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Chapter 1 1 Classification Decision Placement Decision Selection Decision State
CHAPTER 1 Classroom Decision Making and Using Assessments ITEMS 1. Which of the following set of assessment activities will best facilitate a teacher’s instructional planning? (a) Marking students’ completed work and assigning grades on their unit test. (b) Reviewing the […]
Chapter 10 1 All Options Are Incorrect Except One All
CHAPTER 10 Multiple-Choice and Matching Exercises ITEMS 1. When crafting multiple-choice items it is important to ensure that the distractors are plausible to students who do not know the answer. (a) True (b) False 2. Which part of a multiple-choice […]
Chapter 11 1 Sentence Structure Handwriting Grammar Quality The Ideas
CHAPTER 11 Essay Assessment Tasks ITEMS 1. Which of the following formats best assesses higher-order thinking processes students use to solve problems? (a) Context-dependent multiple-choice items (b) Essay items (c) True-false items 2. What type of essay item assesses students’ […]
Chapter 12 1 Ask Students Describe The Rule Their Own
CHAPTER 12 Higher-Order Thinking, Problem Solving, and Critical Thinking ITEMS 1. When assessing students’ higher order thinking skills, the main focus of your assessment should be to require students to (a) give reasons and explanations you taught. (b) recall facts […]
Chapter 13 1 They Are Too Complicated For Most Raters
CHAPTER 13 Performance and Portfolio Assessments ITEMS 1. A single performance assessment task assesses a number of learning objectives while a traditional test item assesses only one learning objective. (a) True (b) False 2. Using authentic performance tasks in the […]
Chapter 14 1 All The Above Item Analysis Least Useful
CHAPTER 14 Preparing Students to Be Assessed and Using Students’ Results to Improve Your Assessments ITEMS 1. The scores from a teacher-made test that is poorly typed and badly organized are likely to be less valid for student evaluation. (a) […]
Chapter 15 1 Evaluating And Grading Student Progress Items
CHAPTER 15 Evaluating and Grading Student Progress ITEMS 1. A single grade that combines both achievement and nonachievement factors is likely to be more valid than the one that reflects only achievement factors. (a) True (b) False 2. Which of […]
Chapter 16 1 Which The Following Should School Officials Give
CHAPTER 16 Standardized Achievement Tests ITEMS 1. What do scores from a multilevel achievement battery measure? (a) Students’ growth in each of several curriculum areas. (b) The depth of students’ achievement in a single curriculum area. (c) Students’ status in […]
Chapter 17 1 Percent Correct Clusters Items Assessing The Learning
CHAPTER 17 Interpreting Norm-Referenced Scores ITEMS 1. On a spelling test taken by a class of 40 pupils, Melissa got 90. How well did Melissa perform? (a) Melissa’s performance is good. (b) Melissa’s performance is average. (c) Melissa’s performance is […]
Chapter 18 1 Items Are Reviewed Content Specialists Items Are
CHAPTER 18 Finding and Evaluating Published Assessments ITEMS 1. Which of the following contains information on unpublished tests? (a) Mental Measurement Yearbooks (b) Tests: A Comprehensive Reference for Assessments in Psychology, Education, and Business (c) Test Critiques (d) ETS Test […]
Chapter 19 1 The Stalemate Between The Congress And The
CHAPTER 19 Scholastic Aptitude, Career Interests, Attitudes, and Personality Tests ITEMS 1. For which of the following cases is an assessment of scholastic aptitude most likely to predict a student’s success? (a) A student has never studied a second language […]
Chapter 2 1 Statements Mastery Learning Objectives Are Broader Than
CHAPTER 2 Describing the Goals of Instruction ITEMS 1. What is a learning objective? (a) What students should know at the end of an instructional segment. (b) What students can do at the end of an instructional segment. (c) What […]
Chapter 3 1 Student John Jane Mauves Ken Lori 21
CHAPTER 3 Validity of Assessment Results ITEMS 1. Validity of assessment refers to the soundness of (a) the assessment instrument. (b) your interpretation and use of the assessment results. (c) the reliability of the interpretation and use of the results. […]
Chapter 4 1 How Should The Students Score Interpreted A
CHAPTER 4 Reliability of Assessment Results ITEMS 1. Reliability refers to the (a) consistency of the test scores. (b) relevancy of the test scores. (c) usefulness of the test scores. 2. Test scores that have a high degree of reliability […]
Chapter 5 1 No Because Students Achievement Should Assessed Independently
CHAPTER 5 Professional Responsibilities, Ethical Behavior, and Legal Requirements in Educational Assessments ITEMS 1. In making evaluative decisions about students, a teacher should be most mindful of (a) his/her reputation as a professional. (b) the consequences of the decisions for […]
Chapter 6 1 Which of the following assessment formats is the LEAST relevant to summative
CHAPTER 6 Planning for Integrating Assessment and Instruction ITEMS 1. Researchers have demonstrated that most teachers know how to evaluate the quality of test items without having to take special courses in assessment. (a) True (b) False 2. The depth […]
Chapter 7 1 Increased Motivation For Learning Increased Involvement Ones
CHAPTER 7 Diagnostic and Formative Assessments ITEMS 1. An assessment useful for diagnosis of learning deficits is likely to be useful also for purposes of assigning letter grades. (a) True (b) False 2. Which of the following diagnostic approaches uses […]
Chapter 8 1 For What Type Student Reminder Feedback Usually
CHAPTER 8 Providing Formative Feedback ITEMS 1. It is possible for feedback to have no effect on student learning. (a) True (b) False 2. What aspect of the content of feedback is important for helping students improve? (a) Praise for […]
Chapter 9 1 True False True False Classroom Assessment True false
CHAPTER 9 Fill-in-the-Blank and True-False Items ITEMS 1. In classroom assessment, it is acceptable if a few test items are focused on minor points of content. (a) True (b) False 2. In classroom assessment, it is of very little importance […]