Describe each of the types of standardized tests, and give an example of a question each would be used to answer.
What will be an ideal response?
Ques. 2Describe and give an example of each of the functions of standardized tests.
What will be an ideal response?
Ques. 3Explain content validity, predictive validity, and construct validity.
What will be an ideal response?
Ques. 4Three of the following statements are guidelines for physically arranging an elementary classroom. Which one is not a guideline for physically arranging an elementary classroom?
a. Be sure you can see all your students.
b. Be sure the students can see the board, overhead, and other displays.
c. Make sure that students can easily access commonly used materials without disrupting their classmates.
d. Be sure students are seated next to peers with whom they want to work in groups.
Ques. 5Ms. Brewster, a junior high teacher, is emphasizing higher-order thinking in her physical science class. To see if her eighth graders were getting what they were supposed to be getting with respect to higher-order thinking in science, she examined a standardized test designed to measure higher-order thinking in science, compared its table of specifications to the content of her course, found the two to be consistent, and administered the test. She found, however, that while the test measured topics in physical science, most items didn't measure students' abilities to apply their understanding to unique problems. Which of the following is the most valid conclusion?
a. The test lacked content validity, since she attempted to teach higher-order thinking and higher-order thinking wasn't measured on the test.
b. The test lacked construct validity, since it didn't measure what it was designed to measure.
c. The test lacked reliability, since it didn't actually measure what Ms. Brewster was trying to measure.
d. Ms. Brewster's teaching lacked validity, since her students' only experience was with what she taught, and they were tested on different outcomes.
Ques. 6Students finish a worksheet in Mrs. Wood's class while she is working with a reading group. When individuals are finished, they get up from their desks and deposit the worksheet in a folder at the front of the room. Mrs. Wood continues working with the reading group without saying anything to the students doing the worksheet. This process best illustrates which of the following?
a. A classroom procedure
b. A classroom rule
c. Assertive discipline
d. Teacher organization
Ques. 7A standardized test for elementary mathematics students that accurately correlates with high school algebra grades and test scores demonstrates:
a. construct validity.
b. predictive validity.
c. content validity.
d. assessment validity.
Ques. 8A school committee tries to determine if a standardized test measures the same dimensions of learning as their curriculum. The committee is assessing:
a. test reliability.
b. assessment validity.
c. predictive validity.
d. content validity.
Ques. 9Which of the following statements is most accurate according to research examining classroom rules?
a. Rules are unnecessary if teachers are caring and effective.
b. Rules are important for low achievers but they are generally unnecessary for high achievers.
c. Rules are important for creating an orderly classroom environment.
d. Rules are necessary in classes that focus on basic skills but are not in classes that focus on higher-order thinking.
Ques. 10Nancy group-administered a standardized math test. By mistake she gave her students too little time when they took the test. What can we conclude about the validity of the scores the students will receive?
a. The scores will be valid since she gave the students too little time, not too much.
b. The scores will be valid because the validity of the scores is not dependent on amount of time allotted.
c. The scores will be invalid because her students will be compared to those who had full time.
d. The scores will be invalid because standardized tests are not meant to be group administered.
Ques. 11Which of the following statements best describes the difference between classroom procedures and classroom rules?
a. Students are often reinforced for following classroom rules, but they aren't reinforced for following classroom procedures.
b. Classroom procedures describe acceptable behaviors, whereas classroom rules describe unacceptable behaviors.
c. Classroom procedures describe routines to be followed, whereas classroom rules describe standards for acceptable behavior.
d. Classroom procedures focus on a management approach to developing an orderly classroom, whereas classroom rules focus on a discipline approach to developing an orderly classroom.
Ques. 12Mr. Walker is concerned that the math placement test given to the fifth graders is not a good indicator of sixth-grade math performance. Mr. Walker is most concerned with the test's:
a. content validity.
b. construct validity.
c. placement validity.
d. predictive validity.
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