Test 1 (ch.1-3)

Question 1

Type of item in which students create or produce their own answer or response.

Answer 1

Constructed-response

Question 2

Type of item for which students select a response from possible responses that are provided.

Answer 2

Selected-response

Question 3

Method of gathering assessment information in which the teacher systematically or informally observes students.

Answer 3

Teacher observation

Question 4

Students self- report evaluations of their work.

Answer 4

Self-assessment

Question 5

Assessment that mirror tasks carried out in actual, naturally known occurring settings

Answer 5

Authentic assessment

Question 6

Tests that students must perform adequately on for graduation, promotion in grade, schools accreditation, and other important implications.

Answer 6

High-stakes test

Question 7

Assessments administered before students begin a lesson, unit, course, or academic program.

Answer 7

Preassessment

Question 8

Assessments that are in-process evaluations of student learning that are typically administered during a unit., course, or academic program.

Answer 8

Formative assessment

Question 9

Assessment used to evaluate student learning at the end of a unit, course, semester,program, or school year

Answer 9

Summative assessment

Question 10

Pre-assessment that allows a teacher to determine students individual strengths, weaknesses, knowledge, and skills prior to instruction.

Answer 10

Diagnostic assessment

Question 11

Assessment that have students perform real world tasks that demonstrate meaningful application of essential knowledge and skills.

Answer 11

Authentic assessment

Question 12

An assessment method that is used to collect information on student attitudes and beliefs

Answer 12

Self-report

Question 13

A method of designing educational instruction by setting goals before choosing instructional methods and assessments.

Answer 13

Backward design

Question 14

An approach to teaching and learning that creates feedback which is then used to improve students performance.

Answer 14

assessment for learning

Question 15

The snapshot in time that lets the teacher, student and parent know how well each student has completed the learning tasks and activities.

Answer 15

assessment of learning

Question 16

The use of ongoing self assessment by students in order to monitor their own learning

Answer 16

assessment as learning

Question 17

The appropriateness and legitimacy of the inference, claims, and uses made from scores that result from an assessment.

Answer 17

Validity

Question 18

The consistency, stability, and dependability of scores; an estimate of amount of error.

Answer 18

Reliability

Question 19

One that provides all students an equal opportunity to demonstrate achievement.

Answer 19

Fairness

Question 20

The economy of time effort and money in testing

Answer 20

Practicality

Question 21

type of item for which students select a response from possible responses that are provided.

Answer 21

selected response

Question 22

type of item in which students create or produce their own answer or response.

Answer 22

constructed response

Question 23

where students provide short and clear answers

Answer 23

brief constructed response

Question 24

requires students to construct a more extensive and elaborate answer or response.

Answer 24

performance tasks

Question 25

type of item in which students provide an extended or restricted written response to a question.

Answer 25

essay

Question 26

Type of assessment in which the teacher asks question orally.

Answer 26

oral questioning

Question 27

Method of gathering assessment information in which the teacher systematically or informally observes students.

Answer 27

teacher observation

Question 28

Which of the following assessment methods requires a student to choose a response from those provided by the teacher?

a. constructed-response
b. selected-response
c. teacher observation
d. student self-assessment

Answer 28

selected -response

Question 29

Toward the end of a lesson with a small group of struggling readers, Mrs. Jackson used sight word flash cards as a review of the vocabulary from the story in order to assist her in planning instruction for the following day. This is an example of Mrs. Jackson using

a. assessment of learning.
b. a constructed-response method.
c. student self-assessment.
d. teacher observation.

Answer 29

teacher observation

Question 30

What self-assessment method is used to collect information on student attitudes and beliefs?

a. authentic assessment
b. high-stakes tests
c. self-evaluation
d. self-report

Answer 30

self- report

Question 31

Which of the following is NOT an example of a performance assessment or task?

a. A test in a Music History course consists of multiple-choice and essay items.
b. A student completes a presentation board that illustrates and explains a book she has read.
c. Students participate in a debate focused on U.S. immigration policy.
d. A student demonstrates the proper use of a microscope.

Answer 31

A

Question 32

In his U.S. History class, Dr. Southward wants to assess students’ higher-order thinking ability to combine information from several sources into a clearly reasoned whole. Which of the following assessment methods would be most appropriate for Dr. Southward’s use?

a. extended-response essay
b. multiple-choice items
c. oral questioning
d. restricted-response essay

Answer 32

extended- response essay

Question 33

Dr. Southward has developed a final exam for his 11th grade U.S. History class. He is the only 11th history teacher as Riverdale High School. Dr. Southward asks the other social studies teachers to review the exam to make sure that its contents are a good match for the student learning objectives he covered during the school year. Dr. Southward’s actions show that he is concerned with

a. content reliability.
b. ease of scoring.
c. fairness.
d. validity.

Answer 33

content reliability

Question 34

7. Mrs. Frederik administers a formative math calculation assessment every Thursday in her fourth-grade class. Students have been studying long division for several weeks. Mrs. Frederik compares the score received by each student on the test last week with the score on the test this week. She identifies that, for the most part, those who scored above average last week also scored above average this week. The same was true for those with average and below average scores. This constancy in the scores reflects an acceptable level of
   a. bias.
   b. fairness.
   c. reliability.
   d. student motivation

Answer 34

reliability

Question 35

a. Knowledge (recall, remember)
b. Comprehension (understand)
c. Application
d. Analysis
e. Synthesis
f. Evaluation

The student will (TSW) compare and contrast the natural resources found in Mississippi with those found in adjoining states.

Answer 35

Analysis

Question 36

a. Knowledge (recall, remember)
b. Comprehension (understand)
c. Application
d. Analysis
e. Synthesis
f. Evaluation

TSW use the large classroom map as a guide to label major U.S. rivers on a small map to be kept in his/her binder.

Answer 36

Knowledge

Question 37

a. Knowledge (recall, remember)
b. Comprehension (understand)
c. Application
d. Analysis
e. Synthesis
f. Evaluation

TSW define, in his own words, the vocabulary presented during the map skills lesson.

Answer 37

Comprehension

Question 38

a. Authentic assessment
b. Backward design
c. Diagnostic assessment
d. Formative assessment
e. High-stakes testing
f. Preassessment
g. Summative assessment

Mrs. France orally questions students before beginning a unit on long division in order to determine their prior knowledge of this computational skill.

Answer 38

Preassessment

Question 39

a. Authentic assessment
b. Backward design
c. Diagnostic assessment
d. Formative assessment
e. High-stakes testing
f. Preassessment
g. Summative assessment

. Mr. Hernandez sets up a “store” in his second-grade classroom where students can “buy” items using play money. Mr. Hernandez serves as the cashier so that he can pinpoint students’ strengths and weaknesses in using money. (Note: Focus on the type of activity described not the type of assessment.)

Answer 39

Authentic assessment

Question 40

a. Authentic assessment
b. Backward design
c. Diagnostic assessment
d. Formative assessment
e. High-stakes testing
f. Preassessment
g. Summative assessment

Mrs. Francis begins with the end in mind when developing her social studies units.

Answer 40

backwards design

Question 41

a. Authentic assessment
b. Backward design
c. Diagnostic assessment
d. Formative assessment
e. High-stakes testing
f. Preassessment
g. Summative assessment

Mr. Adams closely follows the Mississippi Curriculum Framework competencies for his biology class in order to prepare the students for the Biology Subject Area Test, which they must pass in order to earn a high school diploma.

Answer 41

High stakes testing

Question 42

a. Authentic assessment
b. Backward design
c. Diagnostic assessment
d. Formative assessment
e. High-stakes testing
f. Preassessment
g. Summative assessment

Following a mini-lecture that lasted 8 minutes, Mr. Abraham used a class discussion to gage student understanding. Before the end of the class, he corrected misunderstandings and reinforced the key concepts covered. (Note: Focus on the assessment type.)

Answer 42

Formative assessment

Question 43

a. Authentic assessment
b. Backward design
c. Diagnostic assessment
d. Formative assessment
e. High-stakes testing
f. Preassessment
g. Summative assessment

Mr. Andrews uses formative assessments to provide information on student strengths and weaknesses. (Focus on the purpose of the formative assessments.)

Answer 43

Diagnostic assessment

Question 44

a. Authentic assessment
b. Backward design
c. Diagnostic assessment
d. Formative assessment
e. High-stakes testing
f. Preassessment
g. Summative assessment

Mrs. Chow administered a test at the end of a unit on reptiles and amphibians. The test scores were then used in determining student science grades for the report card.

Answer 44

Summative assessment

Question 45

An authentic assessment is

a. administered before an instructional unit begins to identify student prior knowledge.
b. a “real-life” type of assessment that requires students to demonstrate a skill or create something.
c. used by a teacher to modify instruction during the teaching of a unit.
d. used by the teacher to identify student strengths and weaknesses.

Answer 45

B

Question 46

A diagnostic assessment is

a. administered at the end of a teaching unit to certify student learning.
b. administered before an instructional unit begins to identify student prior knowledge.
c. a “real-life” type of assessment that requires students to demonstrate a skill or create something.
d. used by the teacher to identify student strengths and weaknesses

Answer 46

D

Question 47

A formative assessment is

a. a standardized test that students must pass in order to move forward; for example, the Praxis I and II.
b. administered at the end of a teaching unit to certify student learning.
c. administered before an instructional unit begins to identify student prior knowledge.
d. used by a teacher to modify instruction during the teaching of a unit.

Answer 47

D

Question 48

A high-stakes test is

a. a “real-life” type of assessment that requires students to demonstrate a skill or create something.
b. a standardized test that students must pass in order to move forward; for example, the Praxis I and II.
c. administered at the end of a teaching unit to certify student learning.
d. used by a teacher to modify instruction during the teaching of a unit.

Answer 48

B

Question 49

A preassessment is

a. a “real-life” type of assessment that requires students to demonstrate a skill or create something.
b. a standardized test that students must pass in order to move forward; for example, the Praxis I and II.
c. administered at the end of a teaching unit to certify student learning.
d. administered before an instructional unit begins to identify student prior knowledge.

Answer 49

D

Question 50

As part of developing a teaching unit, backward design is

a. basing student learning outcomes on the Mississippi Assessment Program test (MAP) results from the previous year.
b. identifying student learning outcomes and how they will be assessed as the first step.
c. including an authentic assessment in the teaching unit.
d. using a paper-and-pencil test to document student learning at the end of the unit.

Answer 50

B

Question 51

A summative assessment is

a. a standardized test that students must pass in order to move forward; for example, the Praxis I and II.
b. administered at the end of a teaching unit to certify student learning.
c. administered before an instructional unit begins to identify student prior knowledge.
d. used by a teacher to modify instruction during the teaching of a unit.

Answer 51

B

Question 52

Mr. Stephens uses a K-W-L Chart with students to identify their background knowledge before starting a unit on the American Revolution. Mr. Stephens is using a/an

a. authentic assessment.
b. backward design.
c. preassessment.
d. summative assessment

Answer 52

Pre-assessment

Question 53

Mrs. Simpson meets with struggling readers individually and has them orally read portions of the Dolch Sight Word List in order to identify the sight words that they know and do not know. Mrs. Simpson is using a/an

a. backward design.
b. diagnostic assessment.
c. preassessment.
d. summative assessment.

Answer 53

diagnostic assessment

Question 54

Mrs. Simms carefully studies the Mississippi requirements for Algebra I in order to prepare the students for the Algebra I Subject Area Test, which students must pass in order to earn a high school diploma. Mrs. Simms is preparing her students for a/an

a. authentic assessment.
b. diagnostic assessment.
c. high-stakes test.
d. summative assessment.

Answer 54

high-stakes testing

Question 55

Dr. Essex uses the Mississippi Curriculum Framework competencies and objectives, as well as the textbook suggestions for tests and performance assessments, as the first step in developing a unit on the Judicial Branch of the federal government for his American Government class. Dr. Essex is using a

a. backward design.
b. diagnostic assessment.
c. formative assessment.
d. preassessment.

Answer 55

backward design

Question 56

In the Culinary Arts class, Mrs. Abide requires students to work in teams to prepare and serve a full-course meal as part of the final exam. Mrs. Abide is using a/an

a. authentic assessment.
b. diagnostic assessment.
c. formative assessment.
d. high-stakes test

Answer 56

Authentic assessment

Question 57

At the end of a unit on Thanksgiving, Mr. Alexander gives his 4th-grade students a computerized exam to document what they learned during the unit. The exam grade will make up part of their 9-weeks grade in Social Studies. Mr. Alexander administered a

a. backward design.
b. diagnostic assessment.
c. formative assessment.
d. summative assessment.

Answer 57

Summative assessment

Question 58

During a unit on geometry, Mrs. Ferguson using questioning and review of homework and classwork to provide feedback for student and to modify instruction. Mrs. Ferguson uses a

a. backward design.
b. formative assessment.
c. preassessment.
d. summative assessment

Answer 58

Formative assessment