Ms. Fonteneau is concerned about her French students' motivation to learn. She creates authentic activities such as assigning tasks related to travel in French-speaking countries. She wants every student to succeed and achieve high grades. Which of the following is the most appropriate action for her to take to meet her goal?
a. Provide critical feedback to help students learn.
b. Avoid failing grades by adding points to student scores.
c. Help students master basic French vocabulary and avoid challenges such as grammar.
d. Use ungraded, formative tasks and base grades on effort.
Ques. 2
Ms. Mongue teaches 27 third graders in her inclusive classroom in an elementary school that educates a widely diverse population of students. Her students represent a range of skills. Three speak very little English, but two received top language arts scores in the district's standardized tests last year. She also has three students with learning needs that require IEPs and two students with physical disabilities. Explain what she might do to reach all students and maintain realistically high expectations of every student.
What will be an ideal response?
Ques. 3
Mrs. Ash is preparing to teach a unit about Native Americans and their dwellings. She only has one week to teach the information. The unit involves a lot of factual information and requires students to be able to organize their knowledge about the various types of Indian tribes. Explain why Mrs. Ash should use direct instruction for this lesson, and describe how she might effectively use advance organizers.
What will be an ideal response?
Ques. 4
Ms. Carpenter created a test to measure students' skill in identifying subjects and verbs in sentences. All test items directly related to unit objectives identification of subjects and verbs in simple and compound sentences. Based on this information, Ms. Carpenter's test may be said to have
a. construct-related evidence of validity.
b. test-retest reliability.
c. content-related evidence of validity.
d. confidence interval.
Ques. 5
Mr. O'Dell wants to assess mastery of knowledge after teaching several lessons on the skeletal system. What assessment method aligns best with his goal?
a. Multiple-choice test
b. Individual journals
c. Portfolio
d. Presentation performance
Ques. 6
In his creative writing unit, Mr. Hembre wants to use portfolios to collect student writings. Which of the following steps should he include in the process of creating these portfolios?
a. Incorporate only perfected written works that are free of teacher feedback.
b. Involve students in selecting the writing pieces to include in their portfolios.
c. Include the pieces that contain the most mistakes and require the greatest amount of student revision.
d. Include the reports students wrote earlier in the semester about how to research a topic.
Ques. 7
Which of the following teachers uses norm-referenced grading?
a. Mrs. Sage uses a rubric to grade her students' final projects.
b. Ms. Rodman uses straight percentage grades in her calculus class.
c. Mr. O'Neal grades his chemistry exams on the curve.
d. Ms. Corrino grades students' history projects on the basis ofcriteria specified in her checklist.
Ques. 8
Mr. Tolosa uses a variety of types of assessments in his fifth grade class. As a teaching goal, he wants assessments to support
a. parent/guardian expectations.
b. motivation to learn.
c. norm-referenced grading.
d. motivation to make good grades.
Ques. 9
You and the other fifth grade teachers at your school are preparing your students for state standardized tests. What advice should you and your colleagues follow?
a. Adjust the instructions for administering the test to meet your students' needs.
b. Make sure students know how to use all test materials.
c. Adjust time limits to provide sufficient time for students to complete each section of the test.
d. Warn students of the significance of the test and the importance of achieving high scores.
Ques. 10
How will value-added measures most likely help solve any problems associated with high-stakes testing?
a. Add points to scores of students identified as underprivileged or disadvantaged.
b. Assess the actual growth a student achieved compared to their expected level of growth.
c. Allow students scoring in the 25th percentile and lower to add points to their scores by taking additional versions of the test.
d. Provide individualized testing opportunities for English learners to add points to their scores.