  field testing 
C)  sampling 
D)  interpolation 
A)  standardization 
B)  field testing 
C)  sampling 
D)  interpolation

Question 6

An examiner should tell a student if they are getting the answers correct after each test item is administered.

Accepted Answer

A) True 
 B)False

When calculating the raw score, all items that appear before the established basal are not counted because they were not administered.

Michael's mother received a copy of the standardized assessment he took in school. The results showed that Michael's current achievement level is 5-4. What does that mean?

For which of the following have norm-referenced assessments been developed?

The norm group should be representative of the students who

When test developers create a new test and administer it to a small sample in the population and then make adjustments, this is called

An examiner should tell a student if they are getting the answers correct after each test item is administered.

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

Curriculum-Based Assessment and Other Informal Measures

Response to Intervention

Academic Assessment

Assessment of Behavior

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Assessment in Transition

Interpreting Assessment for Educational Intervention

Filters

Exam 5: An Introduction to Norm-Referenced Assessment

When calculating the raw score, all items that appear before the established basal are not counted because they were not administered.

Michael's mother received a copy of the standardized assessment he took in school. The results showed that Michael's current achievement level is 5-4. What does that mean?

For which of the following have norm-referenced assessments been developed?

The norm group should be representative of the students who

When test developers create a new test and administer it to a small sample in the population and then make adjustments, this is called

An examiner should tell a student if they are getting the answers correct after each test item is administered.

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

Curriculum-Based Assessment and Other Informal Measures

Response to Intervention

Academic Assessment

Assessment of Behavior

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Assessment in Transition

Interpreting Assessment for Educational Intervention

Filters