Deck 3: Assessing Students Literacy Development

Question 1

A first grade student read a page aloud. As she read, her teacher made checkmarks on a copy to indicate each word the student read correctly. This teacher was taking a:

A) rubric
B) checklist
C) running record
D) informal reading inventory

Answer 1

C

Question 2

When used correctly, portfolios focus upon a student's:

A) weaknesses
B) strengths
C) oral reading
D) skills in the mechanics of writing

Answer 2

B

Question 3

George lives on a farm and enjoys reading books about farm animals. Of the following, the most likely reason why George can read books about farm animals independently is that books with:

A) predictable text are usually more difficult to read
B) decodable text are usually more difficult to read
C) familiar objects and experiences are usually easier to read
D) varied sentence patterns are usually easier to read

Answer 3

C

Question 4

Bobby's teacher administered an informal reading inventory and found that the child had a fourth grade instructional reading level and a sixth grade listening level. These scores indicate that this student should be able to:

A) read fourth grade level materials independently
B) read sixth grade level materials independently
C) define vocabulary words at the sixth grade level
D) comprehend sixth grade level materials when they are read aloud

Question 5

To encourage book discussions, all of the sixth grade students in the Charles School District have been asked to read the novel, The Giver. Because a few of her students struggle in reading and are unable to read The Giver independently, the principal has wisely advised the teacher to

A) excuse struggling readers from the book discussions
B) require the students to read the book as a homework assignment
C) read the novel aloud and discuss it with the students who struggle
D) motivate the struggling readers to read The Giver independently

Question 6

A test which is composed of graded word lists, graded passages for students to read, and comprehension questions is known as a (n):

A) DIBELS
B) miscue analysis
C) informal reading inventory
D) portfolio assessment

Question 7

Six-year-old Madison selected a book from the classroom library. She was able to read most of the words but she needed her teacher's help to fully comprehend the story. Consequently, this book fit Madison's:

A) independent level
B) instructional level
C) frustration level
D) listening level

Question 8

High-stakes tests are designed to objectively measure students' ability to meet:

A) their personal goals
B) their parents' expectations
C) teacher-created rubrics
D) grade-level standards

Question 9

Scoring guides that are used to evaluate student performance in reading and writing according to specific criteria and levels of achievement are known as:

A) running records
B) rubrics
C) informal reading inventories
D) miscue analyses

Question 10

An informal reading inventory can be used to measure:

A) only word recognition
B) only comprehension
C) word recognition and comprehension
D) word recognition, comprehension, and numerical fluency

Question 11

A limitation of readability formulas is that they:

A) can only be used with expository texts
B) can only be used with materials above the second grade level
C) don't account for readability factors such as experiences and interests
D) don't account for sentence length and content area vocabulary

Question 12

Sixth grade teacher Helen Crump has been asked to evaluate students' writing samples. To complete this task, Miss Crump should develop a:

A) RAFT
B) rubric
C) running record
D) portfolio

Question 13

Of the following, the best way to help students take responsibility and assess their own work is to:

A) schedule frequent parent-teacher conferences
B) provide instruction for taking high-stakes tests
C) give students' frequent feedback
D) ask them to write notes that explain the items in their portfolios

Question 14

The system which considers both students' reading levels and the difficulty level of books to be read is the:

A) Fry Readability Graph
B) Fountas and Pinnell Guide
C) Lexile Framework
D) Flesch-Kinkaid Formula

Question 15

Of the following, the tool which is most likely to help students engage in self-assessment is the:

A) portfolio
B) running record
C) informal reading inventory
D) miscue analysis

Question 16

Items to be included in a portfolio are usually selected by the:

A) students
B) teacher
C) administrators
D) parents

Question 17

Of the following, the best way that a literacy teacher could help his students prepare for a high-stakes assessment is to:

A) teach students about question-answer relationships
B) use a timer to encourage students to work more quickly
C) conduct daily speed drills
D) stress the importance of good nutrition

Question 18

One significant way in which high-stakes testing and classroom assessment differ is that classroom assessment usually:

A) is based upon national norms
B) includes only oral presentations
C) can be conducted by a paraprofessional
D) provides more information for making daily instructional decisions

Question 19

When Mary orally read a paragraph from the text, Little House on the Prairie, she stumbled over most of the words and required a great deal of assistance from her teacher. Mary was unable to state the main idea of the selection. This book was at Mary's:

A) independent level
B) instructional level
C) frustration level
D) Lexile level

Question 20

A third grade teacher questioned whether students in the class who were English learners would have the background knowledge needed to comprehend a text the class planned to read. To assess the students' background knowledge, the teacher wisely used a:

A) running record
B) informal reading inventory
C) portfolio
D) KWL chart

Question 21

Fifth grade teacher Michael Baker is using a readability formula to determine the difficulty of books selected for his classroom library. Should he rely solely on a readability formula to determine the appropriateness of books in his classroom library? Support your answer.

Question 22

Of the following, the most effective way for teachers to monitor progress and make instructional decisions is to:

A) distribute a weekly parent newsletter
B) develop a schedule for observing each student
C) assign homework regularly
D) ask students to submit writing samples

Question 23

What steps can teachers take to help their students prepare for high-stakes tests?

Question 24

When a teacher, principal, and parent met to discuss a child's literacy progress, the teacher brought only the final copy of a poem written by the child. After the meeting, the principal correctly advised the teacher that in the future it would be best to come to conferences with:

A) scores from high-stakes tests
B) work by the child's classmates to use in comparing progress
C) a variety of documents such as running records, writing samples, and anecdotal notes
D) additional teachers to serve as witnesses

Question 25

Third grade teacher Gloria Brady writes brief notes as she observes students. Which of the following notes would be most helpful in planning instruction?

A) Nancy wrote an essay in neat cursive handwriting.
B) Nancy is a good student.
C) Nancy earned an A on her report.
D) Nancy used context clues to determine the meaning of the words shore and seashell.

Question 26

To help students understand the genre of standardized tests, effective teachers:

A) seek opportunities for students to examine old test forms
B) conduct read alouds with actual test forms
C) prepare weekly parent newsletters
D) teach to the test

Question 27

When teachers make anecdotal notes of their observations and review portfolios to plan instruction, they are engaged in:

A) evaluation
B) Lexile sharing
C) assessment
D) readability studies

Question 28

In addition to using high-stakes assessments, teachers in the Madeline School District routinely gather and share their students' work in portfolios. List three benefits of including portfolios in an assessment plan.