Deck 3: Assessing for Learning

Question 1

Evaluation should end with

A) tallying of assessment results and comparing them to other populations.
B) interpreting and reporting of test results.
C) making judgments about the effectiveness of the program.
D) making changes to improve the program or the student?s habits.

Answer 1

making changes to improve the program or the student?s habits.

Question 2

The major problem with high-stakes tests is that they often

A) are too difficult for most students.
B) put unnecessary and undue pressure on students.
C) take too much time away from voluntary reading.
D) narrow the curriculum to what is tested.

Answer 2

narrow the curriculum to what is tested.

Question 3

Evaluation begins with

A) selecting assessment instruments.
B) describing instructional activities.
C) listing goals and objectives or standards.
D) administering tests.

Answer 3

listing goals and objectives or standards.

Question 4

Which of the following can most readily be used for formative assessment?

A) state assessment given yearly
B) district test given yearly
C) weekly quiz
D) mid-term exam

Question 5

Which measure of validity is most important for informing classroom instruction?

A) statistical validity
B) predictive validity
C) concurrent validity
D) content validity

Question 6

Which of the following set of scores represents the student?s instructional level?

A) 90 percent word recognition, 80 percent comprehension
B) 95 percent word recognition, 75 percent comprehension
C) 95 percent word recognition, 60 percent comprehension
D) 99 percent word recognition, 90 percent comprehension

Question 7

On a miscue analysis, a high semantic similarity and low graphic similarity suggests that the student is

A) neglecting phonics.
B) integrating phonics and contextual clues.
C) overusing phonics.
D) neglecting context.

Question 8

What is the main purpose of progress monitoring?

A) to predict later success over many years
B) to establish base reading levels and depict any problems
C) to see if students are currently making adequate improvement
D) to evaluate the effectiveness of a program

Question 9

Norm-referenced tests are generally most helpful to

A) administrators.
B) parents.
C) teachers.
D) students.

Question 10

Which of the following is an example of functional level testing?

A) giving a gifted fourth-grader a fourth-grade test
B) giving a struggling reader in the fourth grade a second-grade test
C) giving an average fourth-grader a second-grade test
D) giving an average fourth-grader a sixth-grade test

Question 11

The contents of a portfolio should depend primarily upon

A) the goals and results of instruction.
B) the speed with which the student learns.
C) the level of instruction.
D) the amount of work the student has done.

Question 12

The best approach for assessing the difficulty level of materials is to

A) use both the ATOS and the lexile scale.
B) create a word list formula and a syllable formula.
C) rely on a well-accepted leveling system such as that created by Fountas and Pinnell.
D) use objective and subjective methods such as formulas, leveling scores, and observations, and professional judgment.

Question 13

How would you go about setting up an evaluation component for a literacy program?

Question 14

What steps might be taken to get the most benefit from an informal reading inventory?

Question 15

How might progress monitoring be used to help all students, not just those with reading difficulties?

Question 16

What is the difference between norm-referenced tests and criterion-referenced tests? What are the weaknesses of each type?

Question 17

What are some informal measures that might be used to assess literacy development? What are the advantages and disadvantages of informal assessments overall? After listing a number of measures, choose one type and consider its particular advantages and disadvantages.

Question 18

How would you go about setting up a portfolio system to assess your studentsʹ literacy development?

Question 19

How might you go about determining the difficulty level of materials?