__________ guarantees an individual education program (IEP) and protection in evaluation procedures.
a. No Child Left Behind (NCLB) Act of 2001
b. Individuals With Disabilities Education Improvement Act (IDEA)
c. Section 504
d. Health Insurance Portability and Accountability Act of 1996 (HIPAA)
Q. 2Which of the following is the counseling specialty most intimately associated with achievement testing?
a. Career counseling.
b. School counseling.
c. College counseling.
d. All of the above.
Q. 3In order to advocate for a student, a professional school counselor must be familiar with
a. educational and civil rights laws.
b. the domain of behavior assessed by a test.
c. what scores on a given assessment may imply.
d. All of the above.
Q. 4High-stakes testing has become more popular in the United States due to the
a. increase in population.
b. increase in competition among college students.
c. increase in technology over the years.
d. No Child Left Behind (NCLB) Act of 2001.
Q. 5Which of the following is NOT addressed through large-scale and high-stakes assessments in schools?
a. Making placement or eligibility decisions.
b. High-stakes decisions about students.
c. Assessing progress or academic development of individual students.
d. Assessing the effectiveness of a schools curriculum.
Q. 6Which of the following is NOT one of the reasons educators use achievement testing?
a. To assess the effectiveness of a schools curriculum.
b. To make placement or program eligibility decisions.
c. To determine a diagnosis.
d. To make high-stakes decisions about students.
Q. 7The extent to which achievement test items align with classroom instruction is called
a. content validity.
b. reliability.
c. high stakes testing.
d. construct validity.
Q. 8The __________ of an achievement test is critical.
a. instruction
b. item composition
c. directions
d. timing
Q. 9Which of the following statements is NOT true about achievement tests?
a. Achievement tests are the most commonly used type of assessment in schools.
b. Achievement tests measure an individuals learning acquired through education-based experiences.
c. Achievement tests cannot determine the effectiveness of a schools curriculum.
d. Achievement tests can be criterion-referenced tests.
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