Deck 8: Academic Assessment

Question 1

These tests measure how well students adapt to different environments.

A) Adaptive behavior scales
B) Achievement tests
C) Aptitude tests
D) Diagnostic tests

Answer 1

A

Question 2

Evaluates the types of errors students made while attempting to complete a task.

A) Item-level error analysis
B) Within-item error analysis
C) Diagnostic analysis
D) Screening analysis

Answer 2

B

Question 3

Screening tests are appropriate to use for placement and eligibility decisions.

Answer 3

False

Question 4

The Peabody Picture Vocabulary Test is a measure of expressive language.

Question 5

One of the problems incurred when attempting to assess content subject areas such as social studies with norm-referenced instruments is that the content of the instrument may not match the curriculum to which the student has been exposed.

Question 6

These tests are used to obtain further information about a specific skill or area of academic achievement.

A) Diagnostic test
B) Achievement test
C) Aptitude test
D) Screening test

Question 7

What term refers to a student using inner language concepts and applying them to what is heard?

A) Receptive language
B) Expressive language
C) Written language
D) Spoken language

Question 8

Aptitude tests are designed to measure what a student has learned.

Question 9

Many assessments have multiple versions e.g., A and B) in order to allow students to be assessed multiple times in a fairly short amount of time.

Question 10

When using diagnostic assessment instruments, it is important to keep in mind that research has indicated that grade level equivalencies may not be consistent with grade placement in school.

Question 11

This score is used as another measure to determine ongoing progress.

A) Grade equivalent
B) Age equivalent
C) Growth scale value
D) Significant level

Question 12

Area of cognitive development or ability thought to be evidenced by certain behaviors or skills.

A) Domain
B) Subtest
C) Achievement test
D) Aptitude test

Question 13

What term defines utilizing language skills in speaking or writing?

A) Receptive language
B) Expressive language
C) Written language
D) Spoken language

Question 14

The WIAT provides two ways of determining disabilities 1) traditional ability-achievement discrepancy and 2) evaluating patterns of strengths and weaknesses.

Question 15

These tests are designed to measure what the student has learned.

A) Diagnostic test
B) Achievement test
C) Aptitude test
D) Screening test

Question 16

When administering a norm-referenced test, all subtests must be administered according to the standardized directions.

Question 17

Expressive language skills are used in speaking and writing.

Question 18

Brief tests containing items that survey a range of skill levels, domains, or content areas. They are typically used to determine weak areas.

A) Diagnostic test
B) Achievement test
C) Aptitude test
D) Screening test

Question 19

Composite scores are the scores that are used to compare a student against a grade/age norm.

Question 20

Evaluating the types of items answered correctly with the types of items answered incorrectly.

A) Item-level error analysis
B) Within-item error analysis
C) Diagnostic analysis
D) Screening analysis

Question 21

This test assesses the prerequisite and requisite skills needed to read, write, and take notes in school.

A) Woodcock-Johnson III Diagnostic Reading Battery
B) Process Assessment of the Learner: Test Battery for Reading and Writing
C) Peabody Individual Achievement Test-4
D) Kaufman Test of Educational Achievement-II

Question 22

What are the reasons for using basal and ceiling levels in the administration of a comprehensive standardized instrument?

Question 23

When a student who has had significant difficulty has been assessed and it is determined that the level of curriculum is too difficult, the student may have been receiving instruction at which of the following levels?

A) Mastery
B) Instructional
C) Failure
D) Achievement

Question 24

This test assesses areas of math functioning typically not addressed by other instruments.

A) Test of Mathematical Abilities
B) Key Math
C) Peabody Individual Achievement Test
D) Kaufmann Test of Educational Achievement

Question 25

This tests the processes used in initial and emerging reading and writing skills as well as the skills expected during the intermediate grades in school.

A) Oral Grey Reading Test-4
B) Test of Reading Comprehension-3
C) Test of Written Language-4
D) Test of Written Spelling-4

Question 26

Describe the circumstances under which a teacher might make the decision to use a specific diagnostic instrument.

Question 27

This is the first score to be calculated and is used to determine standard scores.

A) Raw score
B) Percentile rank
C) Scaled score
D) Composite score

Question 28

Which of the following assessments is aligned to the NCTM standards?

A) Test of Mathematical Abilities
B) Key Math
C) Peabody Individual Achievement Test
D) Kaufmann Test of Educational Achievement

Question 29

This test consists of subtests taken from the Woodcock-Johnson Tests of Achievement III that measure the skills required for reading

A) Woodcock-Johnson III Diagnostic Reading Battery
B) Process Assessment of the Learner: Test Battery for Reading and Writing
C) Oral Grey Reading Test-4
D) Test of Reading Comprehension-3

Question 30

In determining significant difference between scores, a significant difference at the .05 level indicates which of the following?

A) There is a 5% chance that the difference is significant.
B) There is a 95% chance that the difference is due to error.
C) There is a 5% chance that the difference is due to error.
D) There is a difference of 5% between the scores.

Question 31

Describe what criteria you would consider when selecting a diagnostic instrument for your use.

Question 32

Which of the following assessments compares a student's performance to that of same age/grade peers?

A) Curriculum-Based Measurement
B) Curriculum-Based Assessment
C) Norm-Referenced Assessment
D) Standardized Assessment

Question 33

This test assesses overall writing, contrived writing and spontaneous writing.

A) Oral Grey Reading Test-4
B) Test of Reading Comprehension-3
C) Test of Written Language-4
D) Test of Written Spelling-4

Question 34

Measures a student's vocabulary by asking the student to name a picture or to provide a synonym for a picture.

A) Peabody Picture Vocabulary Test
B) Expressive Vocabulary Test
C) Test of Language Development
D) Written Language Test

Question 35

Describe the primary similarities and differences between norm-referenced assessments and curriculum-based assessments.

Question 36

Discuss the reasons why practice and mastery of a standardized instrument are necessary before actual administration.

Question 37

This test allows teachers to make comparisons between scores.

A) Woodcock-Johnson III Test of Achievement
B) Peabody Individual Achievement Test-4
C) Kaufman Test of Educational Achievement-II
D) Wechsler Individual Achievement Test, 3rd ed.

Question 38

The percentile ranking of a student on a standardized diagnostic test indicates which of the following?

A) The student has been ranked according to the performance of other students in the national norm group
B) The student performed as well as the percentile group
C) The student is below the percentile stated
D) The student has performed in the expectancy range

Question 39

Which of the following indicates when diagnostic instruments may be used?

A) Once every three years
B) Before each annual review
C) To determine if exit criteria are met
D) When additional information is needed about a student's skills

Question 40

The most important step for teachers learning new diagnostic instruments is which of the following?

A) Careful planning of the testing session.
B) Meeting with the parents before the testing.
C) Becoming familiar with the correct responses.
D) Becoming familiar with the test manual and test.

Question 41

Identify some domains that are evaluated through achievement testing. What specific skills would be evaluated in each domain?

Question 42

Discuss the difference between an ability and achievement test?

Question 43

Explain when a teacher might use a screening measure.

Question 44

The WIAT-3 provides two ways for determining learning disabilities. Discuss each.

Question 45

Explain the difference between an item-level error analysis and a within-item error analysis.

Question 46

Identify the subtests in the Peabody Individual Achievement Test-4.

Question 47

Identify the standard and extended achievement batteries in the Woodcock-Johnson III Test of Achievement-III.