Portfolios can serve as a means for collecting, organizing, and showcasing student work.
a. True
b. False
[Ques. 2] All formal assessments should have correct answers for the exclusive purpose of assigning grades to students.
a. True
b. False
[Ques. 3] Summative assessment focuses on evaluating students understanding and ability to apply the big ideas and skills emphasized within the unit.
a. True
b. False
[Ques. 4] Formative assessment measures student understanding of performance with the purpose of evaluating students.
a. True
b. False
[Ques. 5] Preliminary assessment should focus on the goals and be used primarily for evaluating instruction.
a. True
b. False
[Ques. 6] Authentic assessment should always reflect the full range of curricular goals, so multiple- choice, true-false, and essay tests are sometimes appropriate.
a. True
b. False
[Ques. 7] The authors of this text believe that standardized testing has a legitimate role within the larger social studies picture and that the full social studies curriculum should be planned around testing.
a. True
b. False
[Ques. 8] Teaching for thoughtfulness is
a. recommended exclusively for secondary social studies students.
b. appropriate for elementary students if they are prepared to engage in discourse.
c. easy to implement once the rubric has been designed and students are familiar with it.
d. recommended for classrooms that strive for high scores in recitation.
[Ques. 9] Children can understand information about long ago and far away when the information is represented as
a. stories of people pursuing goals that the students have done for themselves.
b. stories, lectures, or multi-media presentations that explain their teachers experiences.
c. lectures, videos, or multi-media presentations that are within their own experiences.
d. graphic representations that draw on familiar cartoon characters.
[Ques. 10] Effective classroom discussions look different from classroom to classroom but tend to involve the following:
a. Constructing classroom discussion guidelines with students, promoting higher test scores, and developing a discussion topic that has disciplinary depth and engages student interest.
b. Constructing classroom discussion guidelines with students, constructing meaning that is memorable, and developing a discussion topic that has disciplinary depth and engages student interest.
c. Constructing classroom discussion guidelines with students, engaging in problem solving and critical thinking, and developing a discussion topic that has disciplinary depth and engages student interest.
d. Constructing classroom discussion guidelines with students, preparing the students in advance if the discussion, and developing a discussion topic that has disciplinary depth and engages student interest.
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