Deck 6: Curriculum-Based Assessment and Other Informal Measures

Question 1

Refer to Table 6.4 in your text. For a realistic growth rate, how many correct letter sequences is the student expected to increase by each week in the second grade?

Answer 1

1 letter sequence

Question 2

A first-grade student was administered three math probes to determine her baseline score. Her scores on the probes were 17, 14, and 16. What is the student's baseline score?

Answer 2

16 (it is the median score)

Question 3

Following the determination of the baseline score, the aimline should be determined.Refer to Table 6.3 in your text to determine the number of words a first-grade student is expected to increase by each week. If there are 27 weeks remaining in the academic year, what is the goal?
Aimline:

Answer 3

Baseline: 13 (from #1 above)
1st grade realistic expectation: 2 words (from Table 6.3)
27 weeks X 2 words = 54 words is the goal

Question 4

Your assessment instructor administers a final exam to determine your mastery of assessment skills.

Question 5

What did Baker and Good find in their research using CBMs with bilingual students?

Question 6

A first-grade teacher asked each student to read three passages aloud. Matt's scores were 10, 15, and 13.
What is Matt's baseline score?

Question 7

The special education teacher requires her students to read oral passages twice a week to determine their rate of fluency and accuracy of reading.

Question 8

A classroom teacher administers a quiz following the introduction of each new concept in geometry.

Question 9

The other two scores obtained to determine the baseline were 40 and 44. What is the baseline score?

Question 10

What did students report about using CBMs in classroom instruction according to Fuchs, Butterworth, and Fuchs?

Question 11

Look at the student responses on the following teacher-made criterion-referenced test. Determine if the student met the criterion stated as the objective.
OBJECTIVE
John will correctly answer 9 out of 10 addition problems with sums of 10 or less.

Question 12

In this text, the pre-test and Part I, II, III, and IV tests are examples.

Question 13

A third-grade language arts teacher uses curriculum-based measurement twice each week to determine if students are correctly sequencing the letters in the spelling words.

Question 14

One study reported the decrease in off-task behaviors when CBMs were employed. Why would the use of CBMs impact students' behavior?

Question 15

What should teachers remember when establishing goals in reading using expected growth rates?

Question 16

Look at the student's spelling performance on the following CBM. Determine the correct letter sequence score. If you convert this to the percentage of letter sequences correct, what is the percent? What is the spelling score on the test based simply on the number of words spelled correctly?

Question 17

One study by Marston, Mirkin, and Deno found that the use of CBMs was an effective measure to be used in the special education eligibility process. Why?

Question 18

There are 25 weeks remaining in the school year. What is the goal for this student?

Question 19

In science, the teacher administers a unit test and uses the score as part of the end-of-term grade.

Question 20

Refer to Table 6.5 to determine the realistic expected growth rate for a first-grade student. There are 28 weeks remaining in the academic year. Determine the goal for this student.

Question 21

What words might be included in a probe written by the teacher to address this deficit skill?

Question 22

Examine the following task analysis. Identify smaller steps, or subskills, that you believe need to be mastered as part of learning the more complex skill. Write the additional steps in the spaces provided.
Skill: Adding numbers greater than 10
Adds numbers 0-10 with sums greater than 10.
Adds number facts 1-9 with sums greater than 10.
Adds number facts 1-9 with sums less than 10.
Adds number facts 1-8 with sums less than 10.
Identifies numbers 1-10.
Can count objects 1-10.
Additional subskills:

Question 23

When a student has not mastered a specific skill, the teacher may wish to test the student more thoroughly on the one skill with a self-developed __.

Question 24

Compared to norm-referenced assessment and other types of assessment used in general and special education to assess the classroom performance of students, curriculum-based assessment may be more sensitive to assessing the current classroom performance of students.

Question 25

In the assessment of students to determine the individual needs of learners, what types of assessment may be used?
a. norm-referenced tests, curriculum-based assessment, teacher-made instruments
b. norm-referenced instruments, curriculum-based assessment, teacher-made tests, classroom observations, probes
c. any of the above
d. only a and b
e. only a and d
f. none of the above

Question 26

What is the deficit skill?

Question 27

Construct an informal test using the cloze method. Remember to leave the first and last sentences intact.

Question 28

Analyzing the types of errors made on a test or on student work samples is called __.

Question 29

Breaking a complex task down into subskills, or substeps, is referred to as __.

Question 30

Using informal assessment composed of actual class work curriculum materials is called __.

Question 31

The results of assessment may assist the team in developing a(n)
a. goal
b. IEP
c. objectives
d. decision

Question 32

When a teacher assesses daily from curriculum content, the assessment is called __.

Question 33

Describe the types of errors John made.

Question 34

Using material from the curriculum content in test items is called __.

Question 35

Write a task analysis for the following skill.
Skill: Recognizes initial consonant sounds and their association with the consonant letters of the alphabet.
Necessary subskills:

Question 36

A teacher who adds behavioral objectives following the analysis of test items on a standardized norm-referenced test has adapted the instrument to reflect __ testing.

Question 37

Design a short criterion-referenced test to measure the first skill objective listed in the P1-level.

Question 38

Select one P1 skill and write a behaviorally stated objective that includes the criterion acceptable for passing the objective.

Question 39

Teacher-made quizzes, curriculum-based assessment, criterion-referenced assessment, class assignments, and tests are all types of __ assessment.

Question 40

It is not true that curriculum-based assessment can be developed by the classroom teacher.

Question 41

A teacher decides to evaluate the progress of her students following the conclusion of a science unit. This type of assessment is known as ___.

Question 42

A teacher assesses students' knowledge of the science unit by each student's book report, test grade, written classroom assignments, lab experiences, and journal. This group of science products demonstrates one example of ___.

Question 43

A teacher who works with students with mild intellectual disabilities would like to assess the students' ability to return the correct amount of change when given a $10.00 bill to pay for an item that costs $2.85. How might the teacher decide to assess this skill?

Question 44

A teacher sets a standard of reaching 90% mastery on the test assessing basic reading decoding skills of second-grade-level words. This test is an example of ___.

Question 45

Following a screening test of fifth-grade level spelling, you determine that a student performs inconsistently when spelling words with short vowel sounds.
Method of assessment ___
Reason ___

Question 46

Select a sentence from the passage and construct an informal test using the sentence verification method. Write three sentences, one of which has the same meaning as the original sentence.

Question 47

Portfolio assessments are a good standardized measure to be used as the sole criterion for eligibility in specialized programs.

Question 48

Asking the parent of a child to complete a survey about the specific behaviors she observes during homework time is an example of using ___ as part of assessment.

Question 49

Construct an informal test using the maze method. Remember to provide three word choices beneath each blank.

Question 50

To determine the specific skills applied in completing double-digit addition problems, the teacher can complete a(n) ___.

Question 51

In a daily living skills class, a teacher can assess the student's ability to make a complete meal by using ___.

Question 52

You want to monitor the progress of students who are acquiring basic addition computation skills to determine whether they are progressing toward end-of-the year goals.
Method of assessment ___
Reason ___

Question 53

A student seems to be performing at a different level than indicated by norm referenced math test data. You think you should meet with his parents and discuss his actual progress in the classroom.
Method of assessment ___
Reason ___

Question 54

Standardized test results you received on a new student indicate that she is performing two grade levels below expectancy. You want to determine which reading book to place her in.
Method of assessment ___
Reason ___

Question 55

By adding the number of correct letter sequences found in the baseline to the number of weekly expected CLSs for the year, the teacher can plot the ___.

Question 56

Both norm-referenced assessment and informal methods of assessment could have problems with cultural bias.

Question 57

A student who understands division problems when they are presented in class failed a teacher-made test. You want to determine the reason for the failure.
Method of assessment ___
Reason ___

Question 58

A teacher reviews the information provided in a student's norm-referenced achievement scores. She determines that the student has a weakness in the area of multiplication with regrouping, but she is not certain exactly where the student is breaking down. In order to determine this, the teacher decides to use ___.

Question 59

A deficient score on a norm-reference reading test could represent the selection of a test with inadequate content validity for the current reading curriculum.

Question 60

Error analysis, checklists, direct measurement, authentic assessment, portfolio assessment, probes, and curriculum-based assessment are examples of ___.

Question 61

Which of the following is an example of a reading comprehension assessment device?

A) Task analysis
B) Cloze
C) Miscue analysis
D) Subtask

Question 62

What type of data gathering tool would a teacher use if they wanted to find out what types of books their students like to read?

A) CBA
B) CBM
C) Questionnaire
D) All of the Above

Question 63

A teacher analyzes the classroom assignments of her students to determine what type of mistakes the students are making. This is an example of error analysis.

Question 64

Writing educational objectives for skills to be tested would be part of the criterion-referenced assessment process.

Question 65

When a teacher evaluates her students' ability to read a map of bus routes while the class is in the bus terminal, the teacher is using what type of assessment to evaluate these skills?

A) Portfolio assessment
B) Norm-referenced assessment
C) Authentic assessment
D) All of the above

Question 66

When a teacher monitors progress several times each week to determine the level of skill acquisition, the teacher is using which of the following?

A) Summative evaluation
B) Norm-referenced evaluation
C) Formative assessment
D) Standardized assessment

Question 67

When teachers use the content of a classroom social studies text to design a test for their students, the teacher is using a formalized assessment measure.

Question 68

A student who is reading with 95% accuracy is at what level?

A) Mastery
B) Instructional
C) Difficult
D) Failure

Question 69

A task analysis of a chapter quiz is performed as a method of standardized assessment.

Question 70

To determine a baseline, a teacher should administer three grade/instructional level probes and use the median score.
Multiple Choice

Question 71

In order to determine the exact point where a student begins to perform a math operation incorrectly, the teacher may choose to use which of the following?

A) Error analysis
B) Portfolio assessment
C) Task analysis
D) All of the above

Question 72

When measuring student progress against an objective, which of the following is the teacher using?

A) Checklists
B) Worksamples
C) Criterion-referenced assessment
D) Norm-referenced assessment

Question 73

Non-standardized methods of assessment are called which of the following?

A) Formal assessments
B) Informal assessments
C) CBAs
D) CBMs

Question 74

Norm-referenced testing includes items that always represent the content accurately for all school systems.

Question 75

The goal against which progress is measured in curriculum-based measurement is known as which of the following?

A) Aimline
B) Trendline
C) Error line
D) CBM line

Question 76

With which of the following should the teacher become familiar in order to aid the completion of task analyses of students' work?

A) Scope and sequence
B) Grade criterion
C) Interpolation process
D) Norming data

Question 77

What type of data is typically acquired from a fluency probe?

A) Words correct per minute
B) Accuracy
C) Prosody
D) All of the above.

Question 78

Portfolio assessment is a method of comparing a student with the performance of students in a national sample.

Question 79

A writing sample from a fifth-grade student is an example of which of the following?

A) Permanent product
B) Work sample
C) Direct measure
D) All of the above

Question 80

Conducting a task analysis allows the teacher to do which of the following?

A) Establish baseline data
B) Determine prerequisite skills the student may not know
C) Compare the learner against established norms
D) Take direct measurement