Chapter 14 (study) Flashcards
Why do many teachers dislike the task of assessing student learning?
Choose 3
a. Many teachers lack in-depth knowledge of assessment principles.
b. The role of assessor is seen as being inconsistent with the role of teacher.
c. Classroom assessments contribute little to student learning.
d. Many teachers think of assessment as grading rather than as instruction.
e. High-quality assessment practices are a regular part of classroom culture.
a. Many teachers lack in-depth knowledge of assessment principles.
b. The role of assessor is seen as being inconsistent with the role of teacher.
d. Many teachers think of assessment as grading rather than as instruction.
What is the most important reason for using classroom assessments?
a. to enhance student learning b. to provide information for parents c. to identify gifted and talented students d. to evaluate the quality of instruction
a. to enhance student learning
What are the major purposes of teacher-made assessments?
Choose 4
a. keeping students motivated
b. highlighting students’ strengths and weaknesses
c. providing feedback about effectiveness of study habits
d. assessing mastery of specific learning objectives
e. providing information about instructional decisions
b. highlighting students’ strengths and weaknesses
c. providing feedback about effectiveness of study habits
d. assessing mastery of specific learning objectives
e. providing information about instructional decisions
What kind of evaluation is being used when a teacher provides critical comments to students as a means of shaping their next oral presentations?
a. formative assessment b. summative assessment c. portfolio assessment d. standardized assessment
a. formative assessment
What is a major advantage of selected-response tests?
a. reliability and ease of scoring b. measuring higher level thinking c. assessing verbatim memorization d. measuring meaningful learning
a. reliability and ease of scoring
What are the major characteristics of performance assessments?
Choose 4
a. They show what students can do.
b. They require less time to administer and score than other tests.
c. They use realistic and authentic tasks.
d. They are similar to how students were taught.
e. They are responsive to cultural diversity.
a. They show what students can do.
c. They use realistic and authentic tasks.
d. They are similar to how students were taught.
e. They are responsive to cultural diversity.
What elements are contained in a rubric?
Choose 3
a. content standards
b. performance standards
c. scoring levels
d. work samples
e. selected responses
a. content standards
b. performance standards
c. scoring levels
What are the benefits of using scoring rubrics?
Choose 4
a. Scoring objectivity, consistency, and efficiency increase.
b. The rubric fully and objectively defines all required tasks.
c. Instruction more closely matches the performance measured.
d. Students become aware of the range of performance standards.
e. Students may monitor progress and make changes to products.
a. Scoring objectivity, consistency, and efficiency increase.
c. Instruction more closely matches the performance measured.
d. Students become aware of the range of performance standards.
e. Students may monitor progress and make changes to products.
How do performance assessments compare to traditional written tests with respect to cultural responsiveness?
Choose 2
a. Traditional written tests are equally culturally responsive.
b. Performance assessments are too narrow in scope to be culturally responsive.
c. Most items in traditional written tests reflect the majority culture.
d. The realistic nature of performance assessments allows all students to demonstrate their capabilities.
e. Written tests reflect the lived experiences of all children.
c. Most items in traditional written tests reflect the majority culture.
d. The realistic nature of performance assessments allows all students to demonstrate their capabilities.
A teacher has students write a historical newspaper article as a creative writing assignment to demonstrate their understanding of the causes of the Civil War, and uses a rubric to assess this understanding. Why might there be concern with this assessment’s validity?
a. There should be no concern because rubrics prevent extraneous factors from affecting the scoring. b. The teacher’s attention to the creative writing may distract from assessing the students’ understanding of history. c. The validity of the assessment is increased because both history and creative writing are relevant for journalism. d. This assessment may cause students to change their writing style on the next assignment.
b. The teacher’s attention to the creative writing may distract from assessing the students’ understanding of history.
When teachers are using a norm-referenced grading system, why should a broad base of typical student performance be used rather than a single class?
a. The performance levels within a single class are too homogeneous. b. The normal level of performance is usually too low. c. A single class lets weak students too easily earn high grades. d. Weak students will inevitably fail.
a. The performance levels within a single class are too homogeneous.
What is measured in a criterion-referenced grading system?
a. achievement in comparison to other students b. attainment of a defined standard performance c. student motivation to learn content and skills d. cognitive and affective ability levels
b. attainment of a defined standard performance
Why should teachers refrain from using zeros when averaging final grades?
a. The student becomes angry for being unfairly singled out. b. The final grade has lessened validity and may not reflect what the student learned. c. Late assignments may be due to factors beyond the student’s control. d. Students cheat when they feel their grades are unfairly lowered.
b. The final grade has lessened validity and may not reflect what the student learned.
How might electronic gradebooks be used for classroom assessment?
Choose 3
a. to store records of student test performance
b. to objectively compute and accumulate averages
c. to indicate instrument validity and reliability
d. to note students with particular characteristics
e. to accurately substitute for professional judgment
a. to store records of student test performance
b. to objectively compute and accumulate averages
d. to note students with particular characteristics
Why should teachers be cautious when using computerized grading tools?
a. Scanning tests saves valuable time in tracking performance. b. Professional judgment is necessary to fairly compute grades. c. Computerized grading programs calculate scores objectively. d. Computerized grading programs may not detect cheating.
b. Professional judgment is necessary to fairly compute grades.
