Q&A Hero

Special Education

Q: Calculate the raw scores for the following protocol sections. Follow the given basal and ceiling rules.
Q: Using the following basal rules, identify basals for these students.Test 1: Basal: 5 consecutive correctTest 2: Basal: 7 consecutive correctExample 1Drop to item #24Example 2Drop to item #116
Q: Calculate the chronological ages using the following birth dates and test dates.
Q: What is a norm group? What are the factors that are considered in establishing the norm group?
Q: What does it mean when a standardized assessment interpolated the data?
Q: Explain the process used in developing a standardized assessment.
Q: Mr. Kiddle administered a standardized assessment to Margot. All of her scores on the questions included in the reading subtest are provided below. What is Margot's raw score for the reading subtest? Phonemic awareness 22 Phonics 5 Word knowledge 8
Q: Identify at least three best practices used in administering standardized assessments to ensure test results are as accurate as possible.
Q: Explain what a basal and a ceiling are and why they are used during test administration.
Q: Mrs. Jones plans to administer a standardized test of achievement to Jorge, a student who speaks Spanish and requires ELL services. How can Mrs. Jones determine if the test is appropriate?
Q: Discuss two issues currently debated in the literature regarding high-stakes testing.
Q: Define the seven principles of universal design.
Q: Identify the four primary modes by which an assessment may be accommodated and provide an example of each.
Q: Identify three ways that test administrators can decrease test bias.
Q: A child whose birthday is on April 25, 2004, was administered on May 3, 2011. What is the chronological age of the child?
Q: Given the data below, answer the following questions: Student Name: Adam 1) 11)02) 12)03) 13)14) 14)15)115)06)116)07)117)08)018) 9)119) 10)120) What items represent the ceiling in this assessment?A. 1-4B. 5-7C. 15-17D. 18-20
Q: Given the data below, answer the following questions: Student Name: Adam 1) 11)02) 12)03) 13)14) 14)15)115)06)116)07)117)08)018) 9)119) 10)120) What items represent the basal in this assessment?A. 1-4B. 5-7C. 15-17D. 18-20
Q: Given the data below, answer the following questions: Student Name: Adam 1) 11)02) 12)03) 13)14) 14)15)115)06)116)07)117)08)018) 9)119) 10)120) Why are items 1-4 not scored?A. The administrator thought Adam could do those questions so did not ask them.B. Adam wanted to begin the test at number 5.C. They are sample questions that do not need to be scored.D. Based on Adam's age or grade, the guidelines indicated to start at number 5.
Q: Given the data below, answer the following questions: Student Name: Adam 1) 11)02) 12)03) 13)14) 14)15)115)06)116)07)117)08)018) 9)119) 10)120) Why are items 18-20 not scored?A. The administrator ran out of time so the questions were not asked.B. The student refused to answer.C. The student hit the ceiling so the questions did not need to be administered.D. They are extra questions that do not need to be administered.
Q: Given the data below, answer the following questions: Student Name: Adam 1) 11) 0 2) 12) 0 3) 13) 1 4) 14) 1 5) 1 15) 0 6) 1 16) 0 7) 1 17) 0 8) 0 18) 9) 1 19) 10) 1 20) What is Adam's raw score? A. 7 B. 11 C. 14 D. Not able to determine from the data provided.
Q: A student scores one standard deviation below the mean, and when converted to a standard score that student's score is 85 (SD = 15). What would that student's score be using a T score? A. 15 B. 35 C. 40 D. 85
Q: In the event that a student does not establish a basal, what should the test administrator do? A. Administer another test B. Continue with the current test C. Prompt the student so they give the correct answers D. Practice the questions so the students can give the correct answers
Q: Michael's mother received a copy of the standardized assessment he took in school. The results showed that Michael's current achievement level is 5-4. What does this mean? A. Michael is achieving at a fifth grade, fourth month level. B. Michael's achievement is somewhere between fourth and fifth grade. C. Michael's achievement is at level 54. D. Michael is achieving at a five year, four month level.
Q: A test designed to yield average performance scores, which may be used for comparing individual student performances. A. Field test B. Developmental version C. Norm-referenced test D. Interpolated test
Q: A large collection of test items thought to effectively represent a particular domain or content area. A. Item pool B. Domain C. Field test D. Development version
Q: When test developers create a new test and administer it to a small sample in the population and then make adjustments, this is called which of the following? A. Standardization B. Field testing C. Sampling D. Interpolation
Q: For which of the following have norm-referenced assessments been developed? A. To compare a student to a national sample of other students the same age or in the same grade B. To compare students within a class C. To determine a student's performance in the curriculum D. To compare individual academic domains
Q: During which of the following phases should the examiner take special care to follow test instructions? A. Test administration B. Scoring C. Interpretation D. All of the above
Q: Which of the following expresses the difficulty with using percentile ranks to interpret test results? A. They are based on a ratio scale. B. Percentiles are based on an interval scale. C. Their meaning is not easily understood. D. Percentile ranks do not represent equal intervals.
Q: If an examinee asks the examiner if he or she answered an item correctly on a standardized test, the examiner should do which of the following? A. Confirm if the answer was correct or incorrect B. Do not respond to the student's inquiry C. Reinforce the student's effort and ask the next question D. Confirm responses at the end of each section
Q: Sandy recently took a test and the chronological age was calculated to be 10 years, 10 months, and 23 days. Which of the following represents the correct rounded chronological age? A. 10-10 B. 10-11 C. 10.10 D. 10.11
Q: This score expresses a student's standing in standard deviation units. A. Standard score B. Raw score C. T score D. z score
Q: Which if the following is likely to be an explanation as to why a student might fail to obtain a basal level on a test? A. The test is too easy B. The test is too difficult C. The test was not normed properly D. The test is assessing the wrong constructs
Q: Which score must be obtained in order to determine derived scores? A. Standard score B. Raw score C. Percentile rank D. Chronological age
Q: Which of the following is the name given to the form used during the test administration and for scoring? A. Protocol B. Interpolation C. Item response D. Scoring sheet
Q: Which of the following defines the level at which the student could correctly answer all easier items. A. Raw score B. Basal C. Ceiling D. Percentile rank
Q: The number of items a student scores correctly on a test is referred to as which of the following? A. Standard score B. Derived score C. z score D. Raw score
Q: In order to estimate expected scores for the norm sample, existing data may be divided into smaller units for establishing tables of developmental scores through a process called which of the following? A. Extrapolation B. Interpolation C. Standard scores D. Stanine
Q: The norm group should be representative of which of the following students? A. Those who will take the test later B. Those who lack diversity C. Those who perform around the same academic level D. Those who speak English
Q: Which of the following is known as the experimental version of a new test? A. Item pool B. Response mode C. Developmental test D. Norm-referenced test
Q: If you administer a test it is best to always administer every subtest in that test.
Q: An examiner should tell a student if they are getting the answers correct after each test item is administered.
Q: Factors such as socioeconomic status, race, culture, linguistic background, emotional state and existing disabilities are variables that do not impact student performance on a norm-referenced assessment because these variables have been filtered out during the norming process.
Q: Accommodations may be used to account for a student's language differences.
Q: Accommodations provided during high-stakes testing may not interfere with the content of the assessment.
Q: Teachers should ensure that tests are logical and serve the purpose for which they are intended and recognize that no test has the capability of answering all achievement questions.
Q: When calculating the raw score, all items that appear before the established basal are not counted because they were not administered.
Q: Ceilings are thought to represent the level at which more difficult questions would not be passed.
Q: 6.4 is an example of an age equivalency.
Q: A norm-referenced assessment allows teachers to compare the performance of one student with the average performance of other students who are of the same age or grade.
Q: For each student served in special education, a(n) ____must be in place to plan the instruction.
Q: The blending of isolated sounds into a whole word is known as ____.
Q: The Stanford-Binet V categorizes scores within the 120-129 range as ____.
Q: Both ____ and ____require that students be instructed using research-based interventions.
Q: This measurement of error is usually used to calculate confidence intervals.
Q: This method of measuring error on a test uses the standard deviation in the computation.
Q: This curriculum-based measure assesses the student's performance to see if it is aligned with the goal or aim line.
Q: This measure indicates how much error may be on a test based on a score's distance from the mean.
Q: This behavior rating scale includes a classroom observation instrument.
Q: This type of validity looks at difficult-to-measure concepts.
Q: These measures are often used when assessing very young children.
Q: A developmental score that, when interpreted, may not be educationally useful.
Q: This type of curriculum-based instrument does not have diagnostic capability unless an error analysis of the student's work is completed.
Q: The indicator of common variance of two variables.
Q: Using the portions from the KeyMathRevised (Connolly, 1988) protocol in Figure 5.7, determine the following. Ceiling item
Q: Using the portions from the KeyMathRevised (Connolly, 1988) protocol in Figure 5.7, determine the following. Basal item
Q: Using the portions from the KeyMathRevised (Connolly, 1988) protocol in Figure 5.7, determine the following. Raw score
Q: Using the portions from the KeyMathRevised (Connolly, 1988) protocol in Figure 5.7, determine the following. Domain scores
Q: Using the portions from the KeyMathRevised (Connolly, 1988) protocol in Figure 5.7, determine the following. Chronological age of examinee
Q: Gregory is a student with a specific reading disability. In his general education classroom, Gregory's teacher and the classroom aide must read all directions to him and often must read questions and multisyllabic words to him. On his IEP, the team has included a statement of accommodation of ____.
Q: When Samira is in the general classroom setting, she often is distracted and requires additional time to complete her assignments. On her Section 504 plan, the team members should include accommodations of ____.
Q: Lorenzo also requires the use of a stylus for writing or answers questions orally. He will also require changes in ____.
Q: Lorenzo, who participates in the general curriculum, requires Braille for all reading material. He will require changes in ____.
Q: A student score that is reported to be exactly average with a score of 5 is reporting using ____ scores.
Q: Students with disabilities who have IEPs and students who are served under Section 504 may need ____ for statewide assessments.
Q: Both individual and group assessments may be ____ that compare students with age or grade expectations.
Q: A student's actual skill level is not represented by the ____.
Q: A teacher discovers that although only second, third, and fifth graders were included in the norm sample of a test, scores were presented for fourth grade. The fourth-grade scores were ____.
Q: A student's standard score that compares the student with age peers is found by using the student's raw score and the student's ____ and the norm tables.
Q: Information regarding how a test was developed is usually contained in the ____.
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