B. Performance assessment
C. Criterion-related assessment
D. Criterion-referenced assessment
8. Miss Morgan is collecting progress monitoring data using DIBELS and determining
if she needs to change her instructional strategies in order to help her students reach
their aim line. Miss Morgan is using what type of assessment strategy?
A. Curriculum-based measurement
B. Curriculum-based assessment
C. Criterion-related assessment
D. Criterion-referenced assessment
9. Elisabeth’s teacher gives a spelling test at the end of each week to determine student
mastery of the words covered in the curriculum. This type of assessment is
considered which of the following?
A. Criterion-related assessment
B. Criterion-referenced assessment
C. Curriculum-based assessment
D. Curriculum-based measurement
10. Aaron’s teacher noticed he was having difficulties reading in all of his classes. She
referred him to a multidisciplinary team for special education services immediately.
What model of assessment is Aaron’s teacher following?
A. Historical Model
B. Contemporary Model
C. Problem-solving Model
D. Response to Intervention Model
11. The process of evaluating an environment to determine if there are any influences on
the learning process is called which of the following?
A. An observation
B. A dynamic assessment
C. An ecological evaluation
D. A performance assessment
12. Miss Jean, a school psychologist, administers a test on Billy, a student referred for
a comprehensive evaluation. Billy’s scores on an achievement test indicate that he is
performing significantly below his peers in reading comprehension skills. Miss Jean
administered what type of?
A. Standardized test
B. Performance assessment
C. Norm-referenced test
D. Criterion-referenced assessment
13. Susan was a referred for a comprehensive evaluation. It was determined at the
eligibility meeting that she was not eligible for special education services but needed
alternative planning in order to be successful in the general education classroom.
What document will the team need to write for Susan?
A. 504 accommodation plan
B. Individualized education program
C. Alternative instructional plan
D. No document is needed
14. In the event that a referred child is 3 years of age or younger and is eligible for
services, the law requires what type of document to be written?
A. 504 Accommodation Plan
B. Individualized Education Program
C. Alternative Instructional Plan
D. Individualized Family Service Plan
15. Research has indicated that a disproportionate rate of occurrence of students from
various ethnic and cultural backgrounds happens in the following disability
categories, except which of the following?
A. Physical Disabilities
B. Learning Disabilities
C. Mental Retardation
D. Emotional Disturbance
16. This process should result in only 3-5% of students requiring a full evaluation for
exceptional learning needs or special education.
A. Response to Intervention
B. Individualized Education Program
C. Individualized Family Support Plan
D. Eligibility Meeting
17. Which of the following describes an assessment model where an emphasis is placed
on finding solutions rather than seeking alternative placement and an eligibility label?
A. Historical Model
B. Contemporary Model
C. Traditional Model
D. Prereferral Intervention Model
18. The following are key considerations when developing an individualized assessment
plan, except which of the following?
A. Ethical standards must be upheld.
B. Assessments must be valid for their intended purpose.
C. Previous screenings for the child can be disregarded.
D. Assessments must assess areas of concern.
19. One main outcome of the Historical Model of Assessment was which of the
following?
A. An increase in the number of students identified for special education
services.
B. A decrease in the number of students identified for special education
services.
C. A shift in the way ELLs were evaluated for special education services.
D. An increase in the number of Caucasian students receiving special
education services.
20. Unnecessary evaluation and misdiagnosis are contributing factors to which of the
following?
A. Error analysis
B. High-stakes testing
C. Response to intervention
D. Overidentification
21. At which tier of the RTI model does the eligibility meeting happen?
A. Tier 1
B. Tier 2
C. Tier 3
D. None of the above
22. Students whose performance on standardized instruments of measurement is
markedly discrepant from that of their peers should receive which of the following?
A. Tier 1 interventions
B. Tier 2 interventions
C. Tier 3 interventions
D. None of the above
23. During an eligibility meeting, who determines that the student is eligible for special
education services based on the information collected through the evaluation process?
A. The referring teacher.
B. The school psychologist.
C. The IEP team.
D. The parents.
24. Students with disabilities who are unable to participate in statewide assessments are
tested using which of the following?
A. A dynamic assessment
B. A norm-referenced test
C. A criterion-related test
D. An alternative assessment
25. Informal assessments that can be tailored for individual students, used to identify
mastery of a skill, and/or placement in a curriculum include which of the following?
A. Checklists
B. Rating scales
C. Observations
D. All of the above
Short Answer
1. Discuss the difference between testing and assessment.
2. Explain the process and purpose of Response to Intervention.
3. Discuss the components and outcomes of the historical referral and assessment model.
4. Discuss the Three-Tier Model of Intervention.
5. Describe the philosophy of the Contemporary Model of Assessment.
6. Discuss the differences between curriculum-based assessments and curriculum-based
measurements.
7. Identify the four considerations that should be addressed during an ecological evaluation.
8. Discuss the legal requirements when developing assessment plans for students who may
be eligible for special education services and the steps professionals should take in
developing an individualized assessment plan.
9. Discuss the cultural issues that have led to the overrepresentation and disproportionality
of students with disabilities from minority groups.
10. Identify three strategies that can be used to reduce disproportionality.
11. What is the purpose of prereferral interventions?
12. Discuss some assessment strategies that can be used to determine how a student performs
an academic task including how such strategies can be used by the teacher.
Chapter 1 Test Bank Answer Key
True and False
Multiple Choice
Short Answer