Deck 3: Assessment

Question 1

Which of the following is one of the standards for assessment as written by the National Council of Teachers of English and the International Reading Association (now the ILA)?

A) Assessments must be fair.
B) Assessments must be aligned with only the state standards.
C) Assessments must be the only way teachers are assessed for their teaching ability.
D) Assessments must not include families.
E) Assessments must be aligned with the Common Core State Standards.

Answer 1

Assessments must be fair.

Question 2

What do formal reading assessments include?

A) Cloze tests
B) Maze tests
C) Anecdotal records
D) Rubrics
E) None of the above

Answer 2

None of the above

Question 3

What do informal reading assessments include?

A) Norm-referenced tests
B) Criterion-referenced tests
C) Standardized tests
D) All of the above
E) None of the above

Answer 3

None of the above

Question 4

Standardized tests include all of the following EXCEPT:

A) Validity
B) Reliability
C) Diagnostic tests
D) Norms
E) Miscue analysis

Question 5

All of the following are individual intelligence tests EXCEPT:

A) Stanford-Binet
B) Wechsler
C) Peabody
D) Slosson
E) Woodcock Johnson

Question 6

Which of the following is the U.S. Supreme Court case that ruled that students who were not native English speakers had to receive instruction in a language they could understand?

A) Brown v. Topeka Board of Education
B) Lau v. Nichols
C) Des Moines v. Gates
D) Ming v. State of Oklahoma
E) None of the above

Question 7

All of the following are main goals of informal reading assessment instruments EXCEPT:

A) Monitoring student growth
B) Checking the student's reading level
C) Comparing one student to another
D) Diagnosing reading problems
E) Analyzing which cueing systems students use when making sense of print

Question 8

All of the following are traits of an emergent reader EXCEPT

A) Recognizing environmental print
B) Retelling stories
C) Using picture clues for meaning when pretend reading
D) Pointing to words when reading
E) Holding books correctly

Question 9

Which of the following are types of miscues assessed in a miscue analysis?

A) Substitutions, omissions, rate
B) Rate, insertions, mispronunciations
C) Mispronunciations, fluency, substitutions
D) Insertions, omissions, substitutions
E) Rate, phrasing, omissions

Question 10

Which of the following are the three cuing systems assessed in a running record?

A) Graphophonic, syntactic, semantic
B) Pragmatic, syntactic, fluency
C) Comprehension, pragmatic, semantic
D) Pragmatic, graphophonic, syntactic
E) Pragmatic, visual, semantic

Question 11

The three main types of formal tests are __________, __________, and __________.

Question 12

Eight types of informal assessment are __________, __________, __________, __________, __________, __________, __________, and __________.

Question 13

Formal tests-developed by publishers who have administered them to large populations of students from all different geographic locations and socioeconomic backgrounds in order to develop a "measuring stick"-are called __________.

Question 14

Formal tests that assess the point at which the student has achieved mastery of a predetermined goal, but do not compare students, are called __________ tests.

Question 15

The four scores that achievement tests provide are __________, __________, __________, and __________.

Question 16

Names of three standardized norm-referenced achievement tests include the following: __________, __________, and __________.

Question 17

Formal reading tests that indicate readers' strengths and weaknesses are called __________.

Question 18

The informal test in which a teacher analyzes the language system that a student uses when making an error or self-correction is the __________

Question 19

The informal test in which the goal is for the teacher to determine if the "error" disrupts meaning is the __________.

Question 20

If a passage is at a reader's easy reading level, the percentage on his oral reading is between __________ percent __________ percent.

Question 21

If a passage is at a reader's instructional level, the percentage on her oral reading would be between __________ percent and __________ percent.

Question 22

In a running record, if the word a student reads in error resembles the word in the text, he is using the __________ cueing system.

Question 23

In a running record, if a reader's error makes meaning sense in the sentence, she is using the __________ cueing system.

Question 24

In a running record, if a student's reading error sounds right in the sentence, he is using the __________ cueing system.

Question 25

The informal test in which the teacher deletes every fifth word or every important word and puts a blank in the place of that deleted word is called a(n) __________ test.

Question 26

The informal test in which the teacher deletes every fifth word or every important word and provides three choices for the reader is called a(n) __________ test.

Question 27

Notes that teachers make as they observe behaviors in students are called __________.

Question 28

A(n) __________ lists competencies that students are expected to have mastered; these tools are used as scoring guides for particular assignments or for particular checkpoints within the school year.

Question 29

Three types of portfolios include __________, __________, and __________.

Question 30

Teachers can administer a __________ to help them find reading materials that are based on the student's interests.

Question 31

Teachers can administer a(n) __________to determine a student's attitude toward various aspects of literacy tasks.

Question 32

A __________ is a collection of a student's reading and/or writing that is completed throughout the school year. It documents a student's growth.

Question 33

Explain the major differences between formal and informal assessment and list the types of each.

Question 34

Compare and contrast the purpose, administration, and interpretation of intelligence tests, achievement tests, and diagnostic tests.

Question 35

Compare and contrast (a) the purpose and (b) the conventions of substitutions, omissions, insertions, self-corrections, and repeats in the analysis of running records and miscue analyses. Explain which one you prefer and give reasons for your stance.

Question 36

Compare and contrast the purpose, administration, and scoring of the cloze test and the maze test. Explain the benefits of using these two assessments.

Question 37

Compare and contrast anecdotal records, rubrics, and checklists. Give the benefits of using these types of assessment.

Question 38

Explain the purpose and different types of portfolios. Explain how you as a teacher would use them as a form of assessment.

Question 39

Explain the purpose and benefits of using interest inventories and attitude surveys with struggling readers.

Question 40

Through observation, you have noticed one student who has shown no interest in reading or writing and has been reading and writing at a much lower level than the rest of the class. Explain in detail what types of assessment you would recommend or administer to the student. Give reasons for using each type of assessment.