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CHAPTER FOURTEEN
INCREASING LEARNING THROUGH ASSESSMENT
Classroom Assessment
* 1. All the processes teachers use to make decisions about their students’ learning progress is best described as:
a. classroom assessment.
b. formal measurement.
c. informal measurement.
d. formal evaluation.
* 2. Making assessment an integral part of the teaching-learning process, so that it becomes a process designed
to support and increase student learning best describes:
a. the functions of classroom assessment.
b. measurement and evaluation.
c. measurement of learning progress.
d. assessment for learning.
* 3. Historically, assessment has been used at the end of a unit or course of study to determine the amount that
students have learned. More recent conceptions view assessment as a process designed to support and
increase student learning. Which of the following best describes the comparison between the historical
view and the more recent conception?
a. The historical view describes only formal assessment, but the more recent conception describes both
informal and formal assessment.
b. The historical view describes assessment of learning, and the more recent conception describes
assessment for learning.
c. The historical view describes paper-and-pencil assessments, and the more recent conception
describes performance assessments and portfolios.
d. The historical view describes only the process of gathering information about student learning, but
the more recent conception describes both the process of gathering information and making
decisions based on that information.
* 4. The primary function of classroom assessment is to increase:
a. student learning.
b. teacher accountability.
c. student accountability
d. time available for teaching.
* 5. Of the following, which is the one that is not a purpose of assessment for learning?
a. Diagnose learners’ current understanding.
b. Increase teacher control of student behavior.
c. Increase student motivation to learn.
d. Increase learner self-regulation.
* 6. A form of assessment designed to provide teachers with information about students’ prior knowledge and
misconceptions before beginning a learning activity, best describes:
a. assessment of learning.
b. learner accountability.
c. diagnostic assessment.
d. informal assessment.
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** 7. A math teacher teaches a lesson on fractions, decimals, and percents and then gives a homework
assignment in which the students must convert fractions to decimals and then to percents. Of the following,
the teacher’s homework can be best described as:
a. a form of informal assessment.
b. a form of teacher accountability.
c. a form of high-stakes testing.
d. a form of diagnostic assessment.
* 8. Assessments that increase motivation have several characteristics. Which one of the following is not one of
those characteristics?
a. They are aligned with teachers’ learning objectives, so they are valid.
b. They avoid social comparisons, so that competition among students is prevented.
c. They focus on mastery of content, so students feel competent.
d. They focus on lower-level objectives, so students are ensured of success.
* 9. Of the following, which best describes how effective assessments promote learner self-regulation?
a. Effective assessments provide students with feedback about their learning progress.
b. Effective assessments provide teachers with information they can use to assign student grades.
c. Effective assessments communicate student strengths and weaknesses to parents and other
caregivers.
d. Effective assessments prevent classroom management problems by keeping students focused on
academic goals.
* 10. The degree to which an assessment measures what it is supposed to measure refers to which of the
following characteristics of the assessment?
a. Authenticity
b. Reliability
c. Validity
d. Objectivity
* 11. Being certain that your measurements are consistent with your goals most strongly affects which of the
following?
a. The validity of your assessment
b. The reliability of your assessment
c. The formalization of your assessment
d. The criterion-referencing of your assessment
* 12. The extent to which teachers gather information about their students that is consistent best describes:
a. authenticity.
b. reliability.
c. validity.
d. objectivity.
* 13. According to research, of the following, which type of teacher-made test is least reliable?
a. Essay
b. Completion
c. Multiple choice
d. True-false
* 14. Of the following, the best way to increase the reliability of an assessment is to:
a. make it longer.
b. make it more subjective.
c. make it an essay test.
d. use authentic assessment.
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* 15. Of the following, a teacher can best increase the reliability of a paper-and-pencil assessment by:
a. increasing the difficulty level of the items.
b. increasing the number of items on the test.
c. changing the format from multiple choice to completion.
d. making the test about half essay and half objective in format.
** 16. Cheryl Poulos is philosophically opposed to tests with her third graders on the grounds that it puts undue
stress on them. She assigns grades based on their responses in class, arguing, “I call on all the students
regularly, and I can tell from their answers whether or not they understand the content.” Based on this
information, which of the following is the most accurate statement?
a. Her assessments are likely to be valid but not reliable.
b. Her assessments are likely to be reliable but not valid.
c. Her assessments are likely to be both valid and reliable.
d. Her assessments are likely to be both invalid and unreliable.
** 17. Kathee Proctor doesn’t give language arts or math tests to her second graders. “I don’t see the need for
them,” she argues. “I have particular things I want to see in their work, and I collect language arts writing
papers a couple days a week, and I listen carefully to the way they answer math questions in class. I have
plenty of information to use in assigning grades.” Based on this information, which of the following is the
most accurate statement?
a. Her assessments are likely to be both valid and reliable.
b. Her assessments are likely to be valid but not reliable.
c. Her assessments are likely to be reliable but not valid.
d. Her assessments are likely to be both invalid and unreliable.
** 18. At Henderson Elementary School, grades are not assigned to kindergarten or first-grade students; instead,
teachers check satisfactory or unsatisfactory. As a result, the teachers don’t use formal assessments,
instead relying on their informal observations of the students’ behavior. Based on this information, which
of the following is the most accurate statement?
a. Their assessments are likely to be valid but not reliable.
b. Their assessments are likely to be reliable but not valid.
c. Their assessments are likely to be both valid and reliable.
d. Their assessments are likely to be both invalid and unreliable.
Using the following vignette for items 19 and 20.
Gigi Parker is emphasizing grammatically correct writing and expression of thought in writing with her students.
She has begun using portfolios, where systematic collections of her students’ work are placed for review and
evaluation. She puts work samples in the portfolio at least three days a week, and she is careful to date the samples
to help in assessing her students’ progress. In examining her students’ work, she checks for grammar, punctuation,
spelling, and clear expression of thought, and she assigns grades on that basis.
** 19. If Gigi is consistent with patterns identified by research, which of the following is most likely?
a. Gigi is an elementary teacher.
b. Gigi is a middle school teacher.
c. Gigi is a high school teacher.
** 20. Based on the information about Gigi’s assessments, which of the following is the most accurate statement?
a. They are likely to be both reliable and valid.
b. They are likely to be reliable but not valid.
c. They are likely to be valid but not reliable.
d. They are likely to be both invalid and unreliable.
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** 21. Ron Kenski and Ann Potter both have “students’ ability to compare and contrast” as a goal for their
American history students. They both assign an essay where the students have to compare and contrast the
Jamestown and Plymouth Colonies in early America. Ron constructs a set of criteria to be used in scoring
the essay. Ann does not. They both score the essays and assign students’ grades. Of the following, which is
the most accurate statement?
a. Ann’s assessment is likely to be less reliable than Ron’s and therefore less valid as well.
b. Ann’s assessment is likely to be less reliable than Ron’s but they are equally valid.
c. Both teachers’ assessments are likely to be invalid, since they are essays.
d. Both teachers’ assessments are valid and reliable since the assessments are consistent with their
goals.
Essay Items
* 22. Describe four functions of assessment for learning.
* 23. Jenna is assessing her kindergartener’s ability to identify letters. She asks each child to identify the letters
found in his or her name. Is Jenna’s assessment approach likely to be valid? Is it likely to be reliable?
Explain in each case.
** 24. Suppose a woman weighs 130 pounds as measured by an accurate scale in her physician’s office. Also
suppose that her scale at home gives the following readings over a 5-day period: 126, 134, 128, 132, 130,
so the average is an accurate 130. Assume that her actual weight has not varied during the five days. Does
her scale give reliable measurements? Does her scale give valid measurements? Explain in both cases.
Informal Assessment
* 25. The process of gathering incidental information about learning progress or other aspects of students’
behavior and making decisions based on that information is best described as:
a. informal assessment.
b. formal assessment.
c. summative assessment.
d. criterion-referenced assessment.
* 26. Of the following, what is the primary purpose of informal assessment?
a. To provide teachers with information they need to assign grades
b. To ensure that students are meeting academics standards
c. To help teachers make the many decisions they must make every day
d. To provide teachers with information they use to communicate with parents
* 27. Which of the following are sources of information that are used in informal assessments?
1. Walking among students as they work on a seat-work assignment
2. Hearing students’ responses to questions
3. Observing student behavior on the playground
4. Hearing a teacher describe a student’s achievement from the previous year
a. 1, 2, 3, 4 b. 1, 2, 3 c. 1, 2, 4 d. 1, 2
* 28. Informal assessments are sometimes unreliable. Of the following, which is the best explanation for this lack
of reliability?
a. Teachers don’t get the same information from all students, so informal assessment provides an
incomplete picture of learning and development.
b. Informal assessment often involves observation of students’ behavior, which cannot be reliable.
c. Informal assessments occur during learning activities, and assessments are conducted after a unit of
study is complete.
d. Informal assessments are limited to assessments with young children, so they aren’t reliable with all
learners.
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Items 29 and 30 are related.
** 29. Thelma Wilson is working with her kindergarteners on basic sounds and letter recognition. In the process
she calls on several students, and each one answers successfully. “It looks like they get it,” she smiles to
herself, so she decides to move on to another skill. Of the following, Thelma’s actions best illustrate:
a. informal evaluation.
b. formal evaluation.
c. informal assessment.
d. summative assessment.
** 30. Of the following, which is the best assessment of Thelma’s conclusion, “It looks like they get it”?
a. It is likely to be reliable, since each of the students she called on was able to answer correctly.
b. It is likely to be valid, since basic sounds and letter recognition are important goals for
kindergarteners.
c. It is invalid, since she only asked the students questions rather than using a paper-and-pencil
assessment.
d. It may not be reliable, since she didn’t get information from all her students.
** 31. Which of the following is the best example of an informal assessment?
a. You give your students a pop quiz covering the multiplication of fractions.
b. You devise a rating scale to assess each part of an in-class presentation by your students.
c. You devise a set of criteria for scoring an essay test. You use the criteria in scoring your students’
essays.
d. You call on each student in your class in a question-and-answer session, and they’re all able to
answer.
** 32. You are conducting a question-and-answer activity on the climate and economics of Russia. Your students
respond well, and you conclude that they are ready for a test covering the content. Of the following, your
conclusion best illustrates:
a. a formal assessment.
b. an informal assessment.
c. a criterion-based assessment.
d. a performance assessment.
** 33. You are monitoring students as they play on the playground before school, and you see that Jared generally
seems to be alone and rarely plays with the other children. You decide to confer with the school counselor
to see if he has information about Jared’s social development. Which of the following is the best
description of your observation and conclusion?
a. It is an informal assessment, since you gathered information about Jared and made a decision.
b. It is a formal assessment, since your goal was to promote Jared’s social development.
c. It is a form of performance assessment, since you’re observing Jared’s behavior rather than his
responses on a paper-and-pencil test.
d. It is an important part of your job as a teacher, but, because it isn’t related to academics, it isn’t part
of the assessment process.
Essay Items
** 34. Describe the primary purpose of informal assessment, and provide a classroom example that illustrates your
description.
** 35. Informal assessment occurs both in classrooms and in the larger school context. Provide an example that
illustrates each.
** 36. Informal assessments are often unreliable, yet they are still important in classrooms. Explain why this is
the case, and defend your explanation with an example.
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Formal Assessment
* 37. The process of systematically gathering information about every student in your class is best described as:
a. informal measurement.
b. formal measurement.
c. criterion referenced measurement.
d. evaluation.
* 38. Examining and grading student homework best illustrates which of the following?
a. Standardized assessment
b. Formal assessment
c. Performance assessment
d. Informal assessment
* 39. The question or statement at the beginning of a multiple-choice test item is referred to as:
a. an option.
b. a distracter.
c. a stem.
d. a prompt.
* 40. Of the following, which is an example of an objective test?
a. A multiple-choice exam
b. An essay exam
c. A portfolio project
d. A performance assessment
** 41. Mel and Tina were discussing student assessment in the teachers’ lounge. Tina argued that multiple–choice
items are ineffective because they can assess only lower–level learning. Mel suggested that multiple-choice
items were more reliable than essay items. Of the following, which is the best conclusion we can make
about these teachers’ statements?
a. Both Tina and Mel are correct.
b. Neither Tina nor Mel is correct.
c. Tina is correct, but Mel is incorrect.
d. Mel is correct, but Tina is incorrect.
** 42. Abia found that several items on his final biology exam, which was composed of multiple–choice items,
had cues in them. For example, in some items the correct response was much longer than the other
distracters. In others the correct answer was written in more technical terms than were the distracters. Of
the following, what will be the most likely result of this test flaw?
a. Reliability will be unaffected, and validity will decrease.
b. Validity will increase, and reliability will decrease.
c. Reliability will increase, and validity will be unaffected.
d. Both reliability and validity will decrease.
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** 43. Consider the following test item.
Formative tests:
1. are given at the beginning of instruction.
2. are given at any time during instruction.
3. are given at the end of instruction.
4. are given when the teacher wants diagnostic information.
Based on guidelines for preparing multiple-choice items, which of the following is the most valid
assessment of the item?
a. The item is appropriate as written.
b. More information should be included in the stem, so a clear problem or question is presented.
c. The stem should be written in the form of a question rather than as an incomplete statement.
d. The item is inappropriate for the multiple-choice format, and should be rewritten as a completion
item.
** 44. Consider the following test item.
T F True/false items tend to measure higher-level cognitive skills and are objective to score.
Which of the following best describes the major flaw in the item?
a. The content measured in the items is not important.
b. The item is trivial and doesn’t challenge the students.
c. The item contains two ideas—one false and one true.
d. The statement is inappropriately long for a true/false item.
** 45. Consider the following test item.
_____ and _____ are two of the important requirements for a test.
Based on the guidelines for preparing completion items, which of the following is the most valid
assessment of the item?
a. The item is appropriate as written.
b. The item measures content that is inappropriate for the completion format. A multiple-choice format
would be more effective.
c. The statement should be made first, and the blanks should follow at the end of the statement.
d. The item should contain only one blank that is related to the main point of the statement.
Use the three test items that follow for items 46-48.
A. Explain the process of photosynthesis in green plants.
B. The largest country is South America is _________________________ .
C. The sentence that contains a participle is:
a. Running is very good for you.
b. To run you need to be in good physical condition.
c. I am running about 20 miles a week.
d. Look at the running girl.
** 46. Of the three, the format that is considered to be the most objective is:
a. A
b. B
c. C
** 47. Of the three, the format that is popular with teachers because it appears to be easy to write is:
a. A
b. B
c. C
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** 48. Consider the cognitive level of items B and C. According to patterns in the middle school and secondary
schools, which of the following is most likely?
a. The level of Item B is more common than the level of Item C.
b. The level of Item C is more common than the level of Item B.
c. The levels of the two items are about equally common.
** 49. Tom Evans gives a multiple-choice test to his biology students, and he is also careful to be certain that his
test is consistent with his goals. As it turns out, Tom unintentionally writes the stem of one of the items in
a misleading way, so that the students select a distracter rather than the correct answer, even though they
understand the concept being measured with the item. Of the following, which is the most accurate
statement?
a. The item is reliable but not valid.
b. The item is valid but not reliable.
c. The item is both valid and reliable.
d. The item is neither valid nor reliable.
* 50. One way to increase the effectiveness of matching test items is to:
a. use them only for vocabulary assessment.
b. have the same number of stems and options.
c. allow answers to be matched more than one time.
d. use them only for knowledge-level outcomes.
** 51. Molly has decided to use only true–false items on her social studies mid term examination. Students’
ability to guess on true-false items is likely to:
a. increase reliability but decrease validity.
b. increase both reliability and validity.
c. decrease both reliability and validity.
d. increase validity but decrease reliability.
* 52. Of the following, which is a disadvantage of completion items?
a. They generally measure lower-level objectives.
b. They take a lot of teacher time to construct.
c. They take a lot of teacher time to grade.
d. They are less reliable than essay items.
** 53. Lin scores all her students’ essay items without looking at their names. By scoring students’ class papers
anonymously, Lin is most likely to:
a. increase both the validity and the reliability of her scoring.
b. increase the reliability but have no effect on the validity of her scoring.
c. increase the validity but have no effect on the reliability of her scoring
d. have little impact on either the reliability or the validity of her scoring.
* 54. When scoring essay items, the use of a rubric is likely to increase
a. only reliability.
b. only validity.
c. neither reliability nor validity.
d. both reliability and validity.
* 55. Which of the following paper-and-pencil item formats is typically easiest to construct but hardest to
reliably score?
a. Multiple choice
b. Matching
c. Interpretive exercises
d. Essay
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* 56. Which of the following steps should teachers avoid, if possible, in scoring essay examinations?
a. Scoring a few papers at one sitting
b. Grading papers anonymously
c. Reading through the test papers one question at a time
d. Developing a model answer as a guide to scoring
* 57. Of the following, which is the most accurate description of commercially available tests?
a. They are known to be generally valid.
b. They are known to be highly reliable.
c. They consistently measure essential classroom objectives.
d. They most commonly assess lower–level objectives
* 58. Asking students to demonstrate skills similar to those required in real–world settings best describes:
a. norm-referenced assessments.
b. performance assessments.
c. formal assessments.
d. informal assessments.
** 59. Marcy’s assessment of her advanced music students is based upon how well her students can perform their
recital pieces. Marcy’s assessment is best categorized as a(n):
a. informal assessment
b. performance assessment.
c. portfolio assessment.
d. objective assessment.
** 60. Mim is a physical education teacher. She assesses student learning during her softball unit by using batting
average and fielding errors. These measures of student learning are best identified as:
a. informal assessments.
b. commercial assessments.
c. performance assessments.
d. affective assessments.
** 61. An observer is given the following checklist used as an alternative assessment to evaluate a preservice
education major in a microteaching experience.
1._____Understands the students
2._____Has mastery of the content being taught
3._____Motivates students
4._____Has classroom management skills
Which of the following statements is the best assessment of the checklist?
a. The checklist is effective as written.
b. A checklist is an inappropriate instrument for assessing teaching skills; a more reliable measure,
such as a multiple-choice test, would be more appropriate.
c. The checklist would be more effective if the statements were in behavioral terms. As is, it requires
the observer to make inferences about the student’s performance.
d. The statements in the checklist should be in the form of complete sentences instead of the phrases
that appear.
* 62. The first step in designing a performance assessment is:
a. specifying desired outcomes.
b. selecting evaluation procedures.
c. selecting the focus of evaluation (process or product).
d. determining the appropriate degree of realism.
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** 63. Chris has decided to use a performance assessment in his fifth-grade pig heart dissection unit. He first
specifies the expected performance. Next he will:
a. determine if the assessment will focus on process or product.
b. structure the evaluation setting
c. design the evaluation procedures
d. determine the amount of class time he will use for assessment.
** 64. A completed pair of shorts made by following the teacher’s instructions in a life skills class is an example
of which component of performance?
a. A product
b. A process
c. A portfolio
d. A realistic simulation
** 65. Using the appropriate formula to calculate the area of a pyramid in geometry best illustrates which of the
following components of performance?
a. A product
b. A process
c. A portfolio
d. A realistic simulation
** 66. Which of the following is the best example of high realism for a performance task in the area of math?
a. Calculating the amount of fertilizer needed to cover a garden plot on the school grounds.
b. Using the formula “length times width” to find the area of a rectangle.
c. Calculating the hypotenuse of a right triangle drawn by the student with appropriate tools.
d. Maintaining an 85% average on quizzes in class.
** 67. Which of the following formats would be most effective for finding out how skillfully an intern is
teaching?
a. Oral interview
b. Multiple choice
c. Performance
d. Extended essay
* 68. Choose the correct order of the following steps for designing performance assessments:
1. Specifying the performance components
2. Selecting evaluation procedures
3. Selecting the focus of evaluation (process or product)
4. Determining the appropriate degree of realism
a. 4, 3, 2, 1 b. 1, 3, 4, 2 c. 2, 4, 1, 3 d. 3, 1, 2, 4
* 69. Of the following, the primary advantage rating scales have over checklists is that they:
a. are easier to prepare and implement.
b. are more detailed and precise.
c. are simpler and therefore easier to use.
d. are less cumbersome than checklists.
* 70. Of the following, which is the rationale most often given for using performance and portfolio assessments?
a. They are easier to evaluate than traditional formats.
b. They are more reliable than traditional formats.
c. They require more higher-order thinking than do traditional formats.
d. They are more readily accepted by students and their parents than are traditional formats.
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* 71. Which of the following is not considered to be a performance-assessment format?
a. A written completion question
b. A collaborative group project
c. A simulation
d. An exhibition of work
* 72. Which of the following would be considered a performance assessment?
a. Matching items
b. True-false items requiring higher-level thinking
c. Fill–in-the-blank items on new material
d. Audiovisual presentations
* 73. Which of the following statements most accurately describes research on the reliability of performance
assessments?
a. Acceptable levels of reliability are not possible.
b. Acceptable levels of reliability are possible but rarely accomplished.
c. Performance assessments tend to be more reliable than traditional formats.
d. Acceptable reliability is achieved when well-defined criteria are used.
* 74. Collections of work that are reviewed against preset criteria in order to judge a student’s progress over time
are called:
a. checklists.
b. portfolios.
c. rating scales.
d. criterion-referenced tests.
* 75. According to your text, portfolios are a form of:
a. standardized assessment.
b. formal assessment.
c. norm-referenced assessment.
d. high-stakes assessment.
* 76. Of the following, the primary advantage that portfolios have over other authentic assessments is that they:
a. provide the teacher with more control over the evaluation process.
b. increase validity and reliability.
c. involve the learner in the evaluation process.
d. are less time-consuming to evaluate.
* 77. Which of the following are distinguishing features of effective portfolios?
1. Portfolios demonstrate students’ writing skills.
2. Portfolios reflect developmental changes over time.
3. Portfolios represent only student work of the highest quality.
4. Portfolios involve students in design, selection, and evaluation of samples.
a. 3, 4 b. 2, 4 c. 1, 2, 3 d. 1, 2
* 78. Of the following, the best description of the main purpose of portfolios is:
a. to evaluate and assign grades to student work.
b. to document teacher observations of student performance.
c. to help students evaluate their own progress.
d. to communicate preset criteria to parents.
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* 79. According to research, of the following, what is the most important disadvantage of performance
assessments and portfolios?
a. Achieving adequate levels of reliability has been difficult.
b. Students don’t like being placed in assessment situations where authentic assessments are used.
c. They tend to lack real-world application.
d. They tend to focus on relatively low-level learner behaviors.
Essay Items
** 80. Look at the following test item.
Which of the following is a function of the digestive system?
a. To circulate the blood
b. To protect vital body organs
c. To digest the food we eat and turn it into usable fuel for our bodies
d. To transfer nerve impulses
There are at least three problems with this item. Identify the problems. Then rewrite the item to make it
more acceptable.
** 81. Assess the following test item using the criteria for preparing multiple-choice items. Then rewrite the item
to make it more effective. (The correct answer is c.)
Which of the following is not a characteristic of culture?
a. The kind of music people in a country listen to
b. The games people in the country watch and play
c. The country’s population
d. The things people in the country think are important
** 82. Assess the following test item using the criteria for preparing multiple-choice items. Then rewrite the item
to make it more effective. (The correct answer is b.)
Communism collapsed in Eastern Europe primarily as a result of a:
a. inability of the countries to make a decision for themselves.
b. collapse in the countries’ economies.
c. lack of well-equipped armies to protect the countries.
d. revolution among the people of all the countries.
** 83. Assess the following true-false test items using the criteria for preparing true-false items.
1. Authors’ works are often based on their own experiences.
2. An infinitive is a verb form using the word to that is used as an adverb.
** 84. Consider the criteria for preparing effective matching items. Based on these criteria, identify at least three
problems with the following item. The item meets at least two of the criteria. Identify the criteria, and
explain how the item meets them.
Respond to the following item by putting the letter of the correct choice in the blank preceding each
statement. Use each letter only once.
___ 1. The chemical symbol for sodium A. Covalent bond
___ 2. Formed when an atom loses an electron B. Law of conservation of mass
___ 3. Matter is neither created nor destroyed C. Ionic bond
___ 4. The results of a chemical reaction D. Sodium
___ 5. The sharing of electrons E. Ion
___ 6. The taking of an electron from one F. Fe
element and transferring it to another G. Products
___ 7. The chemical symbol for iron
** 85. Prepare a checklist to assess a set of completion items on a test.
** 86. Prepare a rating scale to assess a teacher’s (1) preparation of his or her students for a test; (2) administering
of the test; and (3) analysis of the results.
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* 87. Identify at least two differences between portfolio assessment and performance assessments, such as
checklists and rating scales.
Effective Assessment Practices
* 88. The first step in designing any formal assessment is to:
a. specify what you are attempting to assess.
b. determine how much instructional time will be allocated to testing.
c. structure the evaluation setting for the learners.
d. simulate a real-world context to assess learner outcomes.
* 89. During what point in the teaching-learning process are assessments most effectively prepared?
a. During the planning process
b. During implementation of learning activities
c. After daily learning activities have been conducted
d. After units of study have been completed
* 90. Which of the following is not considered to an effective assessment practice?
a. Giving students practice responding to items similar to items that will appear on the assessment
b. Teaching students strategies for responding to assessments
c. Discussing assessment items in detail after students have responded to them and the teacher has
scored the items
d. Creating assessments after instruction has been completed
* 91. Of the following, which is considered to be the most important feature of effective assessment practices?
a. Giving assessments in consistent patterns, such as a quiz each Friday
b. Combining paper-and-pencil items with some performance measures and portfolio entries
c. Providing students with detailed feedback about the items on the assessment
d. Using consistent item formats, such as composing tests of multiple-choice and essay items
* 92. A matrix relating a teacher’s objectives to test items according to cognitive level or specific outcomes best
describes a:
a. criterion-referenced assessment.
b. norm-referenced assessment.
c. formal assessment system.
d. table of specifications.
** 93. When Janice Hunter prepares a test, she writes down the topics she’s covering on the test and determines
the number of test items covering each topic. She does this to avoid overemphasizing or underemphasizing
some of the topics. Janice’s practice most closely relates to using which of the following?
a. A criterion-referenced evaluation
b. An informal assessment system
c. A table of specifications
d. A reliable set of measurements
* 94. When creating an assessment, the use of a table of specifications can increase:
a. the reliability of the assessment.
b. the validity of the assessment.
c. both the reliability and validity of the assessment.
d. neither the reliability nor validity of the assessment.
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* 95. According to research, which of the following groups of students will be most likely to benefit from
instruction in test-taking skills?
a. Mature students (such as eleventh graders)
b. High-achieving students
c. Students low in test anxiety
d. Cultural minority students
* 96. Which of the following is likely to be most effective for minimizing test anxiety in students?
a. Reducing the level of difficulty of the test
b. Discussing test content and testing procedures before giving the test
c. Telling students when teaching a topic that the topic will be covered on the test
d. Decreasing the number of quizzes and tests that are given
* 97. According to research, of the following, the most effective way to reduce test anxiety is to:
a. have students practice on sample test items using the format and content that will be covered on the
test.
b. have students practice stress-reduction techniques, such as deep breathing before and during the test.
c. limit the number of tests that are given during the course of a grading period to avoid frequently
placing students in the anxiety-producing situation.
d. use norm-referenced evaluations, which allows students to compare their performance on the tests.
Use the following information for items 98 and 99.
Four teachers were discussing their test-anxious students.
Mrs. Rowe commented, “I have them practice on items that are like those that will be on the test. Then I try to
motivate them by mentioning in passing that some of the items on the test will challenge them, and they’re going to
have to do some thinking.”
“I do the same thing, meaning I have them practice,” Mr. Potter comments, “but I don’t say anything one way
or the other about how difficult the test will be.”
“I do stress reduction activities with my class,” Mrs. Richards adds. “Just before we begin the test, I have them
close their eyes, visualize themselves doing well on the test, and take a few deep breaths. Then we start.”
“I do something a little different, “Mr. Lareau adds. “I tell them that I know they will do well, and I tell them to
be ready for a test every day, because I’m not going to tell them when we’re having it, except that it will be
sometime during the week. It keeps them on their toes.”
** 98. Based on research, the teacher most effective in reducing test anxiety in her students is likely to be:
a. Mrs. Rowe.
b. Mr. Potter.
c. Mrs. Richards.
d. Mr. Lareau.
** 99. Based on research, the teacher least effective in reducing test anxiety in her students is likely to be:
a. Mrs. Rowe.
b. Mr. Potter.
c. Mrs. Richards.
d. Mr. Lareau.
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Use the following vignette for items 100 and 101.
Four life science teachers are all teaching a two-week unit on body systems, such as the nervous system, the
skeletal system, the digestive system, and so on.
Mr. Wertch teaches the unit, and when he has completed the unit, he prepares a unit test. He gives the test,
scores it, and assigns students grades. He returns the test, shows the students their grades, and then moves to his next
unit.
As Mr. Martinez plans his unit, he prepares a series of quizzes and his unit test. After teaching each body
system, he gives the quiz for that system, discusses it with the students, and then moves to the next system. The day
before his unit test, he gives the students some practice items, he gives the test the following day, scores it overnight,
and discusses each of the items the next day.
Mrs. Stevens teaches the unit, and when she has completed it, she prepares a unit test. She gives the test, scores
it, and assigns students grades. She returns the test, shows the students their grades, asks the students if they have
any questions, and then discusses each of the items that the students have questions about.
Mrs. Solis teaches each of the systems and then prepares a short quiz on that system. She gives the quiz,
discusses each of the items with the students, and then moves to the next system. When she is finished with the unit,
she prepares a unit test, gives it, scores and returns it, and discusses the results with the students.
** 100. The teacher whose assessment practices are most effective is:
a. Mr. Wertch.
b. Mr. Martinez.
c. Mrs. Stevens.
d. Mrs. Solis.
** 101. The teacher whose assessment practices are least effective is:
a. Mr. Wertch.
b. Mr. Martinez.
c. Mrs. Stevens.
d. Mrs. Solis.
** 102. Mrs. Brown is debating about going over the results of the quiz she gave yesterday. She feels it is a waste
of time. Based on research examining effective testing, which of the following is the most valid advice to
give her?
a. Go over the results, because these discussions are often more valuable than the original instruction.
b. Only go over items missed by more than two thirds of the class.
c. Don’t go over the results, since discussing the test takes up instructional time that can be better spent
on new topics.
d. Don’t go over the results, since discussing the test leads to arguments that detract from classroom
climate.
Essay Items
Read the following case study, which illustrates a teacher working with his students. Then answer the questions that
follow the case study.
CASE STUDY ILLUSTRATING ANDREW ROBINSON’S TESTING PROCEDURES
Andrew Robinson is a seventh-grade social studies teacher who is finishing his cultural unit on Mexico and Central
America. He teaches five sections of geography. We join him with his first-period class Wednesday morning.
1. “Okay, everyone,” Andrew began, “Listen carefully, now. We are finished with our study of Central America
and its cultural traditions. I’ve reminded you every day since last Friday that we’re having a test tomorrow.
2. “Oh, Mr. Robinson, do we have to?” Sheila groaned in mock protest.
3. “Too bad. Mean Mr. Robinson gives a test every week,” Andrew smiled back at Sheila. “Just think. We have it
tomorrow. I’ll give it back to you on Friday, and I’ll even give you the weekend off.”
4. “ALL RIGHT!” the class shouted.
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5. Andrew held up his hand to settle them down and went on, “Now, let’s think about the test. First, let’s talk about
some individual items; then, I’ll give you an overview of the test. I’m going to challenge you on some of the
questions, but you’ve all been working hard, and I know you’ll do well. Every time you’ve had a tough test, you’ve
tried harder and done better.”
6. He continued, “We’ve been comparing cultures, and I want you to get more practice in making those
comparisons, plus I want you to keep working on expressing yourselves in writing. Take a look at this.”
7. Andrew displayed the following paragraphs for the students on the overhead projector.
Read the description, and identify (in the example) the characteristics of culture that were discussed in class.
Jorge (pronounced Horhay) is a small Mexican boy who is growing up on a farm in the mountains outside
Mexico City. He rises early, goes to the small chapel in his home for his morning prayers, and then breakfasts on a
large meal of beans and tortillas made from the products of the family farm. His mother always asks him if the
Virgin Mary gave him her blessings, and Jorge always says “yes” with a smile. Jorge walks to school a mile down
the dusty road. He leaves as his father goes out to cultivate the corn that is the primary source of income for the
family. Jorge’s mother then milks the goats and turns the rich cream into delicious butter and cheese.
In the early afternoon, Jorge comes home from school, and the family talks quietly in their dialect, which is
Spanish with some influence from the Aztecs. As the day cools, Jorge often plays soccer with boys in the nearby
village while his father strums his guitar and his mother hums the rhythmic Latin melodies they all love. They go to
bed shortly after sunset to prepare for the next day.
8. “Read the example carefully,” Andrew directed his students.
9. “Now, take out a piece of paper, and answer the question that is given in the directions,” he continued after
waiting for a few moments.
10. Andrew watched as the students studied the screen and worked silently for about ten minutes. Finally, he began,
“Someone tell me what they wrote as a response.”
11. “It says in the example that they eat beans and tortillas, and we discussed the food a group eats as part of their
culture,” Judy responded.
12. “Yes, very good, Judy,” Andrew praised. “Notice, everyone, that Judy didn’t just say ‘food,’ but instead,
identified the food they eat in the example. This indicates that she is relating the information in the example to what
we discussed in class.”
13. The class went on with students identifying the religion, type of work, and recreation in Jorge’s family.
14. “They’re in good shape,” Andrew thought to himself as he listened to their analysis. He went on, “That’s all
very good. Now, on the test tomorrow, you’re going to have to do something like this with another example.
Remember, when you write your responses, you’re going to have to relate the example to what we have discussed in
class, just as we did with Jorge and his family.”
15. He continued, “You’re also going to need to know the countries’ climates, natural resources, and physical
features, as well as be able to locate them on a map and identify their capitals. For example, what country is this?”
he asked, displaying an outline map on the overhead projector and pointing to Nicaragua. “Mike?”
16. “Nicaragua!” Mike responded instantly.
17. “Give us another example,” the class requested.
18. “Okay,” Andrew smiled and displayed the following on the overhead.
We are about seventeen degrees north of the equator and are about in the middle of this country. We are in the most
populous country in Central America. Most of the people here are of Indian or mixed European and Indian descent.
This description best fits:
a. Belize
b. Guatemala
c. Honduras
d. Mexico
19. “What is the answer? Mary?” Andrew asked.
20. “It’s Guatemala,” Mary said nervously after some hesitation.
21. “Yes, excellent, Mary!” Andrew encouraged, knowing that Mary appeared to be genuinely nervous in
anticipating tests and frequently missed them, the following day producing a note saying she had been sick. “Now,
tell us why it’s Guatemala,” Andrew continued. “Sue?”
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22. “First, seventeen degrees only goes through sort of the middle of Guatemala and Belize,” Sue responded.
23. “Also, Guatemala is the most populous country in Central America, and they are of Indian descent,” Marsha
added.
With that, he concluded his review.
24. We join him the next morning before school. He came in the classroom before the students arrived, and, even
though his room was quite crowded, he moved the desks as far apart as possible and had them ready when the
students walked in. He opened a window and then changed his mind, reacting to the noise of a lawn mower outside.
25. As the class filed into the room, he directed them to their seats, asking for their attention. When everyone was
looking at him, he instructed them to clear everything off their desks.
He then said, “Tear the last sheet off the back of the test, and write your name on it. Do that right now. Now, as
you take the test, put all your answers on this sheet. When you’re finished, turn the test over, and I’ll come around
and pick it up. Then, begin the assignment on the board. I’ve written that it’s due on Tuesday to remind you. If
anyone gets too warm as you’re working, raise your hand, and I’ll turn on the fan,” he continued, referring to the
large floor fan at the front of the room.
26. “Work carefully on the test, now,” he said with a smile. “You’re all well prepared, and I know you will do your
best. You have the whole period, so you should have plenty of time.”
27. Andrew stood in the front corner of the room, scanning the class as the students worked. As he watched, he
noticed Mary looking out the window periodically for several seconds at a time. Finally, he went over to her desk,
looked at her paper, and whispered as he touched her shoulder, “It looks like you’re moving along very well. Try to
concentrate on the test a little harder now, and I’ll bet you do fine.” He moved quietly back to the front of the room.
28. Suddenly, the intercom broke into the silence. “Mr. Robinson,” the voice said, “Mrs. Brown (the principal)
needs to see you for a moment. Could you come down to the office?”
29. “I’ll come down at the end of the period,” Andrew said back to the box. “I’m in the middle of a test right now.”
30. “Thank you,” the voice responded, and the intercom was then silent.
31. As the students finished their papers. Andrew moved to their desks, picking up the tests, and stacking them on a
table in front of the room. The students then began the assignment Andrew had referred to just before they began
taking the test.
32. Friday morning, the students filed into the room and asked as they came in, “Do you have our tests finished yet!”
33. “Yes, I do,” Andrew responded.” I was up half the night scoring them.”
34. “How did we do!”
35. “Mostly, very well,” Andrew answered. “I’m real proud of all of you and the efforts you’ve made.”
36. “There were a couple places where we had a little trouble,” he continued, “and I want to go over them this
morning, so when you have another test you won’t run into the same problems.” He then quickly handed the
students back their tests.
37. “What does this mean that you wrote on my paper, ‘You identified the cultural feature recreation, but you didn’t
say what it was in the example’?” Sondra asked from the back of the room.
38. “Remember on Wednesday we said that you needed to identify both the cultural characteristic and the example
of it from the description, like soccer and music from the example with Jorge that we analyzed,” Andrew responded.
“Antonio swam, dived, and fished, and you needed to say that in your essay. We’ll discuss the essay question in a
bit, but let’s start from the beginning of the test.”
39. “A number of you had trouble with Item 15,” he continued. “Many of you took choice c. What is the correct
answer? Ann?”
40. Andrew then discussed several of the items, in each case describing what was wrong with the incorrect choices.
He discussed the essay question in detail and finally said, “I have placed two exceptionally good essay responses on
the board for everyone to examine. We’ll discuss these tomorrow. I will be here after school today and tomorrow
morning before class. If you have any other questions, come and see me either time.”
41. With that, he picked up the tests, putting his original copy with notes for revising several of the items in a special
file folder, and he began his lesson for the day.
** 103. Identify three effective actions Andrew demonstrated in preparing his students for the test, and defend your
responses by citing information taken directly from the case study.
** 104. Identify three effective behaviors Andrew demonstrated as he administered the test, and again defend your
answer with information taken directly from the case study.
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** 105. Identify three effective teaching behaviors Andrew demonstrated after the test was given and when it was
returned to the students. Defend your response with information taken directly from the case study.
Designing a Total Assessment System
* 106. Giving a test or quiz for the purpose of gathering information and providing feedback, but not for assigning
grades is called:
a. informal evaluation.
b. norm-referenced evaluation.
c. formative assessment.
d. summative assessment.
* 107. Making decisions about student performance based on a comparison to his or her peers best describes:
a. performance grading.
b. criterion-referenced grading.
c. norm-referenced grading.
d. reliable grading.
** 108. Which of the following statements best represents the interpretation of a criterion-referenced test?
a. John got 80 percent of the items right on the test, so he earned a B.
b. Karen scored in the upper third of the class on the test, so she was given a B.
c. Leroy’s score was the fifth highest in the class, so he got a B.
d. Jeff’s score was equal to the average score obtained by the class, so he earned a C.
** 109. Which type of grading system is the teacher using when she assigns scores of 94-100 as A, 85-93 as B, 75-
84 as C, and 65-74 as D.
a. Norm-referenced
b. Criterion-referenced
c. A combination of norm and criterion referencing
d. Alternative assessment
** 110. Melanie Rowe has as a grading system 94–100 = A; 85-93 = B; 75-84 = C; and 65-74 = D. She assigns
grades to her tests based on that system. Janet Rogers creates a frequency distribution on each of her tests,
looks for places where the scores tend to cluster, and assigns grades on that basis. Neither teacher
determines in advance how many A’s, B’s, C’s, etc. will be given. Which of the following is the most
accurate statement?
a. Both teachers’ systems are criterion referenced.
b. Both teachers’ systems are norm referenced.
c. Melanie’s system is criterion referenced, and Janet’s system is a modification of norm referencing.
d. Melanie’s system is norm-referenced, and Janet’s is a modification of norm referencing.
Use the following example for items 111 and 112.
Four elementary teachers were discussing their handling of homework in their classes.
“They know they have to do it to do well on the tests,” Mrs. Lynch comments, “but I don’t collect it or grade
it.”
“I don’t grade it either, but I check to see if they did it, and they know they get a check mark in my grade book
if they did it,” Mr. Llamado adds.
“It’s a part of my grading system,” Mrs. Monk continues. “I collect every assignment, score it, and record the
scores.”
“I spot check them,” Mr. Peet adds. “They know it may or may not be collected, and I try to avoid falling into a
pattern. I grade it and record the grades when I do collect it.”
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** 111. Based on research, the teacher whose homework practice is most effective is:
a. Mrs. Lynch.
b. Mr. Llamado.
c. Mrs. Monk.
d. Mr. Peet.
** 112. Based on research, the teacher whose homework practice is least effective is:
a. Mrs. Lynch.
b. Mr. Llamado.
c. Mrs. Monk.
d. Mr. Peet.
Use the following information for Items 113-115.
Mr. Powell uses a percentage system in his class—each individual assignment is converted to a percentage, and
the percentages are then averaged. Mrs. Mason uses a raw points system—raw points are accumulated, and a
percentage is taken at the end.
Suppose a student gets 3 items correct on a 5-point assignment, gets a 9 on a 10-point assignment, an 18 on a
20-point assignment, and a 4 on a 5-point assignment.
** 113. Using Mr. Powell’s system, the student’s average would be:
a. 70.
b. 75.
c. 80.
d. 85.
** 114. Using Mrs. Mason’s system, the student’s average would be:
a. 70.
b. 75.
c. 80.
d. 85.
** 115. Which of the following statements is most accurate based on the information in the example:
a. Mr. Powell’s system is criterion referenced, while Mrs. Mason’s is norm-referenced.
b. All assignments are given equal weight in Mr. Powell’s system, but they have different weights in
Mrs. Mason’s system.
c. Mr. Powell’s system is likely to be more reliable than is Mrs. Mason’s system.
d. Mr. Powell is using a formative-evaluation system, while Mrs. Mason is using a summative system.
** 116. Cybele uses several sources of performance information for her eighth-grade English students. She collects
written work in class, she has the students prepare impromptu speeches that she scores for grammar and
pronunciation, and she also assigns and scores the students’ homework. At the end of the semester, she
gives a final grade. This assessment strategy will most likely result in
a. increased reliability of the individual measures.
b. increased validity of her decisions overall.
c. increased validity of the individual measures.
d. increased reliability but decreased validity of the measures.
** 117. A fourth-grade teacher administers a mathematics placement test to his fourth graders, which includes
several students who are members of cultural minorities. Results from the test will be used to make
decisions about students’ mathematics ability. Performance on the test relies quite heavily on both
students’ mathematics and reading abilities. Which of the following can be concluded regarding the test?
a. The test is more valid because it tests both reading and mathematics abilities.
b. The test is less valid because it tests both reading and mathematics abilities.
c. The test is more reliable because it tests both reading and mathematics abilities.
d. The test is less reliable because it tests both reading and mathematics abilities.
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Essay Items
* 118. Describe the difference between formative and summative assessment.
* 119. Describe the difference between norm-referenced and criterion-referenced grading.
* 120. Describe the advantages and disadvantages of a percentage system compared to a point system for
assigning grades.
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CHAPTER FOURTEEN ANSWERS
Classroom Assessment
Informal Assessment
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Formal Assessment
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Effective Assessment Practices
Grading and Reporting: The Total Assessment System
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