Deck 1: An Introduction

Question 1

An outcome of the use of the historical model of assessment was a large number of students being referred for special education services who did not require them.

Answer 1

True

Question 2

It is important to establish firm standards for a student's progress and readiness to exit special education.

Answer 2

True

Question 3

Looking for patterns of errors to provide insight into learning how a student completes a task is called

A) informal assessment
B) alternative assessment
C) error analysis
D) dynamic assessment

Answer 3

C

Question 4

IDEA 2004 indicated that these services should be employed to address a student's needs within the general education classroom and prevent additional assessment.

A) Pre-referral interventions
B) Early intervention services
C) Response to intervention
D) Problem-solving model

Question 5

Pre-referral interventions are intended to address bias in the referral process and prevent unnecessary assessments.

Question 6

Elisabeth's teacher gives a spelling test at the end of each week to determine student mastery of the words. This type of assessment is considered a

A) Criterion-related assessment
B) Criterion-referenced assessment
C) Curriculum-based assessment
D) Curriculum-based measurement

Question 7

All students, regardless of disability, are required to take statewide exams.

Question 8

When administering a standardized test, the individual giving the test may give the test in any manner they wish.

Question 9

IDEA 2004 and NCLB place more emphasis on assessing all students in attaining the standards, leading to more students being included in the general education classroom and more students who receive special education services to receive a regular diploma.

Question 10

An IEP differs from an IFSP in that an IEP includes family needs as well as the child's needs.

Question 11

Aaron's teacher noticed he was having difficulties reading in all of his classes. She referred him for special education services immediately. What model of assessment is Aaron's teacher following?

A) Historical Model
B) Contemporary Model
C) Problem-solving Model
D) Response to Intervention Model

Question 12

This type of assessment requires that students create a product that demonstrates their skills or competency.

A) Dynamic assessment
B) Portfolio assessment
C) Informal assessment
D) Performance-based assessment

Question 13

Mr. Kehl collects student products over the course of the year to demonstrate the progress his students make. Mr. Kehl is utilizing what type of assessment?

A) Dynamic assessment
B) Portfolio assessment
C) Informal assessment
D) Performance-based assessment

Question 14

Children who fail to make academic progress through ESL services are eligible for special education services.

Question 15

Research confirms that, traditionally, a teacher's decision to refer may have been influenced by the student having a sibling who has had school problems.

Question 16

Miss Morgan is collecting progress monitoring data using DIBELS and determining if she needs to change her instructional strategies in order to help her students reach their aim line. Miss Morgan is using what type of assessment strategy?

A) Curriculum-based measurement
B) Curriculum-based assessment
C) Criterion-related assessment
D) Criterion-referenced assessment

Question 17

Ella received an 80% on her math test this week. Her teacher said she missed the cut-off by 5 points, so she will have to work on the same material next week and retake the test next Friday. Ella's teacher is employing what type of assessment strategy?

A) Dynamic assessment
B) Performance assessment
C) Criterion-related assessment
D) Criterion-referenced assessment

Question 18

All students who are eligible for special education services are required to have an alternative planning document in place.

Question 19

When the number of students from various ethnic or linguistically diverse groups who receive special education services is skewed from the general population, it is called

A) disproportionality
B) overrepresentation
C) overidentification
D) accountability

Question 20

Which of the following is not true about high-stakes testing?

A) It is state-driven.
B) Students with severe disabilities do not have to take it.
C) It provides the AYP score for the school.
D) It is mandated by IDEA and NCLB

Question 21

Which of the following is not true of ELL services?

A) ELL services are not a special education service.
B) Bilingual services are a special education service.
C) Pre-referral strategies should promote language acquisition.
D) Language problems must be eliminated as a reason for referral.

Question 22

Students with disabilities who are unable to participate in statewide assessments are tested using

A) a dynamic assessment
B) a norm-referenced test
C) a criterion-related test
D) an alternative assessment

Question 23

Utilizing the RTI model, the government expects to get the number of students who are referred for special education services down to

A) 1-3%
B) 3-5%
C) 5-6%
D) 6-8%

Question 24

Discuss the difference between testing and assessment.

Question 25

According to the statistics provided by the U.S. Department of Education, what disability category is most disproportionally represented by minorities?

A) Speech and Language Impairment
B) Learning Disabilities
C) Mental Retardation
D) Emotional Disturbance

Question 26

At which tier of the RTI model does the eligibility meeting happen?

A) Tier 1
B) Tier 2
C) Tier 3
D) None of the above

Question 27

Discuss the components and outcomes of the historical referral and assessment model.

Question 28

This process is used when effective, research-based interventions are not successful in the general education classroom and document what strategies and assessments are being used to support instruction.

A) Response to Intervention
B) Individualized Education Program
C) Individualized Family Support Plan
D) Eligibility Meeting

Question 29

Describe the philosophy of the Contemporary Model of Assessment.

Question 30

Informal assessments that can be tailored for individual students, used to identify mastery of a skill, and/or placement in a curriculum include:

A) checklists
B) rating scales
C) observations
D) all of the above

Question 31

Explain the process and purpose of Response to Intervention.

Question 32

Which of the following describes an assessment model where an emphasis is placed on finding solutions rather than seeking alternative placement and an eligibility label?

A) Historical Model
B) Contemporary Model
C) Traditional Model
D) Prereferral Intervention Model

Question 33

Discuss the Three-Tier Model of Intervention.

Question 34

The process of evaluating an environment to determine if there are any influences on the learning process is called

A) an observation
B) a dynamic assessment
C) an ecological evaluation
D) a performance-based assessment

Question 35

Miss Jean, a school psychologist, administers a test on Billy, a student referred for a comprehensive evaluation. Billy's scores on an achievement test indicate that he is performing significantly below his peers in reading comprehension skills. Miss Jean administered what type of assessment?

A) Standardized test
B) Performance assessment
C) Norm-referenced test
D) Criterion-referenced assessment

Question 36

Susan was a referred for a comprehensive evaluation. It was determined at the eligibility meeting that she was not eligible for special education services but needed alternative planning in order to be successful in the general education classroom. What document will the team need to write for Susan?

A) 504 accommodation plan
B) Individualized education program
C) Alternative instructional plan
D) No document is needed

Question 37

The primary outcome of the Historical Model of Assessment was

A) an increase in the number of students identified for special education services.
B) a decrease in the number of students identified for special education services.
C) a shift in the way ELLs were evaluated for special education services.
D) an increase in the number of Caucasian students receiving special education services.

Question 38

Which of the following is not a legal consideration when developing an individualized assessment plan?

A) Ethical standards must be upheld.
B) Assessments must be valid for their intended purpose.
C) One test may be used for eligibility determinations.
D) Assessments must assess areas of concern.

Question 39

In the event that a referred child is 3 years of age or younger and is eligible for services, the law requires this document to be written

A) 504 Accommodation Plan
B) Individualized Education Program
C) Alternative Instructional Plan
D) Individualized Family Service Plan

Question 40

When it is determined that a student needs an individual assessment plan, whose responsibility is it to determine which assessments to give to the student?

A) The referring teacher.
B) The school psychologist.
C) The IEP team.
D) The parents.

Question 41

Discuss the legal requirements when developing assessment plans for students who may be eligible for special education services and the steps professionals should take in developing an individualized assessment plan.

Question 42

What is the purpose of prereferral interventions?

Question 43

Identify the four considerations that should be addressed during an ecological evaluation.

Question 44

Discuss what grades early intervention services are available for and what grades interventions are empathized.

Question 45

Identify three strategies that can be used to reduce disproportionality.

Question 46

Discuss the cultural issues that have led to the overrepresentation and disproportionality of students with disabilities from minority groups.

Question 47

Discuss the differences between curriculum-based assessments and curriculum-based measurements.