Question 1

When administering a norm-referenced test, all subtests must be administered according to the standardized directions.

Accepted Answer

A) True 
 B)False  False

Question 2

Many assessments have multiple versions e.g., A and B) in order to allow students to be assessed multiple times in a fairly short amount of time.

Accepted Answer

A) True 
 B)False  True

Question 3

Explain the difference between an item-level error analysis and a within-item error analysis.

Accepted Answer

Answers may vary but could include:
$\blacktriangleright$Item-level error analysis evaluates the types of items answered correctly with the types of items answered incorrectly.
$\blacktriangleright$Within-item error analysis evaluates the types of errors students made while attempting to complete a task.

Question 4

The WIAT provides two ways of determining disabilities 1) traditional ability-achievement discrepancy and 2) evaluating patterns of strengths and weaknesses.

Accepted Answer

A) True 
 B)False

Question 5

Describe the primary similarities and differences between norm-referenced assessments and curriculum-based assessments.

Accepted Answer

Answers may vary but could include:
@#LAT-DLM&Norm

Question 6

Identify some domains that are evaluated through achievement testing. What specific skills would be evaluated in each domain?

Accepted Answer

Answers may vary and should in

Question 7

This test assesses areas of math functioning typically not addressed by other instruments.

Accepted Answer

A)  Test of Mathematical Abilities 
B)  Key Math 
C)  Peabody Individual Achievement Test 
D)  Kaufmann Test of Educational Achievement 
A)  Test of Mathematical Abilities 
B)  Key Math 
C)  Peabody Individual Achievement Test 
D)  Kaufmann Test of Educational Achievement

Question 8

This tests the processes used in initial and emerging reading and writing skills as well as the skills expected during the intermediate grades in school.

Accepted Answer

A)  Oral Grey Reading Test-4 
B)  Test of Reading Comprehension-3 
C)  Test of Written Language-4 
D)  Test of Written Spelling-4 
A)  Oral Grey Reading Test-4 
B)  Test of Reading Comprehension-3 
C)  Test of Written Language-4 
D)  Test of Written Spelling-4

Question 9

The percentile ranking of a student on a standardized diagnostic test indicates which of the following?

Accepted Answer

A)  The student has been ranked according to the performance of other students in the national norm group 
B)  The student performed as well as the percentile group 
C)  The student is below the percentile stated 
D)  The student has performed in the expectancy range 
A)  The student has been ranked according to the performance of other students in the national norm group 
B)  The student performed as well as the percentile group 
C)  The student is below the percentile stated 
D)  The student has performed in the expectancy range

Question 10

Which of the following assessments is aligned to the NCTM standards?

Accepted Answer

A)  Test of Mathematical Abilities 
B)  Key Math 
C)  Peabody Individual Achievement Test 
D)  Kaufmann Test of Educational Achievement 
A)  Test of Mathematical Abilities 
B)  Key Math 
C)  Peabody Individual Achievement Test 
D)  Kaufmann Test of Educational Achievement

Question 11

This test allows teachers to make comparisons between scores.

Accepted Answer

A)  Woodcock-Johnson III Test of Achievement 
B)  Peabody Individual Achievement Test-4 
C)  Kaufman Test of Educational Achievement-II 
D)  Wechsler Individual Achievement Test, 3rd ed. 
A)  Woodcock-Johnson III Test of Achievement 
B)  Peabody Individual Achievement Test-4 
C)  Kaufman Test of Educational Achievement-II 
D)  Wechsler Individual Achievement Test, 3rd ed.

Question 12

Screening tests are appropriate to use for placement and eligibility decisions.

Accepted Answer

A) True 
 B)False

Question 13

Describe what criteria you would consider when selecting a diagnostic instrument for your use.

Accepted Answer

Answers may vary but could inc

Question 14

Identify the standard and extended achievement batteries in the Woodcock-Johnson III Test of Achievement-III.

Accepted Answer

The WJ-III Test of A

Question 15

This test assesses the prerequisite and requisite skills needed to read, write, and take notes in school.

Accepted Answer

A)  Woodcock-Johnson III Diagnostic Reading Battery 
B)  Process Assessment of the Learner: Test Battery for Reading and Writing 
C)  Peabody Individual Achievement Test-4 
D)  Kaufman Test of Educational Achievement-II 
A)  Woodcock-Johnson III Diagnostic Reading Battery 
B)  Process Assessment of the Learner: Test Battery for Reading and Writing 
C)  Peabody Individual Achievement Test-4 
D)  Kaufman Test of Educational Achievement-II

Question 16

Which of the following indicates when diagnostic instruments may be used?

Accepted Answer

A)  Once every three years 
B)  Before each annual review 
C)  To determine if exit criteria are met 
D)  When additional information is needed about a student's skills 
A)  Once every three years 
B)  Before each annual review 
C)  To determine if exit criteria are met 
D)  When additional information is needed about a student's skills

Question 17

This test assesses overall writing, contrived writing and spontaneous writing.

Accepted Answer

A)  Oral Grey Reading Test-4 
B)  Test of Reading Comprehension-3 
C)  Test of Written Language-4 
D)  Test of Written Spelling-4 
A)  Oral Grey Reading Test-4 
B)  Test of Reading Comprehension-3 
C)  Test of Written Language-4 
D)  Test of Written Spelling-4

Question 18

This test consists of subtests taken from the Woodcock-Johnson Tests of Achievement III that measure the skills required for reading

Accepted Answer

A)  Woodcock-Johnson III Diagnostic Reading Battery 
B)  Process Assessment of the Learner: Test Battery for Reading and Writing 
C)  Oral Grey Reading Test-4 
D)  Test of Reading Comprehension-3 
A)  Woodcock-Johnson III Diagnostic Reading Battery 
B)  Process Assessment of the Learner: Test Battery for Reading and Writing 
C)  Oral Grey Reading Test-4 
D)  Test of Reading Comprehension-3

Question 19

In determining significant difference between scores, a significant difference at the .05 level indicates which of the following?

Accepted Answer

A)  There is a 5% chance that the difference is significant. 
B)  There is a 95% chance that the difference is due to error. 
C)  There is a 5% chance that the difference is due to error. 
D)  There is a difference of 5% between the scores. 
A)  There is a 5% chance that the difference is significant. 
B)  There is a 95% chance that the difference is due to error. 
C)  There is a 5% chance that the difference is due to error. 
D)  There is a difference of 5% between the scores.

Question 20

What term refers to a student using inner language concepts and applying them to what is heard?

Accepted Answer

A)  Receptive language 
B)  Expressive language 
C)  Written language 
D)  Spoken language 
A)  Receptive language 
B)  Expressive language 
C)  Written language 
D)  Spoken language

When administering a norm-referenced test, all subtests must be administered according to the standardized directions.

Many assessments have multiple versions e.g., A and B) in order to allow students to be assessed multiple times in a fairly short amount of time.

Explain the difference between an item-level error analysis and a within-item error analysis.

The WIAT provides two ways of determining disabilities 1) traditional ability-achievement discrepancy and 2) evaluating patterns of strengths and weaknesses.

Describe the primary similarities and differences between norm-referenced assessments and curriculum-based assessments.

Identify some domains that are evaluated through achievement testing. What specific skills would be evaluated in each domain?

This test assesses areas of math functioning typically not addressed by other instruments.

This tests the processes used in initial and emerging reading and writing skills as well as the skills expected during the intermediate grades in school.

The percentile ranking of a student on a standardized diagnostic test indicates which of the following?

Which of the following assessments is aligned to the NCTM standards?

This test allows teachers to make comparisons between scores.

Screening tests are appropriate to use for placement and eligibility decisions.

Describe what criteria you would consider when selecting a diagnostic instrument for your use.

Identify the standard and extended achievement batteries in the Woodcock-Johnson III Test of Achievement-III.

This test assesses the prerequisite and requisite skills needed to read, write, and take notes in school.

Which of the following indicates when diagnostic instruments may be used?

This test assesses overall writing, contrived writing and spontaneous writing.

This test consists of subtests taken from the Woodcock-Johnson Tests of Achievement III that measure the skills required for reading

In determining significant difference between scores, a significant difference at the .05 level indicates which of the following?

What term refers to a student using inner language concepts and applying them to what is heard?

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Response to Intervention

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 8: Academic Assessment

When administering a norm-referenced test, all subtests must be administered according to the standardized directions.

Many assessments have multiple versions e.g., A and B) in order to allow students to be assessed multiple times in a fairly short amount of time.

Explain the difference between an item-level error analysis and a within-item error analysis.

The WIAT provides two ways of determining disabilities 1) traditional ability-achievement discrepancy and 2) evaluating patterns of strengths and weaknesses.

Describe the primary similarities and differences between norm-referenced assessments and curriculum-based assessments.

Identify some domains that are evaluated through achievement testing. What specific skills would be evaluated in each domain?

This test assesses areas of math functioning typically not addressed by other instruments.

This tests the processes used in initial and emerging reading and writing skills as well as the skills expected during the intermediate grades in school.

The percentile ranking of a student on a standardized diagnostic test indicates which of the following?

Which of the following assessments is aligned to the NCTM standards?

This test allows teachers to make comparisons between scores.

Screening tests are appropriate to use for placement and eligibility decisions.

Describe what criteria you would consider when selecting a diagnostic instrument for your use.

Identify the standard and extended achievement batteries in the Woodcock-Johnson III Test of Achievement-III.

This test assesses the prerequisite and requisite skills needed to read, write, and take notes in school.

Which of the following indicates when diagnostic instruments may be used?

This test assesses overall writing, contrived writing and spontaneous writing.

This test consists of subtests taken from the Woodcock-Johnson Tests of Achievement III that measure the skills required for reading

In determining significant difference between scores, a significant difference at the .05 level indicates which of the following?

What term refers to a student using inner language concepts and applying them to what is heard?

An Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Response to Intervention

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