Biology Forums - Study Force

Achievement refers to a students 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 fathers store

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[Ques. 2] 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

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[Ques. 3] 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

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[Ques. 4] Levines approach, similar to Gardners:
 
  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.

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[Ques. 5] 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 students 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 students preferred assessment modality

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[Ques. 6] 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.

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[Ques. 7] 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.

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[Ques. 8] 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.

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[Ques. 9] The first step in identifying the strengths and needs of students is to:
 
  a. engage in informal conversations about students in the teachers 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.

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[Ques. 10] 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.

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