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| 1 | |
Gerardo Miranda was talking to a group of teachers about gathering objective information or data in numerical scores about their grade level's performance. To what was he referring? |
| | A) | instructional assessment |
| | B) | a test |
| | C) | measurement |
| | D) | analysis of work |
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| 2 | |
When comparing a student's score to a standard or to other students' scores, teachers make a judgment on how acceptable a score is. This is called: |
| | A) | evaluation |
| | B) | assessment |
| | C) | reliability |
| | D) | validity |
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| 3 | |
Mrs. Morris covered a long, balanced unit on World War II. When she designed her end-of-the-unit test, however, she concentrated 80% of the test questions on the European front, her favorite part of teaching WW II, leaving 20% to the Pacific front. Because of this, her test could not be seen as: |
| | A) | a reliable test |
| | B) | a criterion-referenced test |
| | C) | a valid test |
| | D) | a coefficient |
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| 4 | |
Mrs. Long's class was in the middle of a division unit in mathematics. Mrs. Long noticed that Eileen was having difficulty with her homework. The next time students were assigned math-class work, Mrs. Long stood over Eileen's shoulder and watched, finding that she was making mistakes in the third stage of the algorithm. Mrs. Long was able to help her through the use of: |
| | A) | formative assessment. |
| | B) | summative assessment. |
| | C) | stanine scores. |
| | D) | grade equivalent scores. |
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| 5 | |
Jeannie Hensley was giving her first State Basic Knowledge and Skills Test. Prior to the test date, her principal provided a short workshop where she learned that she must adhere to strict testing procedures (such as starting at a particular time, reading all directions exactly, being sure to warn students of time passing at designated intervals, and so forth). What type of test is she giving? |
| | A) | test blueprint |
| | B) | score band |
| | C) | self-referenced system |
| | D) | standardized |
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| 6 | |
Morgan correctly answered 40 out of 50 items on part of her unit test. What is the number of test items (in Morgan's case, 40) that a student obtains on a particular section of a test called? |
| | A) | a raw score |
| | B) | a percentile rank |
| | C) | a grade equivalent score |
| | D) | a Normal Curve Equivalent |
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| 7 | |
Mr. Barton wanted to create a test made up of multiple choice items, true/false items, matching items, and completion items. These types of items are called: |
| | A) | created response |
| | B) | selected response |
| | C) | restricted response items |
| | D) | extended response |
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| 8 | |
Mrs. Meadows began designing a test for her students in language arts. Her first thought in the design process was: |
| | A) | composing a model response to determine how much time it would take students to answer |
| | B) | writing instructions for how each item should be answered |
| | C) | determining what objectives were most important to assess |
| | D) | writing several short items rather than longer items that would take more time |
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| 9 | |
Tom Shanney wants to improve the validity of the scores on his created response test items. One of the best ways to do this is by: |
| | A) | using a test blueprint |
| | B) | grading all the items and papers at one time |
| | C) | avoiding items that are incomplete |
| | D) | having students put their names on the back or assigning them a code for grading purposes |
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| 10 | |
Sally Paige designed an instrument for oral presentations as follows:
| Poor | Superior | | Student voice is projected. | 1 2 3 4 5 | | Student looks at audience. | 1 2 3 4 5 |
This type of assessment is called: |
| | A) | authentic assessment |
| | B) | a rubric |
| | C) | a rating scale |
| | D) | criterion |
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