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Practice Quiz
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1
As stated in “Assessments and Accountability,” it is worth acknowledging that content standards vary a good deal in specificity and in:
A)emphasis.
B)generality.
C)applicability.
D)technicality.
2
As remarked in “Assessments and Accountability,” having high standards is not the same as having:
A)common standards.
B)political correctness.
C)standards-based reform.
D)comprehensive competency.
3
As noted in “Assessments and Accountability,” the use of student performance on tests in accountability systems is a new phenomenon, arising in the reform movement of the 1990s.
A)True
B)False
4
As set forth in “Why Has High-Stakes Testing So Easily Slipped into Contemporary American Life?,” when the authors profess, “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures, and the more apt it will be to distort and corrupt the social processes it is intended to monitor,” they are quoting:
A)Donald Campbell’s law.
B)from their own book of “original aphorisms and observations.”
C)from Thomas Jefferson’s first inaugural address.
D)the closing remarks of the Fair Labor Standards Act.
5
As contended in “Why Has High-Stakes Testing So Easily Slipped into Contemporary American Life?,” America’s older citizenry is a powerful political and economic force poised to demand income and services and not wanting to spend much on youths, especially youths:
A)of privilege.
B)of color.
C)with special needs.
D)already in the job market.
6
As cited in “Why Has High-Stakes Testing So Easily Slipped into Contemporary American Life?,” Dennis Redovich has often reported that the employment profile of the future critically supports the need for a big increase in the mathematical and scientific knowledge of our youths.
A)True
B)False
7
As mentioned in “Assessment Around the World,” many Japanese students prepare for their high-stakes examinations by attending juku, which are:
A)meditation centers.
B)structured internships.
C)in-home study programs.
D)supplementary schools.
8
As described in “Assessment Around the World,” the goal of the heavily tracked student placement system in Singapore is to be as efficient as possible in training students to:
A)train other students.
B)master math and the sciences.
C)contribute to the national economy.
D)discover their “inner calling.”
9
According to “Assessment Around the World,” in Germany, a child’s placement in the education system is determined by teachers and parents, not by testing.
A)True
B)False
10
According to “Are Standards Preventing Good Teaching?,” standards consistent with the National Standards movement have been implemented by every state in the United States, except:
A)Vermont.
B)Iowa.
C)Virginia.
D)Alaska.
11
As reported in “Are Standards Preventing Good Teaching?,” results from a MANOVA showed that students with the higher SOL scores were produced by the more mixed and traditional:
A)constructivist teachers.
B)“drill and grill” teachers.
C)“go with the flow” teachers.
D)“by rote or demote” teachers.
12
As claimed in “Are Standards Preventing Good Teaching?,” the author would have been unable to teach without the Virginia Standards of Learning.
A)True
B)False
13
As mentioned in “Schools, Poverty, and the Achievement Gap,” the OECD report replete with analysis and recommendations on how to improve equity in educational outcomes is titled:
A)Let’s Get Real.
B)No More Failures.
C)Education’s Elusive Equality.
D)Sealing the Cracks.
14
According to “Schools, Poverty, and the Achievement Gap,” Germany’s reaction to its standing among the findings of PISA gave rise to the expression:
A)PISA Schock.
B)PISA Pride.
C)Leaning Power of PISA.
D)PISA Blitzkrieg.
15
As suggested in “Schools, Poverty, and the Achievement Gap,” the long-standing belief that countries face an inevitable choice between equity and efficiency is greatly supported by recent research.
A)True
B)False
16
As observed in “Making Benchmark Testing Work,” aligning benchmark tests too closely with a state’s tests gives short shrift to the:
A)student’s depth of experience.
B)teacher’s classroom objectives.
C)state’s standards.
D)curricular structure.
17
As described in “Making Benchmark Testing Work,” if, in a test of archery skill, one archer shoots five arrows in the bull’s-eye and another archer shoots five arrows in the outer ring, the first archer’s performance is more accurate, but both archers’ performances are:
A)abstract.
B)reliable.
C)implicit.
D)feasible.
18
According to “Making Benchmark Testing Work,” low inter-rater reliability often means that raters have not been trained well enough to agree on the meaning of high-quality performance.
A)True
B)False
19
As concluded in “Mapping the Road to Proficiency,” a table of specifications is much like a:
A)shopping list.
B)map of the constellations.
C)travel guide.
D)high-priority corporate agenda.
20
As detailed in “Mapping the Road to Proficiency,” the author creates an example of translating standards into instruction and assessment by comparing the teacher to a coach of:
A)chess.
B)debating.
C)wrestling.
D)tennis.
21
As set forth in “Mapping the Road to Proficiency,” large-scale assessments are well suited to measure the final results of instruction and, thus, to serve the purposes of summative evaluation and accountability.
A)True
B)False
22
As defined in “Curriculum Mapping: Building Collaboration and Communication,” curriculum mapping is a method of collecting data about:
A)standards compliancy (or lack thereof).
B)individual proficiency levels of elementary school students.
C)how general and special-education teachers interact.
D)what is really being taught in schools.
23
As discussed in “Curriculum Mapping: Building Collaboration and Communication,” Mr. Jones introduces Mrs. Anderson to a seven-step composition strategy known by the acronym:
A)BUILDER.
B)DEFENDS.
C)BRIDGES.
D)POWERED.
24
As suggested in “Curriculum Mapping: Building Collaboration and Communication,” curriculum mapping is ineffective unless the entire school staff is involved.
A)True
B)False
25
As noted in “Developing Standards-Based Curricula and Assessments: Lessons from the Field,” the creation of a model for developing curriculum was undertaken in the late 1980s by the SIM Center staff at:
A)Johns Hopkins University.
B)Iowa State University.
C)Purdue University at Indianapolis.
D)the U.S. Department of Education.
26
As expressed in “Developing Standards-Based Curricula and Assessments: Lessons from the Field,” following a sophisticated and technical process is essential to the intellectually rigorous task of developing curricula:
A)that comply with traditional appraisals.
B)within an evolving educational structure.
C)with matching assessments.
D)for diverse applications.
27
According to “Developing Standards-Based Curricula and Assessments: Lessons from the Field,” many school organizations lack a written curriculum or any written plan that guides instruction.
A)True
B)False
28
As examined in “Assessing Problem-Solving Thought,” the problem-solving rubric devised by the authors is based on a point distribution of:
A)50 percent arithmetic, 50 percent thinking.
B)70 percent arithmetic, 30 percent thinking.
C)80 percent thinking, 20 percent arithmetic.
D)thinking-to-arithmetic percentages customized to each student’s learning profile.
29
According to “Assessing Problem-Solving Thought,” once the students have determined the subproblems and their solution strategies, choosing the wrong arithmetic procedure or making an arithmetic mistake is:
A)far less likely to happen.
B)incredibly easy.
C)easier to identify.
D)not an issue worth noting.
30
As concluded in “Assessing Problem-Solving Thought,” the rule for good assessment is that it requires advance planning, but it also often occurs with spur-of-the-moment decisions.
A)True
B)False
31
As expressed in “Looking at How Students Reason,” at the heart of improving teaching practices is the continual evaluation of:
A)state standards.
B)faculty competency.
C)student performance.
D)instructional choices.
32
As discussed in “Looking at How Students Reason,” one of the main strategies used by the author to assess students’ learning is to incorporate writing in:
A)visual presentations.
B)group discussion time.
C)math assignments.
D)every quiz.
33
As noted in “Looking at How Students Reason,” the instructional approach of “discovery learning” is the same thing as “inquiry learning.”
A)True
B)False
34
As maintained in “Engineering Successful Inclusion in Standards-Based Urban Classrooms,” standards provide general parameters for the content of instruction, but do not provide much guidance with respect to specific:
A)skills possessed by (or lacking in) the teacher.
B)clashes of methodology among teachers.
C)focus or sub-skill areas appropriate for a given student.
D)classroom expectations.
35
As profiled in “Engineering Successful Inclusion in Standards-Based Urban Classrooms,” textbooks offered in formats such as reduced reading level, large print, audiotape, and digitized on a CD are examples of:
A)assistive technology.
B)variety materials.
C)customized information.
D)creative delivery.
36
As observed in “Engineering Successful Inclusion in Standards-Based Urban Classrooms,” it is important to tailor parental involvement to the strengths and needs of parents, much in the same ways as instruction is tailored to the strengths and needs of students.
A)True
B)False
37
As pointed out in “The Best Value in Formative Assessment,” testing companies in the K–12 education market, seeking to support the trend toward more testing, sometimes advertise products as:
A)“accountability tests.”
B)“minisummative tests.”
C)“summative assessments.”
D)“formative assessments.”
38
As detailed in “The Best Value in Formative Assessment,” assessment for learning consists of anything teachers do to help students answer three questions, including all of the following, except:
A)where am I going?
B)where am I now?
C)how can I close the gap?
D)whose direction should I follow?
39
According to “The Best Value in Formative Assessment,” almost any assessment instrument can be used for either summative or formative purposes.
A)True
B)False
40
According to “Learning to Love Assessment,” the shift away from stress on filling a grade book came with a shift to thinking of assessment as a:
A)way of guiding students.
B)learning process in and of itself.
C)path to rewards.
D)way of judging students.
41
As stated in “Learning to Love Assessment,” the correct correlation between curriculum and assessment is:
A)assessment should dictate curriculum.
B)curriculum should dictate assessment.
C)curriculum and assessment should remain independent.
D)assessment should be part of curriculum design.
42
As reported in “Learning to Love Assessment,” the author had a lifelong desire to be a teacher.
A)True
B)False
43
As set forth in “Classroom Assessment: Minute by Minute, Day by Day,” what is needed in today’s classroom, in terms of learning, is a shift from quality control to:
A)quantity control.
B)unrestricted quality.
C)quality assurance.
D)intuitive support.
44
As cited in “Classroom Assessment: Minute by Minute, Day by Day,” Dylan Wiliam found that students taught by teachers using assessment were learning in six or seven months what would otherwise have taken them:
A)three or four months.
B)a year.
C)three semesters.
D)two years.
45
As presented in “Classroom Assessment: Minute by Minute, Day by Day,” the authors came up with a set of five broad strategies that they think of as nonnegotiable, as these strategies define the territory of assessment for learning.
A)True
B)False
46
As set forth in "Seven Practices for Effective Learning," evaluative assessments typically:
A)are used to check students' prior knowledge and skill levels.
B)appear on report cards and transcripts.
C)occur concurrently with instruction.
D)include think-alouds.
47
As pointed out in "Seven Practices for Effective Learning," to serve learning, feedback must be all of the following _except:_
A)understandable to the receiver.
B)delivered within at least three weeks of the assessment.
C)focused on specific strengths and weaknesses.
D)formed to allow for self-adjustment on the student's part.
48
As stated in "Seven Practices for Effective Learning," as students work to achieve clearly defined learning goals there must be clear penalties for falling short at each step of the process.
A)True
B)False
49
As identified in “Homework: A Few Practice Arrows,” assessments tend to fall into one of two categories—formative and:
A)cumulative.
B)associative.
C)summative.
D)informative.
50
As noted in “Homework: A Few Practice Arrows,” in her classroom, the author has set the grade-weight of homework to:
A)100 percent.
B)50 percent.
C)two percent.
D)zero.
51
As stated in “Homework: A Few Practice Arrows,” effective homework is the rehearsal before the final event.
A)True
B)False
52
According to “Using Curriculum-Based Measurement to Improve Achievement,” nearly 30 years of empirical evidence tells us that CBM provides a valid and reliable indicator of student progress especially in three academic areas, including all of the following, except:
A)reading.
B)math.
C)science.
D)writing.
53
As expressed in “Using Curriculum-Based Measurement to Improve Achievement,” one critical component of RTI that will require particular attention from principals is student-progress monitoring, which is required in:
A)every school that receives federal funding.
B)most states.
C)every tier of RTI.
D)most urban public school systems.
54
As stated in “Using Curriculum-Based Measurement to Improve Achievement,” progress monitoring alone has its own significant impact on student achievement.
A)True
B)False
55
As stated in “Research Matters/How Student Progress Monitoring Improves Instruction,” in today’s education climate, “ensuring achievement for every student” is the definition of:
A)an unrealistic objective.
B)school success.
C)an outdated standard.
D)the proposed Universal Education Creed.
56
As noted in “Research Matters/How Student Progress Monitoring Improves Instruction,” student-progress monitoring has been shown to be a reliable and valid predictor of subsequent performance on a variety of outcome measures, thanks to the body of research conducted over the past:
A)decade.
B)30 years.
C)three generations.
D)century.
57
As mentioned in “Research Matters/How Student Progress Monitoring Improves Instruction,” curriculum-based measurement was initially developed to assess the growth in basic skills of special-education students.
A)True
B)False
58
As presented in “Teaching with Rubrics: the Good, the Bad, and the Ugly,” a primary characteristic that distinguishes a rubric from a traditional checklist is that a rubric allows for:
A)assignment of letter grades.
B)gradations of quality.
C)the establishment of criteria for an assignment.
D)assessment of student work.
59
As claimed in “Teaching with Rubrics: the Good, the Bad, and the Ugly,” the thing that makes a rubric an “instructional” rubric is the:
A)ways in which it is used in the classroom.
B)checklists that are added to it.
C)letter grades that it reflects.
D)levels of quality that it presents.
60
According to “Teaching with Rubrics: the Good, the Bad, and the Ugly,” as long as the students understand the rubric that the teacher has created, it is not necessary for them to be involved in its creation.
A)True
B)False
61
According to “Designing Scoring Rubrics for Your Classroom,” rubrics are typically the scoring instrument used when evaluating students in the area of:
A)multiple-choice tests.
B)classroom behavior.
C)performance tasks.
D)intelligence tests.
62
As explained in “Designing Scoring Rubrics for Your Classroom,” the best type of rubric to use when there is no definitive correct answer is:
A)a holistic rubric.
B)a scoring rubric.
C)an analytic rubric.
D)a checklist rubric.
63
As noted in “Designing Scoring Rubrics for Your Classroom,” rubrics are not appropriate scoring tools in situations where only one correct answer exists.
A)True
B)False
64
As presented in “A Teacher’s Guide to Alternative Assessment: Taking the First Steps,” classroom-based assessment allows an instructor to determine:
A)the depth of student understanding of a topic.
B)a student’s test-taking skills.
C)a student’s ability to read and write.
D)how well a student will function in a classroom setting.
65
As explained in “A Teacher’s Guide to Alternative Assessment: Taking the First Steps,” the process of learning to use alternative assessments in the classroom can be compared to:
A)car racing.
B)creating workstations.
C)climbing a ladder.
D)taking a test.
66
As noted in “A Teacher’s Guide to Alternative Assessment: Taking the First Steps,” when a student completes a classroom-based assessment project, he or she should be expected to pass a written test on the project.
A)True
B)False
67
As described in “Digital Age Assessment,” an e-portfolio is used to:
A)demonstrate a student’s proficiency at computer-based tasks.
B)teach a student how to use e-mail and other Internet-based programs.
C)compile student grades in a computer database.
D)collect student works over time in an electronic format.
68
As noted in “Digital Age Assessment,” the works that appear in a student’s e-portfolio are selected by the:
A)student.
B)teacher.
C)class as a whole.
D)computer program being used.
69
As explained in “Digital Age Assessment,” an e-portfolio can contain diverse examples of student work, such as Web pages, audio recordings, and text.
A)True
B)False
70
Students in Martez' class engage in different activities suited to their mastery levels smoothly and without complaint, as explained in "Using Data to Differentiate Instruction," because their teacher:
A)always makes time for them individually.
B)allows them to change groups and activities frequently.
C)has explained the purpose of the activities and the assessment data she collects.
D)has made it possible for all of them to succeed at the activities they are assigned.
71
Informal and formal data about student learning in the classroom, as described in "Using Data to Differentiate Instruction," can shape instruction and:
A)determine its effectiveness.
B)prepare students for standardized assessments.
C)open up interactions with parents.
D)determine future curricular goals.
72
Most often, as pointed out in "Using Data to Differentiate Instruction," the students' self-assessment of their work and progress bears little resemblance to Martez' opinion based on a pre-assessement.
A)True
B)False
73
As claimed in “First Things First: Demystifying Data Analysis,” the effective use of student achievement data depends on:
A)complicated and time-consuming analysis.
B)a thorough study of all data available.
C)simplicity and economy.
D)considering the needs of the students first.
74
As described in “First Things First: Demystifying Data Analysis,” research shows that the most significant act in a school-improvement process involves:
A)establishing high-level annual improvement goals.
B)analyzing all student-achievement data.
C)focusing on student strengths and downplaying student weaknesses.
D)putting responsibility for student achievement in the hands of the classroom teacher.
75
As noted in “First Things First: Demystifying Data Analysis,” when planning for school improvement, the more goals that are set, the better will be the results.
A)True
B)False
76
As profiled in “Data in the Driver’s Seat,” the characteristic shared by New Jersey’s Greater Newark Academy and the North Star Academy is that both schools:
A)are located in wealthy, suburban neighborhoods.
B)were facing serious sanctions as a result of massive failures in every subject.
C)were unconcerned about their poor rankings and student underachievement.
D)are located in urban settings and primarily serve lower-income students.
77
As presented in “Data in the Driver’s Seat,” a major problem with many state standards for student achievement is that they are:
A)broad, vague, and unclear on what mastery of a subject would look like.
B)unrealistically high for the grade level for which they are established.
C)so specific that they give teachers no latitude in creating lesson plans.
D)too difficult and complex for most teachers to understand.
78
As noted in “Data in the Driver’s Seat,” keeping a folder of previously compiled data in the classroom is the best way to help teachers create effective lesson plans.
A)True
B)False
79
As claimed in “Testing and Assessment 101,” the key point to remember about assessment data is that it:
A)is important and meaningful from the moment it is collected.
B)is usually perceived in the same way by everyone who examines it.
C)only acquires meaning when it is analyzed and placed in context.
D)rarely has any practical applications for the classroom.
80
As presented in “Testing and Assessment 101,” the results from a No Child Left Behind (NCLB) test are an example of:
A)school-wide benchmark data.
B)district-wide benchmark data.
C)classroom-assessment data.
D)external-assessment data.
81
As noted in “Testing and Assessment 101,” when making instructional decisions, successful schools rely on one specific type of assessment data and one specific data collection method.
A)True
B)False
82
As claimed in “Making Instructional Decisions Based on Data,” research on the influence of literacy assessment on instruction has shown that:
A)there is no relationship between assessment and instruction.
B)assessment drives instruction.
C)instruction drives assessment.
D)both assessment and instruction are influenced by the structures within specific schools.
83
As asserted in “Making Instructional Decisions Based on Data,” the creation of assessment strategies that truly foster student learning is a task for:
A)classroom teachers.
B)the entire school community.
C)school administrators.
D)the students themselves.
84
As noted in “Making Instructional Decisions Based on Data,” once school-wide committees or teams have examined data and made recommendations, it should be left up to the individual teachers to follow up and follow through with those recommendations.
A)True
B)False
85
As defined in “Answering the Questions That Count,” data literacy involves:
A)having an abundance of assessment data available.
B)knowing how to use available data effectively.
C)being able to read and interpret graphs and charts.
D)being able to read as well as or better than the students one is teaching.
86
As claimed in “Answering the Questions That Count,” research has shown that school staff become more engaged in the process of collaborative examination of assessment data when:
A)school administrators oversee the process.
B)data from multiple sources is available.
C)questions are used to focus the collaborative process.
D)students are already performing at high levels of achievement.
87
As presented in “Answering the Questions That Count,” when analyzing assessment data, the more questions a team can come up with, the better and more effective the results will be.
A)True
B)False
88
As explained in “Feedback That Fits,” the power of formative assessment lies in its double-barreled approach, addressing two types of factors—cognitive and:
A)reciprocal.
B)motivational.
C)emotional.
D)effectual.
89
As stated in “Feedback That Fits,” feedback that focuses on the qualities of student work or the processes or strategies used to do the work is:
A)often confusing or overwhelming for the student.
B)not necessarily helpful.
C)occasionally effective.
D)the most useful.
90
As set forth in “Feedback That Fits,” among the author’s suggestions for the most effective ways to deliver feedback is the one magic bullet that will be right for all students at all times.
A)True
B)False
91
As presented in “Developing Teacher-Parent Partnerships across Cultures,” one of the biggest challenges for today’s special-education teachers is:
A)getting parents to attend teacher-parent conferences.
B)working with students and parents from diverse cultural backgrounds.
C)getting students and parents to adopt the dominant culture of the school and community.
D)families who tend to become too involved in their children’s school environment.
92
As claimed in “Developing Teacher-Parent Partnerships across Cultures,” creating lists of teacher recommendations for working with various distinct ethnic groups is:
A)problematic, because it can lead to ethnic stereotyping.
B)useful, because it can inform teachers about various unfamiliar cultures.
C)essential, because most members of a particular culture will think and act in the same way.
D)unnecessary, because all families need to conform to the rules and culture of the school.
93
As noted in “Developing Teacher-Parent Partnerships across Cultures,” to achieve academic success, it is important for a child to be able to separate completely his or her home and school life.
A)True
B)False
94
As presented in “Partnerships for Learning: Conferencing with Families,” the parent-teacher conference offers a teacher one way to:
A)establish a partnership with a student’s family.
B)remind a student’s parents of the teacher’s authority in the classroom.
C)keep parental interference at a minimum.
D)allow parents to find out what their child is doing wrong at school.
95
As suggested in “Partnerships for Learning: Conferencing with Families,” creating an appropriate atmosphere for a parent-teacher conference might include parents and teachers sitting:
A)at student desks, so that parents can understand their child’s school experience.
B)across from each other, with the teacher’s desk in between to establish teacher authority.
C)next to each other in comfortable chairs in a relaxed and casual setting.
D)at a large table in a conference room or the principal’s office.
96
As noted in “Partnerships for Learning: Conferencing with Families,” it is important for the teacher to communicate the cultural norms of the school so that families from diverse backgrounds can adapt to that culture.
A)True
B)False
97
As presented in “Student-Led Parent-Teacher Conferences,” one way to improve the academic performance of students is to:
A)have frequent parent-teacher conferences to discuss student performance.
B)increase grading cycles so that students are aware of their grades on a consistent basis.
C)substitute student-teacher conferences for parent-teacher conferences.
D)involve students directly in the assessment of their classroom work.
98
According to “Student-Led Parent-Teacher Conferences,” studies on student-led parent-teacher conferences found that the conferences:
A)increased student responsibility for their own learning.
B)were overwhelmingly favored by parents when compared to the traditional conference.
C)were unpopular with and considered ineffective by most teachers.
D)put unnecessary pressure on students to perform.
99
As noted in “Student-Led Parent-Teacher Conferences,” student-led parent-teacher conferences tend to generate higher parent-attendance rates than traditional parent-teacher conferences.
A)True
B)False
100
The author of "Grades as Valid Measures of Academic Achievement of Classroom Learning" suggests that factors that should influence the grade given include student:
A)effort.
B)attendance.
C)attitude.
D)academic achievement.
101
As identified in "Grades as Valid Measures of Academic Achievement of Classroom Learning," the most fundamental measurement principle related to meaningful assessment and grading is the principle of:
A)fairness.
B)applicability.
C)reflection.
D)validity.
102
As pointed out in "Grades as Valid Measures of Academic Achievement of Classroom Learning," grading practices by teachers generally follow the measurement principles recommended in measurement textbooks.
A)True
B)False
103
As claimed in “Grading to Communicate,” school systems have trained students to see grades as a:
A)reflection of learning.
B)worthless letter.
C)commodity.
D)motivation to achieve.
104
As presented in “Grading to Communicate,” when considering academic and nonacademic factors connected with an assignment:
A)the two components should be reported separately.
B)nonacademic factors, such as turning a paper in late, should lower the overall grade.
C)the two should be added together to create one grade.
D)nonacademic factors should not be recorded.
105
As suggested in “Grading to Communicate,” a major problem for teachers when giving grades is that they have often not clarified their own goals for the assignment.
A)True
B)False
106
As claimed in “Making the Grade in Middle School,” in order to assess accurately a middle-school student’s achievement in a subject, a teacher must:
A)take into account both the student’s grades and classroom behavior.
B)ignore the relationship between grades and self-esteem.
C)separate academic performance from student behavior.
D)rely on test results rather than in-class performance.
107
According to “Making the Grade in Middle School,” a teacher can help promote self-esteem in students by:
A)giving high grades, whether or not they are earned.
B)letting students fail in order to learn from their mistakes.
C)awarding extra credit for proper classroom behavior.
D)teaching students how to be successful.
108
As noted in “Making the Grade in Middle School,” grades for middle-school students can be used successfully as a behavioral motivator.
A)True
B)False
109
As pointed out in "Helping Students Understand Assessment," the conditions required for students to improve include all of the following _except_ that they:
A)have a repertoire of alternative moves or strategies from which to draw.
B)hold a concept of quality similar to that held by the teacher.
C)set their own performance targets.
D)are able to monitor continuously the quality of what they are producing.
110
As suggested in "Helping Students Understand Assessment," the best way for teachers to introduce students to the language of the scoring guide is to:
A)ask students what they think constitutes good quality and then help them identify where their concept matches the concepts in the scoring guide.
B)give each child a copy of the scoring guide the teacher is using to study.
C)write a list of definitions of quality, distribute it to students, and then test them on their understanding of the concept.
D)pick the top student in the class, explain why his or her work is the best quality, and advise the rest of the class to follow this student's example.
111
As reported in "Helping Students Understand Assessment," when students evaluate weak examples that mirror common problems, they become less able to identify their own weaknesses.
A)True
B)False
112
As claimed in “Self-Assessment through Rubrics,” a key element of formative assessment is:
A)feedback.
B)self-directed learning.
C)grades.
D)time.
113
As explained in “Self-Assessment through Rubrics,” students tend to inflate their self-evaluations when:
A)they are given too much support by the teacher.
B)the evaluations count toward formal grades.
C)they are forced to revise their work.
D)rubrics are used as self-assessment tools.
114
As claimed in “Self-Assessment through Rubrics,” the danger of involving students in formative self-assessment is that they will just give themselves an “A.”
A)True
B)False
115
According to “Launching Self-Directed Learners,” successful navigation through life requires a:
A)high level of intelligence.
B)positive experience with effective feedback systems.
C)working knowledge of science and math.
D)high grade-point average in school.
116
As claimed in “Launching Self-Directed Learners,” self-directed learning must be:
A)an explicit outcome for students.
B)an implicit expectation in every assignment.
C)requested by students in order to be effective.
D)a special circumstance rather than an everyday expectation.
117
As noted in “Launching Self-Directed Learners,” even self-directed learners are incapable of changing or modifying their thinking and behavior over time.
A)True
B)False
118
As presented in “Assessment through the Student’s Eyes,” the traditional role of student assessment has been to:
A)help students learn the required material.
B)rank students according to their achievement.
C)provide students with the tools they will need in life.
D)create a classroom of winners.
119
As claimed in “Assessment through the Student’s Eyes,” the changing mission of today’s schools requires the use of assessment tools that can:
A)verify learning.
B)grade learning.
C)rank learning.
D)support learning.
120
As argued in “Assessment through the Student’s Eyes,” to help students learn, it is important for teachers to share expectations and achievement targets with students.
A)True
B)False





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