True/False
1.TheNoChildLeftBehindAct(NCLB)mandatesthatstatewideaccountabilitysystems,intheformofannual
assessmentsthatarebasedonstatestandardsinreadingandmathforgrades3–8,beusedtodocumentstudent
progressinspecificskillsandinformteachers’day-to-dayinstruction.​
a.True
b.False
2.Assessmentbasedontheprinciplesofuniversaldesignforlearning(UDL)providesinformationthatallowsteachers
todevelopanddelivereffectiveinstructionthatwillresultinempoweredlearners.​
a.True
b.False
3.Interestinventoriesarevalidonlywhentheyarecompletedbythestudentinawrittenformatwithoutanyverbal
promptingorcuesfromtheteacherorpeers.​
a.True
b.False
4.Accordingtoeducationalpsychologists,thereislittledistinctionamongtheconceptsofintelligence,achievement,and
adaptivebehavior.​
a.True
b.False
5.Adaptivebehaviorishowwellastudentadjuststoandfunctionsintheworldaroundthem.
a.True
b.False
6.Thebestassessmentsarepaper/pencildrivenbecausetheygiveusthemostvaliddataonstudentachievement.​
a.True
b.False
7.Holisticrubricsareusedtodeterminethequalityofastudent’sresponseandrelymoreontheproductorperformance
ratherthantheactualprocess.​
a.True
b.False
8.UnderNCLBandIDEA,statesmaycreatealternateassessmentsbasedonalternateachievementstandardsthatcan
beusedtomeasuretheprogressofasmallpercentageofstudentswiththemostsignificantcognitivedisabilities.​
a.True
b.False
9.Whenon-goingassessmentisincorporatedintoeverydayinstruction,itbecomesanormalpartofthelearningprocess.​
a.True
b.False
10.​Insteadofjustretrofittingexistingassessmentaccommodations,amovetowardtechnology-basedadaptationscan
helpcreateaccurateassessmentsthatcanfacilitatestudentsuccess.
a.True
b.False
MultipleChoice
11.Variousassessmenttechniquesareusedto:​
a.​monitortheprogressofyourstudents.
b.​setgoalsforstudentlearningandinformyourinstruction.
c.​identifythestrengthsandneedsofyourstudents.
d.​Allofthechoicesarecorrect.
12.High-stakeseducationalandaccountabilitydecisionsareoftenmadebasedon:​
a.​collectiveresultsofteacher-madetests.
b.​theresultsofindividuallyadministeredassessments.
c.​theresultsoflarge-scaleassessments.
d.​theresultsofcurriculum-basedassessments.
13.Itisimportantthatassessmentison-goingandcontinuallyintegratedintoinstructionforallthefollowingreasons,
EXCEPTto:
a.​engagestudentsintheirlearningsotheyknowwheretheystandandcanthensetappropriategoals.
b.​documentstudentprogressonspecificskills.
c.​letusknowifourinstructionhasbeeneffectiveorifweneedtomakeadjustments.
d.​generatedataforNCLB’sadequateyearlyprogress(AYP)reports.
14.Beforewecanengagestudentsinmeaningfulinstruction,weneedtodeterminetheirstrengthsandneedsaswellas
theirpresentlevelof:​
a.​awareness.
b.​consciousness.
c.​performance.
d.​assessment.
15.Thefirststepinidentifyingthestrengthsandneedsofstudentsisto:​
a.​engageininformalconversationsaboutstudentsintheteacher’slounge.
b.​askeachstudent’sformerteacher.
c.​makeajudgmentabouteachstudentbasedonyourfirstimpression.
d.​lookattheinformationinstudents’schoolrecords.
16.Allofthefollowingitemsarelikelytobefoundintheschoolrecordofeverystudent,EXCEPT:
a.​norm-referencedtests.
b.​IEPs.
c.​informalassessmentmeasures.
d.​criterion-referencedtests.
17.Theresultsofformalassessmentsallowustodoallofthefollowing,EXCEPT:
a.​seehowastudents’performancecomparestoanationallyrepresentativesampleoftheirsameagepeers.
b.​gaininformationthatcouldbeusefulinmaking“eligibility”decisionsforspecialeducationservices.
c.​makesoundinstructionaldecisionsandplaneducationalinterventions.
d.​identifystrengthsandweaknessesinacademicskillareas.
18.Inadditiontoinformationgatheredfromformalandinformalassessments,wecanalsolearnalotaboutourstudents
bycommunicatingwith:​
a.​parents/guardians.
b.​relatedserviceproviderswhohaveworkedwiththestudents.
c.​formerteachers.
d.​Allofthechoicesarecorrect.
19.Whichofthefollowingcannotbeinferredfromtheresultsofaninformallearningstyleinventory?
a.Topicareasthatmightmotivatethestudent
b.​Howthestudent’slearningstylecomparestothoseofanationalrepresentativesampleofhis/hersameage
peers.
c.​Howtobetterengagethestudentinthelearningprocess
d.​Waystobuilduponthestudent’spreferredassessmentmodality
20.Levine’sapproach,similartoGardner’s:​
a.​focusesonidentifyingstudents’hiddenassetstoworkonspecificareasofweakness.
b.​focusesonidentifyingstudents’needstoworkonspecificareasofweakness.
c.​focusesonidentifyingstudents’intereststoworkonspecificareasofweakness.
d.​focusesonidentifyingstudents’weaknessestoworkonspecifichiddenstrengths.
21.Thepersononacollaborativeschoolteamwiththemostexpertiseininterpretingstandardizedassessmentswould
mostlikelybethe____________________.​
a.​veteranteacher
b.​specialeducationteacher
c.​schoolpsychologist
d.​theprincipal
22.Cognitiveprocessingabilitiescannotbeseendirectly,soinordertomeasureintelligencewehavetoinferthose
abilitiesfrombehaviorsthestudentdemonstratesonatest.Ifachildcouldidentifywhichitemisthesmallestona
test,whichofthefollowingprocessingabilitiescouldweassumeshehasdemonstrated?
a.​Auditoryperception
b.​Motor
c.​Reasoning
d.​Visualperception
23.Achievementreferstoastudent’sapplicationoftheirabilitytobasicskillacquisitioninaclassroomsetting;inother
words,demonstratingwhatshehaslearned.WhichofthefollowingisNOTanexampleofstudentachievement?​
a.​Readingaparagraphoutloudtotheclass
b.​Multiplying6times9
c.​RecitingtheGettysburgAddress
d.​Makingchangeforacustomeratherfather’sstore
24.Theworkdonebymembersofanassessmentteamismostcomparableto:​
a.​bankersinvestingmoney.
b.​bearshibernatingforthewinter.
c.​detectivessearchingforclues.
d.​farmersplantingcrops.
25.Positivebehaviorinterventionsandsupportsfocuson:​
a.​extinguishingproblembehaviorsthroughtheconsistentimplementationofpunishmentsstrategies.
b.​teachingpositivesocialbehaviorsthatareimplementedbyallindividualswhoareinvolvedinthestudent’slife.
c.​providingpositiverewardswhentheybehaveinanappropriatebehavior,andnegativereinforcementwhentheir
behaviorisinappropriate.
d.​rewardingdesirablebehaviorwithtokensthatstudentscanexchangeforprivileges.
26.Krysta’sparentsarrangedforhertohaveamathtutorandherteachermodifiedherassignments(sheonlyanswered
everyotherquestionattheendofthechapter).Also,foreverydayshedidnotmisbehaveandcauseadistractionto
theotherpupilsinhermathclass,sheearnedatokenwhichshecouldturninforaprizeattheendoftheweek.This
scenarioisanexampleofa:​
a.​functionalbehaviorassessment.
b.​positivebehaviorratingscale.
c.​positivefunctionalsupport.
d.​behaviorinterventionplan.
27.Thetypeofassessmentgivenattheendofaprogramorattheendoftheyearisa___________assessment.​
a.​cumulative
b.​summative
c.​formative
d.​collective
28.Thetypeofassessmentthatisgiventhroughouttheyear,oftenlinkedtoclassroominstructionisa___________
assessment.​
a.​cumulative
b.​summative
c.​formative
d.​collective
29.WhichofthefollowingexamplesisNOTaformativeassessment?
a.​Teacher-madetests
b.​Observations
c.​S.A.T.
d.​Classroomactivities
30.Allofthefollowingstatementsabouttheuseofprobesaretrue,EXCEPTprobes:
a.​canbecreatedbytheteacher.
b.​canbepartofacommercialeducationprogram.
c.​arerubricsthatevaluateworksamples.
d.​arefrequentandrepeatedmeasurestoguideinstructionalplanning.
31.Curriculum-basedassessmentsallowforallthefollowing,EXCEPT:
a.​monitorprogresstowardIEPgoals.
b.​assistineligibility/placementdecisions.
c.​comparestudentperformancetoanationallyrepresentativesampleoftheirsameagepeers.
d.​adjustinstruction.
32.Allofthefollowingstatementsaboutcurriculum-basedassessmentaretrue,EXCEPT:
a.​theyuserepeatedprobestodirectlymeasureastudent’sprogresswithresultsdocumentedinasystematic
format.
b.​theycanbeusedtodeterminewhetherornotinstructionalapproachesareeffective.
c.​theycreateopportunitiesforstudentsandteacherstodiscussdailyorlong-termlearninggoalsandvisually
graphprogress.
d.​theyareusedtoassignpointsforresponsesonaworksamplebasedonspecificpre-determinedcriteria.
33.Allofthefollowingstatementsaboutrubricsaretrue,EXCEPT:
a.​rubricsevaluateaperformancebasedproduct.
b.​rubricscanbeadaptedtoavarietyofassessmentsituations,includingstudentself-assessment.
c.​rubricscanbecreatedbyteacherorstudents.
d.​datacollectedfromrubricsissimilartoandinterchangeablewithdatacollectedfromformalassessments.
34.Prepackagedassessmentmaterialsofferanarrayofassessmentprotocolsanddevicesthat:​
a.​shouldneverbemodifiedoralteredinanyway.
b.​willalwaysbethemosteffectivemeansforassessingprogressbasedonthecurriculum.
c.​shouldbeadministeredormodifiedinwaysthatmeettheindividualneedsoflearners.
d.​areseldomusefulwithstudentsfromdiversebackgrounds.
35.Assessmentscanbemodifiedbyusinghighand/orlowtechmaterialssuchas_________,tohelpmeetindividual
studentneeds.​
a.​digitalvoicerecorders
b.​communicationboards
c.​color-codedresponsecards
d.​Allofthechoicesarecorrect.
36.Computerizedassessmenttechnologiescanbeusefulforallofthefollowingreasons,EXCEPTtheycan:
a.​provideextrapracticeforstudents.
b.​decreasestudentmotivation.
c.​monitorstudentprogress.
d.​recordassessmentresults.
37.Onceateacherhasidentified“what”theyneedtoteach,thenextstepistoidentify:​
a.​whotheyneedtoteach.
b.​howtheyaregoingteach.
c.​wheretheyneedtoteach.
d.​whytheyneedtoteach.
38.Whenassessmentisanisolatedevent,allofthefollowingcanoccur,EXCEPT:​
a.​thereisanegativeeffectonstudentengagement.
b.​teachersknowwhetherinstructioniseffectiveandwhenchangesneedtobemade.
c.​studentsbecomelessmotivated.
d.​studentsexperienceanxiety.
39.Whenteachersprovidestudentswithachoiceofassessmentformat,allthefollowingtendtooccur,EXCEPT:
a.​studentsarelikelytodobetter.
b.​studentsbecomemoreengagedintheirlearning.
c.​studentmotivationdecreases.
d.​studentsareempoweredastheytakegreaterownershipoftheirwork.
40.Allofthefollowingstatementsonprovidingstudentfeedbackonanongoingbasisaretrue,EXCEPTit:
a.​canincreasestudentmotivationandwhenstudentscharttheirownprogressorgetpeerfeedbackitcan
increasetheirengagement.
b.​shouldbeindividualized,specific,andgiventothestudentinformatthatisaccessible.
c.​shouldalwaysbepositiveandfocusedonlyonwhatthestudentdidwell,soasnottolowertheirself-esteem.
d.​helpsstudentdevelopasenseofself-efficacy.
41.Oftenteachersprovideassessmentsintheexactsameformatforallthestudentsintheirclass.Thisgoesagainst
whichofthefollowingUDLprinciples?​
a.​Multiplemeansofrepresentation
b.​Multiplemeansofengagement
c.​Multiplemeansofexpression
d.​Multiplemeansofreflections
42.Allofthefollowingareexamplesofhigh-techoptionsthatcanmakethepresentationofassessmentsaccessibletoa
varietyoflearners,EXCEPT:
a.​usingacomputerizedassessment.
b.​usingtext-to-speechsoftware.
c.​readingthetestaloud.
d.​usingenlargedprintinaPowerPointformat.
43.Allowingstudentstoselectareadingtopicratherthanhavingeveryonereadthesameteacher-selectedpassageto
measurereadingcomprehensionisanexampleofinfusingwhichUDLprincipleintotheassessmentprocess?​
a.​Multiplemeansofrepresentation
b.​Multiplemeansofexpression
c.​Multiplemeansofengagement
d.​Multiplemeansofreflection
44.MultimediainquiryprojectsembracetheprinciplesofUDLbyproviding:​
a.​accessibility.
b.​flexibility.
c.​multipleformsofpresentationandrepresentation.
d.​Allofthechoicesarecorrect.
45.WhichofthefollowingisNOTanaccuratestatementaboutportfolios?
a.​Theyareanexcellentwaytodocumentstudentperformancebasedassessments.
b.​Theyareacollectionofartifacts,selectedbytheteachertorepresentthebestworkthestudenthasdone.
c.Itisimportanttoincludedrafts,rubrics,andcheckliststodemonstrateongoinggrowth.
d.​TheycanberepresentedinanelectronicformattoincorporateUDLprinciples.
46.Portfoliosareanexcellenttooltouseincombinationwithstudent-leadconferencesforallofthefollowingreasons,
EXCEPTportfolios:
a.​helpstudentsseeaconnectiontotheirlearningwithinandoutsideofschoolandassumeresponsibilityfortheir
learning.
b.​savetimeastheycanbepassedaroundduringtheconferenceandreadinsilencewhileimportantinformation
isdiscussed.
c.​focusonstrengthsandprogress,whiledemonstratinggrowthtowardscurriculargoalsandobjectives.
d.​enhancestudent-parent-teachercommunication.
SubjectiveShortAnswer
47.​Howdotheessentialqualitiesofuniversaldesignforlearning(UDL)applytoassessment?
48.Whattypesofinventoriesareavailableandhowcantheyhelpmakeourinstructionmoreeffective?​
49.​ExplainhowGardner’stheoryonmultipleintelligencescaninformourassessmentpractices?
50.​Whatkindsofinformationcanwelearnfromtheuseofbehaviorratingscales?
51.Whataresomeofthemajorfactorstokeepinmindwhenorganizingandplanningforon-goingassessments?
52.Howcantheconceptofmultiplemeansofengagementbeinfusedintotheassessmentprocess?​
53.Explainwhytheassessmentprocesscanhaveapositiveeffectonstudentmotivation?​
54.Inwhatwayscanhighandlowtechoptionsfacilitatestudentexpressioninassessmentforourgrowingnumberof
diverselearners?
Essay
55.Explainhowtheprinciplesofuniversallearningdesign(UDL)applytotheassessmentprocessandgiveexamplesto
illustrateyouranswer.​
56.Presentadetaileddescriptionofwhatyouconsidertobethethreemostimportantaspectsateachershouldknow
aboutassessingstudentswithdiverselearningstrengthsandneeds.​