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| 1 | |
Convergent thinking |
| | A) | allows low-level thinking. |
| | B) | requires one right answer. |
| | C) | fosters the idea of the teacher as expert. |
| | D) | All of the above. |
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| 2 | |
Regardless of the type of assessment tools teachers use, the underlying goal of assessment is |
| | A) | to determine if the instructional objectives have been met. |
| | B) | to determine individual grades for student report cards. |
| | C) | to determine the degree of success of the educational program. |
| | D) | to prepare students for standardized multiple-choice tests. |
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| 3 | |
The first and foremost purpose of assessment should be to inform educators, students, and parents about |
| | A) | the degree to which the teacher is meeting state standards. |
| | B) | the level of student knowledge of social studies concepts. |
| | C) | the level of student performance in relation to the instructional objectives. |
| | D) | the level of student preparedness for acceptable performance on state standardized tests of social studies. |
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| 4 | |
Formal assessments most usually |
| | A) | are announced to the students before they are administered. |
| | B) | are structured in nature. |
| | C) | have a planed scoring procedure. |
| | D) | All of the above. |
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| 5 | |
Informal assessments help teachers |
| | A) | know if their students are learning course material. |
| | B) | assign valid grades to students. |
| | C) | judge the suitability of reading material. |
| | D) | All of the above. |
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| 6 | |
Bloom's taxonomy includes the following levels |
| | A) | cognitive, psychomotor, and affective. |
| | B) | comprehension, retention, and evaluation. |
| | C) | knowledge, application, and synthesis. |
| | D) | synthesis, delineation, and evaluation. |
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| 7 | |
Educators may find is useful to break Bloom's cognitive taxonomy into |
| | A) | affective and application levels. |
| | B) | affective and intellectual levels. |
| | C) | knowledge and application levels. |
| | D) | knowledge and intellectual levels. |
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| 8 | |
When using assessments to determine levels of student achievement, ability, and competency, the teacher should be certain to |
| | A) | consider Bloom's taxonomy. |
| | B) | return assessments in a timely manner. |
| | C) | use multiple measures. |
| | D) | All of the above |
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| 9 | |
Benchmarks should be included |
| | A) | for increased parental involvement. |
| | B) | in the development of curriculum objectives. |
| | C) | to foster student participation. |
| | D) | to promote cooperative learning. |
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| 10 | |
The most common method of informal assessment is that of |
| | A) | teacher made quizzes. |
| | B) | teacher made tests. |
| | C) | teacher observations during tests. |
| | D) | teacher questions to individuals or groups. |
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| 11 | |
The guiding principles of alternative assessment include all of the following EXCEPT |
| | A) | assessment begins before instruction. |
| | B) | assessment is an integral part of the curriculum. |
| | C) | assessment should be kept separate from daily lessons. |
| | D) | assessment should benefit both teachers and students. |
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| 12 | |
Advantages of alternative forms of assessment include all of the following EXCEPT |
| | A) | greater ease in grading. |
| | B) | greater motivational influence. |
| | C) | greater opportunity for ELLs and students with learning disabilities to demonstrate their content knowledge. |
| | D) | more complete overall picture of a student's performance. |
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