Deck 9: Assessing and Evaluating Learner Progress

Question 1

The No Child Left Behind Act (NCLB)mandates that statewide accountability systems, in the form of annual assessments that are based on state standards in reading and math for grades 3-8, be used to document student progress in specific skills and inform teachers' day-to-day instruction.​

Answer 1

False

Question 2

All of the following items are likely to be found in the school record of every student, EXCEPT:

A)norm-referenced tests.
B)IEPs.
C)informal assessment measures.
D)criterion-referenced tests.

Answer 2

B

Question 3

Under NCLB and IDEA, states may create alternate assessments based on alternate achievement standards that can be used to measure the progress of a small percentage of students with the most significant cognitive disabilities.​

Answer 3

True

Question 4

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

Question 5

Before we can engage students in meaningful instruction, we need to determine their strengths and needs as well as their present level of:​

A)awareness.
B)consciousness.
C)performance.
D)assessment.

Question 6

When on-going assessment is incorporated into everyday instruction, it becomes a normal part of the learning process.​

Question 7

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.​

Question 8

Holistic rubrics are used to determine the quality of a student's response and rely more on the product or performance rather than the actual process.​

Question 9

The first step in identifying the strengths and needs of students is to:​

A)engage in informal conversations about students in the teacher's lounge.
B)ask  each student's former teacher.
C)make a judgment about each student based on your first impression.
D)look at the information in students' school records.

Question 10

Instead of just retrofitting existing assessment accommodations, a move toward technology-based adaptations can help create accurate assessments that can facilitate student success.

Question 11

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

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 12

Assessment based on the principles of universal design for learning (UDL)provides information that allows teachers to develop and deliver effective instruction that will result in empowered learners.​

Question 13

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

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 14

It is important that assessment is on-going and continually integrated into instruction for all the following reasons, EXCEPT to:

A)engage students in their learning so they know where they stand and can then set appropriate goals.
B)document student progress on specific skills.
C)let us know if our instruction has been effective or if we need to make adjustments.
D)generate data for NCLB's adequate yearly progress (AYP)reports.

Question 15

In addition to information gathered from formal and informal assessments, we can also learn a lot about our students by communicating with:​

A)parents/guardians.
B)related service providers who have worked with the students.
C)former teachers.
D)All of the choices are correct.

Question 16

Various assessment techniques are used to:​

A)monitor the progress of your students.
B)set goals for student learning and inform your instruction.
C)identify the strengths and needs of your students.
D)All of the choices are correct.

Question 17

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

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 18

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

Question 19

The best assessments are paper/pencil driven because they give us the most valid data on student achievement.​

Question 20

High-stakes educational and accountability decisions are often made based on:​

A)collective results of teacher-made tests.
B)the results of individually administered assessments.
C)the results of large-scale assessments.
D)the results of curriculum-based assessments.

Question 21

Which of the following examples is NOT a formative assessment?

A)Teacher-made tests
B)Observations
C)S.A.T.
D)Classroom activities

Question 22

When assessment is an isolated event, all of the following can occur, EXCEPT:​

A)there is a negative effect on student engagement.
B)teachers know whether instruction is effective and when changes need to be made.
C)students become less motivated.
D)students experience anxiety.

Question 23

Achievement refers to a student's application of their ability to basic skill acquisition in a classroom setting; in other words, demonstrating what she has learned. Which of the following is NOT an example of student achievement?​

A)Reading a paragraph out loud to the class
B)Multiplying 6 times 9
C)Reciting the Gettysburg Address
D)Making change for a customer at her father's store

Question 24

The type of assessment given at the end of a program or at the end of the year is a ___________ assessment.​

A)cumulative
B)summative
C)formative
D)collective

Question 25

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

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

Question 26

The person on a collaborative school team with the most expertise in interpreting standardized assessments would most likely be the ____________________.​

A)veteran teacher
B)special education teacher
C)school psychologist
D)the principal

Question 27

All of the following statements on providing student feedback on an ongoing basis are true, EXCEPT it:

A)can increase student motivation and when students chart their own progress or get peer feedback it can increase their engagement.
B)should be individualized, specific, and given to the student in format that is accessible.
C)should always be positive and focused only on what the student did well, so as not to lower their self-esteem.
D)helps student develop a sense of self-efficacy.

Question 28

Curriculum-based assessments allow for all the following, EXCEPT:

A)monitor progress toward IEP goals.
B)assist in eligibility/placement decisions.
C)compare student performance to a nationally representative sample of their same age peers.
D)adjust instruction.

Question 29

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

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 30

Cognitive processing abilities cannot be seen directly, so in order to measure intelligence we have to infer those abilities from behaviors the student demonstrates on a test. If a child could identify which item is the smallest on a test, which of the following processing abilities could we assume she has demonstrated?

A)Auditory perception
B)Motor
C)Reasoning
D)Visual perception

Question 31

Krysta's parents arranged for her to have a math tutor and her teacher modified her assignments (she only answered every other question at the end of the chapter). Also, for every day she did not misbehave and cause a distraction to the other pupils in her math class, she earned a token which she could turn in for a prize at the end of the week. This scenario is an example of a:​

A)functional behavior assessment.
B)positive behavior rating scale.
C)positive functional support.
D)behavior intervention plan.

Question 32

The type of assessment that is given throughout the year, often linked to classroom instruction is a ___________ assessment.​

A)cumulative
B)summative
C)formative
D)collective

Question 33

Positive behavior interventions and supports focus on:​

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 34

Once a teacher has identified "what" they need to teach, the next step is to identify:​

A)who they need to teach.
B)how they are going teach.
C)where they need to teach.
D)why they need to teach.

Question 35

All of the following statements about curriculum-based assessment are true, EXCEPT:

A)they use repeated probes to directly measure a student's progress with results documented in a systematic format.
B)they can be used to determine whether or not instructional approaches are effective.
C)they create opportunities for students and teachers to discuss daily or long-term learning goals and visually graph progress.
D)they are used to assign points for responses on a work sample based on specific pre-determined criteria.

Question 36

All of the following statements about the use of probes are true, EXCEPT probes:

A)can be created by the teacher.
B)can be part of a commercial education program.
C)are rubrics that evaluate work samples.
D)are frequent and repeated measures to guide instructional planning.

Question 37

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

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

Question 38

Assessments can be modified by using high and/or low tech materials such as _________, to help meet individual student needs.​

A)digital voice recorders
B)communication boards
C)color-coded response cards
D)All of the choices are correct.

Question 39

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

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 40

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

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 41

Present a detailed description of what you consider to be the three most important aspects a teacher should know about assessing students with diverse learning strengths and needs.​

Question 42

How do the essential qualities of universal design for learning (UDL)apply to assessment?

Question 43

Portfolios are an excellent tool to use in combination with student-lead conferences for all of the following reasons, EXCEPT portfolios:

A)help students see a connection to their learning within and outside of school and assume responsibility for their learning.
B)save time as they can be passed around during the conference and read in silence while important information is discussed.
C)focus on strengths and progress, while demonstrating growth towards curricular goals and objectives.
D)enhance student-parent -teacher communication.

Question 44

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

Question 45

Explain how the principles of universal learning design (UDL)apply to the assessment process and give examples to illustrate your answer.​

Question 46

Multimedia inquiry projects embrace the principles of UDL by providing:​

A)accessibility.
B)flexibility.
C)multiple forms of presentation and representation.
D)All of the choices are correct.

Question 47

What are some of the major factors to keep in mind when organizing and planning for on-going assessments?

Question 48

In what ways can high and low tech options facilitate student expression in assessment for our growing number of diverse learners?

Question 49

Explain how Gardner's theory on multiple intelligences can inform our assessment practices?

Question 50

Allowing students to select a reading topic rather than having everyone read the same teacher-selected passage to measure reading comprehension is an example of infusing which UDL principle into the assessment process?​

A)Multiple means of representation
B)Multiple means of expression
C)Multiple means of engagement
D)Multiple means of reflection

Question 51

Which of the following is NOT an accurate statement about portfolios?

A)They are an excellent way to document student performance based assessments.
B)They are a collection of artifacts, selected by the teacher to represent the best work the student has done.
C)It is important to include drafts, rubrics, and checklists to demonstrate ongoing growth.
D)They can be represented in an electronic format to incorporate UDL principles.

Question 52

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

Question 53

Explain why the assessment process can have a positive effect on student motivation?​

Question 54

Often teachers provide assessments in the exact same format for all the students in their class. This goes against which of the following UDL principles?​

A)Multiple means of representation
B)Multiple means of engagement
C)Multiple means of expression
D)Multiple means of reflections

Question 55

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

Question 56

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

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