Q&A Hero

Q: Which of the following is a problem related to norm-referenced testing? A. They are culturally and linguistically biased. B. There are problems with the administration and interpretation of results. C. They are not sensitive to small gains in academic growth. D. All of the above.

Q: Which of the following is not an example of a something you might find in a portfolio assessment? A. artwork B. journal entries C. reading response log D. None of the above

Q: Which of the following is not a valid way to assess reading comprehension? A. Paraphrase a story. B. Answer questions about a story. C. Conduct a miscue analysis. D. Cloze and maze.

Q: Which of the following is not a valid way to assess decoding? A. Retelling a story. B. Reading isolated words. C. Reading nonsense words. D. Reading new words in sentences.

Q: Informal reading assessments take place in which domains of reading? A. decoding B. fluency C. comprehension D. All of the above

Q: This line shows average performance on a graph and changes every time data are entered. A. aimline B. trendline C. error line D. CBM line

Q: A curriculum-based measurement evaluates student performance against A. an achievement goal for the year. B. the criterion established for the test. C. the content taught prior to the test. D. None of the above.

Q: The Contemporary Model of Assessment is focused on which of the following? A. Prevention and early intervention B. Prevention of students falling behind. C. Closely monitoring student performance D. All of the above.

Q: What type of data is typically acquired from a fluency probe? A. words correct per minute B. accuracy C. prosody D. All of the above.

Q: What type of data gathering tool would a teacher use if they wanted to find out what types of books their students like to read? A. CBA B. CBM C. questionnaire D. task analysis

Q: When a teacher evaluates her students' ability to read a map of bus routes while the class is in the bus terminal, the teacher is using what type of assessment to evaluate these skills? A. Portfolio assessment B. Criterion-related assessment C. Authentic assessment D. Curriculum-based assessment

Q: A student who is reading with 95% accuracy is at what level? A. mastery B. instructional C. difficult D. failure

Q: Non-standardized methods of assessment are called A. formal assessments B. informal assessments C. CBAs D. CBMs

Q: When a teacher monitors progress several times each week to determine the level of skill acquisition, the teacher is using A. summative evaluation B. norm-referenced evaluation C. formative assessment D. standardized assessment

Q: The goal line against which progress is measured in applying CBM is known as the A. aimline B. trendline C. error line D. CBM line

Q: Conducting a task analysis allows the teacher to do which of the following? A. Learn new teaching methods. B. Determine prerequisite skills the student may not know. C. Compare the learner against established norms. D. Determine the exact errors a student is making.

Q: With which of the following should the teacher become familiar in order to complete task analyses of students' work? A. scope and sequence B. grade criterion C. error analysis D. worksamples

Q: When a reading assessment involves a passage with words omitted and that the student is required to complete, which of the following methods is being employed? A. maze B. cloze C. miscue analysis D. retell

Q: A writing sample from a fifth-grade student is an example of A. permanent product B. work sample C. direct measure D. All of the above

Q: In order to determine the exact point where a student begins to perform a math operation incorrectly, the teacher may choose to use which of the following? A. checklists B. error analysis C. portfolio D. task analysis

Q: When measuring student progress against a standard or objective, which of the following is the teacher using? A. checklists B. worksamples C. criterion-referenced assessment D. norm-referenced assessment

Q: To determine a baseline, teachers should administer three grade/instructional level probes and use the median score.

Q: Writing educational objectives for skills to be tested is an example of criterion-referenced assessment.

Q: Portfolio assessment is a method of comparing a student with the performance of students in a national sample.

Q: Norm-referenced testing generally includes items that represent the content accurately for all school systems.

Q: A teacher analyzes the classroom assignments of her students to determine what type of mistakes the students are making. This is an example of error analysis.

Q: A task analysis of a chapter quiz is performed as a method of standardized assessment.

Q: When teachers use the content of a classroom social studies text to design a test for their students, the teacher is using a formalized assessment measure.

Q: In order for informal assessment measures to maintain curriculum validity, the teacher must insure that an adequate representation of the current curriculum is included.

Q: Both norm-referenced assessment and informal methods of assessment may have problems with cultural fairness.

Q: Portfolio assessments are a good standardized measure to be used as the sole criterion for eligibility in specialized programs.

Q: You want to monitor the progress of students who are acquiring basic addition computation skills to determine whether they are progressing toward end-of-the year goals. Method of assessment ___ Reason ___

Q: A student seems to be performing at a different level than indicated by norm referenced math test data. You think you should meet with his parents and discuss his actual progress in the classroom. Method of assessment ___ Reason ___

Q: Following a screening test of fifth-grade level spelling, you determine that a student performs inconsistently when spelling words with short vowel sounds. Method of assessment ___ Reason ___

Q: A student who understands division problems when they are presented in class failed a teacher-made test. You want to determine the reason for the failure. Method of assessment ___ Reason ___

Q: Standardized test results you received on a new student indicate that she is performing two grade levels below expectancy. You want to determine which reading book to place her in. Method of assessment ___ Reason ___

Q: By adding the number of correct letter sequences found in the baseline to the number of weekly expected CLSs for the year, the teacher can plot the ___.

Q: A teacher decides to evaluate the progress of her students following the conclusion of a science unit. This type of assessment is known as ___.

Q: Asking the parent of a child to complete a survey about the specific behaviors she observes during homework time is an example of using ___ as part of assessment.

Q: A teacher sets a standard of reaching 90% mastery on the test assessing basic reading decoding skills of second-grade-level words. This test is an example of ___.

Q: Error analysis, checklists, direct measurement, authentic assessment, portfolio assessment, probes, and curriculum-based assessment are examples of ___.

Q: A teacher assesses students' knowledge of the science unit by each student's book report, test grade, written classroom assignments, lab experiences, and journal. This group of science products demonstrates one example of ___.

Q: In a daily living skills class, a teacher can assess the student's ability to make a complete meal by using ___.

Q: To determine the specific skills applied in completing double-digit addition problems, the teacher can complete a(n) ___.

Q: A teacher who works with students with mild intellectual disabilities would like to assess the students' ability to return the correct amount of change when given a $10.00 bill to pay for an item that costs $2.85. How might the teacher decide to assess this skill?

Q: A teacher reviews the information provided in a student's norm-referenced achievement scores. She determines that the student has a weakness in the area of multiplication with regrouping, but she is not certain exactly where the student is breaking down. In order to determine this, the teacher decides to use ___.

Q: Use the following passage to design brief informal assessment instruments in the spaces provided. Elaine sat on the balcony overlooking the mountains. The mountains were very high and appeared blue in color. The trees swayed in the breeze. The valley below was covered by a patch of fog. It was a cool, beautiful fall day. Select a sentence from the passage and construct an informal test using the sentence verification method. Write three sentences, one of which has the same meaning as the original sentence.

Q: Use the following passage to design brief informal assessment instruments in the spaces provided. Elaine sat on the balcony overlooking the mountains. The mountains were very high and appeared blue in color. The trees swayed in the breeze. The valley below was covered by a patch of fog. It was a cool, beautiful fall day. Construct an informal test using the maze method. Remember to provide three word choices beneath each blank.

Q: Use the following passage to design brief informal assessment instruments in the spaces provided. Elaine sat on the balcony overlooking the mountains. The mountains were very high and appeared blue in color. The trees swayed in the breeze. The valley below was covered by a patch of fog. It was a cool, beautiful fall day. Construct an informal test using the cloze method. Remember to leave the first and last sentences intact.

Q: The results of assessment may assist the team in developing a(n) a. goal b. IEP c. objectives d. decision

Q: In the assessment of students to determine the individual needs of learners, what types of assessment may be used? a. norm-referenced tests, curriculum-based assessment, teacher-made instruments b. norm-referenced instruments, curriculum-based assessment, teacher-made tests, classroom observations, probes c. any of the above d. only a and b e. only a and d f. none of the above

Q: True and False Items Compared to norm-referenced assessment and other types of assessment used in general and special education to assess the classroom performance of students, curriculum-based assessment may be more sensitive to assessing the current classroom performance of students.

Q: True and False Items It is not true that curriculum-based assessment can be developed by the classroom teacher.

Q: Teacher-made quizzes, curriculum-based assessment, criterion-referenced assessment, class assignments, and tests are all types of __ assessment.

Q: Analyzing the types of errors made on a test or on student work samples is called __.

Q: Breaking a complex task down into subskills, or substeps, is referred to as __.

Q: When a teacher assesses daily from curriculum content, the assessment is called __.

Q: When a student has not mastered a specific skill, the teacher may wish to test the student more thoroughly on the one skill with a self-developed __.

Q: A teacher who adds behavioral objectives following the analysis of test items on a standardized norm-referenced test has adapted the instrument to reflect __ testing.

Q: Using informal assessment composed of actual class work curriculum materials is called __.

Q: Using material from the curriculum content in test items is called __.

Q: Look carefully at the student's responses in the following work sample from a language class. Analyze the errors the student made. Write your analysis in the space provided. Items missedOn a spelling test, the following words were missed by the student: break (spelled brak), dream (spelled dreem), and waist (spelled wast). What words might be included in a probe written by the teacher to address this deficit skill?

Q: Look carefully at the student's responses in the following work sample from a language class. Analyze the errors the student made. Write your analysis in the space provided. Items missedOn a spelling test, the following words were missed by the student: break (spelled brak), dream (spelled dreem), and waist (spelled wast). What is the deficit skill?

Q: Write a task analysis for the following skill. Skill: Recognizes initial consonant sounds and their association with the consonant letters of the alphabet. Necessary subskills:

Q: Examine the following task analysis. Identify smaller steps, or subskills, that you believe need to be mastered as part of learning the more complex skill. Write the additional steps in the spaces provided.Skill: Adding numbers greater than 10Adds numbers 0-10 with sums greater than 10.Adds number facts 1-9 with sums greater than 10.Adds number facts 1-9 with sums less than 10.Adds number facts 1-8 with sums less than 10.Identifies numbers 1-10.Can count objects 1-10.Additional subskills:

Q: Design a short criterion-referenced test to measure the first skill objective listed in the P1-level.

Q: Select one P1 skill and write a behaviorally stated objective that includes the criterion acceptable for passing the objective.

Q: Describe the types of errors John made.

Q: Look at the student responses on the following teacher-made criterion-referenced test. Determine if the student met the criterion stated as the objective.OBJECTIVEJohn will correctly answer 9 out of 10 addition problems with sums of 10 or less.5389467241+2+2+2+1+5+2+3+4+3+67510108410677

Q: What did Baker and Good find in their research using CBMs with bilingual students?

Q: One study by Marston, Mirkin, and Deno found that the use of CBMs was an effective measure to be used in the special education eligibility process. Why?

Q: One study reported the decrease in off-task behaviors when CBMs were employed. Why would the use of CBMs impact students' behavior?

Q: What did students report about using CBMs in classroom instruction according to Fuchs, Butterworth, and Fuchs?

Q: Construct the aimline.

Q: Refer to Table 6.5 to determine the realistic expected growth rate for a first-grade student. There are 28 weeks remaining in the academic year. Determine the goal for this student.

Q: A first-grade student was administered three math probes to determine her baseline score. Her scores on the probes were 17, 14, and 16. What is the student's baseline score?

Q: Construct the aimline.

Q: There are 25 weeks remaining in the school year. What is the goal for this student?

Q: Refer to Table 6.4 in your text. For a realistic growth rate, how many correct letter sequences is the student expected to increase by each week in the second grade?

Q: Discuss the issues and concerns of the statewide assessment of students with disabilities.