Deck 6: Integrating Assessment

Question 1

Self-assessment is beneficial for students if:

A)they don't overinflate their grades on projects.
B)teachers don't allow students to use it too frequently.
C)the emphasis is on learning rather than grades.
D)parents don't get upset that teachers aren't assessing the children.

Answer 1

the emphasis is on learning rather than grades.

Question 2

Portfolios are primarily useful for:

A)increasing students' grades at the end of the grading period.
B)showcasing students' work for parents and siblings.
C)demonstrating learning over time.
D)showcasing how rubrics work.

Answer 2

demonstrating learning over time.

Question 3

Using journals as a writing assessment tool is justified because:

A)children need activities to occupy them and fill up the time.
B)teachers want to know about children's extracurricular lives.
C)parents and administrators want to know what teachers are teaching children.
D)teachers have a record about what children are thinking.

Answer 3

teachers have a record about what children are thinking.

Question 4

Pre-assessment allows a teacher to do all of the following except:

A)plan instruction more effectively.
B)scaffold student learning by supporting new skills and concepts based on student experience.
C)help students avoid their zone of proximal development.
D)attend to the differences in achievement found in their classroom.

Question 5

The purposes of diagnostic assessment includes all of the following except:

A)to determine strengths and weaknesses in concepts and skills.
B)to encourage student self-monitoring.
C)to encourage students to work independently and in groups.
D)to track growth over time.

Question 6

A first step in planning assessment is:

A)to choose a good test.
B)to determine which objective(s)will be assessed.
C)to decide whether to observe or interview students.
D)to determine which methods will be used for gathering and interpreting data.

Question 7

The following are characteristics of Likert-type scales except:

A)Likert-type scales are difficult to score.
B)interpretation of scores is often difficult.
C)scores by themselves do not describe performance levels very well.
D)discriminating between levels of work is not easy.

Question 8

A summative assignment:

A)allows assessment of mastery of concepts and skills.
B)is given approximately halfway through the teaching of a unit.
C)must be a paper-and-pencil assessment for which a numerical grade can be given.
D)is the same thing as a performance indicator.

Question 9

All of the following are characteristics of appropriate uses of standardized testing except:

A)standardized testing can provide a classroom teacher with useful information about student learning.
B)standardized testing can help teachers determine strengths and weakness if teachers understand what the test scores mean.
C)standardized testing allows teachers to explain to parents how their children are performing relative to others in the class.
D)standardized testing provides useful information for administrators to evaluate teachers.

Question 10

Anecdotal records are:

A)records students keep to evaluate a teacher's explanation of concepts.
B)records parents share with teachers about their children's backgrounds in mathematics.
C)verbal accounts of students' work.
D)written notes about what a student did and said.

Question 11

Keeping track of student progress mentally has:

A)the advantage that students cannot see other students' grades.
B)limitations related to memory and inconsistency.
C)the advantage that grades for children with learning disabilities can be increased without being obvious to mainstream children.
D)the limitation that administrators' evaluation of teachers may be negative because grades are not posted.

Question 12

The No Child Left Behind Act requires:

A)statewide tests connected to statewide standards.
B)nationwide tests connected to national standards.
C)both national and statewide tests be given to students at every grade level.
D)that students be retained if they do not meet standards on mandated tests.

Question 13

Performance indicators are:

A)assessed before a lesson begins.
B)a byproduct of testing.
C)goals for mathematics lessons.
D)tasks or assignments for students to demonstrate learning.

Question 14

Performance objectives describe:

A)expected student learning.
B)what is expected of the teacher when presenting lessons to children.
C)the detailed steps of a mathematics lesson.
D)what students plan to work on in groups.

Question 15

Norm referenced standardized tests:

A)compare a student's score with scores of a small group of students taking the same test.
B)give scores in percentiles comparing scores of a large group of students.
C)provide teachers with extensive diagnostic information about students' achievement on various learning objectives.
D)give teachers information about enriched and remedial instruction needed.

Question 16

The most important purpose of assessment is:

A)to determine what students know so accurate grades can be given.
B)to discover what students know so instruction can be adjusted.
C)to document that students' work is on grade level.
D)to document that the curriculum has been covered.

Question 17

An advantage of using rubrics to score student work is:

A)holistic rubrics allow scoring to be finished very quickly.
B)analytic rubrics allow teachers to assign letter grades for each category of a project.
C)rubrics can be created with relative ease.
D)analytic rubrics allow for a uniform understanding for levels of performance.

Question 18

Formative assessment is assessment that:

A)gives feedback while the concepts or skills are still being learned.
B)helps teachers to form opinions about the students' behavior in the class.
C)requires forms that must be filled out by the teacher.
D)must be given during the formative years of a student's education.

Question 19

The following are characteristics of criterion-referenced tests except:

A)mastery is determined by the number of items answered correctly for each performance objective and the number of objectives mastered.
B)these tests are similar to norm-referenced tests because they compare students to one another.
C)these tests usually provide more diagnostic information for teachers.
D)if mastery of an entire test is 80%, the student would be required to master 8 out of 10 performance objectives.

Question 20

If a teacher determines that five children in the class do not understand division of whole numbers, the best strategy would be:

A)to call their parents and suggest home activities.
B)to assign the students extra homework so they can catch up.
C)to re-teach individually or in a small group with new strategies.
D)to continue to assess them and hope they improve before mid-term test.

Question 21

Evaluating mastery of a topic or skill is one purpose of classroom assessment.

Question 22

Tracking academic progress over time is one purpose of classroom assessment.

Question 23

What are some issues or questions teachers should consider when planning for assessment?

Question 24

Given four levels of assessment tasks (mental, symbolic, pictorial, and concrete), give an example of one objective and performance objective or indicator you would construct for each level.
a. Addition of 3 and 4.
b Multiplication of 3 and 4.
c. Measurement of the height of the door.
d. Comparison of 3 different triangles: right, isosceles, and equilateral.

Question 25

Assignment of children to gifted and talented classes is one purpose of classroom assessment.

Question 26

Finding out whether the textbook is a good resource is one purpose of classroom assessment.

Question 27

Describe three strategies a teacher might adopt to collect and record assessment information. What would be the advantage and disadvantage of each strategy?

Question 28

Determining prior knowledge and skills is one purpose of classroom assessment.

Question 29

Giving families report cards with grades is one purpose of classroom assessment.

Question 30

Give two examples of how assessment can be connected to curriculum and instruction.

Question 31

Encouraging student self-assessment and responsibility in learning is one purpose of classroom assessment.

Question 32

Describe the roles of pre-assessment, assessment during instruction, and assessment at the end of instruction. Give one example of the types of assessments that would be most appropriate for each instructional phase.

Question 33

The standardized testing information tells you that Child X has a score in the 50th percentile, Child Y scored in the 20th percentile, and Child Z in the 75th percentile. Describe what you know about the relative performance of the three children.

Question 34

Compare holistic and analytic rubric forms. Which do you prefer, and why do you prefer it?

Question 35

Determining how well the teacher is teaching is one purpose of classroom assessment.

Question 36

State mandated tests provide teachers with student achievement information that is adequate for:

A)making instructional decisions for specific students.
B)making decisions about promotion and retention.
C)determining how well groups of students achieved compared to each other.
D)determining how well teachers are teaching.

Question 37

Identifying children's strengths, problems, and misunderstandings is one purpose of classroom assessment.

Question 38

Explain the difference between performance objectives and performance indicators.

Question 39

Understanding children's thinking is one purpose of classroom assessment.

Question 40

What is the purpose of student self-assessment? What are three strategies that teachers might use to encourage student self-assessment?

Question 41

Explain the differences between norm-referenced and criterion-referenced standardized tests with respect to a teacher's ability to analyze student understanding of mathematics based on these tests.