Which of the following is generally conceded to be a key component of formative assessment?

Which of the following is generally conceded to be a key component of formative assessment?
 
  A. Data obtained via standardized achievement tests
  B. A heavy emphasis on using students' classroom test results as a dominant factor in determining students' grades
  C. The framework provided by a learning progression's building blocks
  D. A teacher's exclusive reliance on the collection of data using constructed-response tests.

Ques. 2

Aside from improving the construction of tests, what else can teachers improve by performing item analysis on all tests?
 
  a. More efficient test making
  b. More efficient decisions on item analysis options
  c. Better instruction
  d. Better test construction skills

Ques. 3

Which of the following questions is not an element in a research-supported conception of formative assessment?
 
  A. Formative assessment is a process, not a test.
  B. Formative assessment calls for the use of assessment-elicited evidence in making adjustment decisions.
  C. Formative assessment should be used only by teachers to adjust their ongoing instructional activities.
  D. Formative assessment must be carefully planned.

Ques. 4

Which of the following was described as a qualitative approach to item analysis?
 
  a. Rewriting the item several times
  b. Giving the item to students to critique
  c. Reviewing the item after some time has passed
  d. Rating the item for its quality

Ques. 5

Performance assessments are commonly used in nursing programs. Each performance can be considered an item. The test developers decided to compare 0-1 scores (correct procedure vs. incorrect procedure) for beginners and intermediates in the program with those who passed the final exam as a way to study item characteristics. Which item analysis procedure(s) could be used with such data?
 
  a. A: Item Difficulty B: Item Discrimination
  b. A only
  c. B only
  d. A and B
  e. Neither

Ques. 6

Which of the following statements about goal-attainment grading is most defensible?
 
  A. Because students' effort plays such a pivotal role in a student's ultimate learning, all goal-attainment grading must include a provision for incorporating students' levels of effort.
  B. Given its focus on students' mastery of curricular-targets, goal-attainment grading essentially precludes the possibility of teachers' measuring students' affective dispositions.
  C. Because of the centrality of curricular aims in any goal-attainment conception of grading, the curricular targets being sought should be carefully described to students' parents and to students themselves at grading time.
  D. If a teacher can collect defensible assessment evidence of a student's mastery of the teacher's designated curricular aims, then this evidence should be the only basis for goal-attainment grading.

Ques. 7

Which of the following is not a reason that should dissuade policymakers from evaluating educational quality on the basis of students' scores on certain educational achievement tests?
 
  A. There are often substantial mismatches between the content covered on some of these tests and local curricular emphases.
  B. Substantial gaps between minority and majority students' performance on most accountability tests will rarely be found.
  C. There is a technical tendency to remove from such tests items covering important, teacher-stressed knowledge and skills.
  D. It is difficult to tell from such tests how much of a student's test performance is due to what was taught in school rather than to students' socioeconomic status or inherited academic aptitudes.

Ques. 8

The use of qualitative item analysis includes verbal responses about each question on the test being analyzed.
 
  a. True
  b. False

Ques. 9

Which one of the following statements regarding the improvement of classroom assessments is not accurate?
 
  A. Classroom teachers can employ judgmental improvement procedures, empirical procedures, or both.
  B. For selected-response tests, especially multiple-choice items, distractor analyses can prove useful in item-improvement.
  C. Performance-based approaches to item improvement usually are different for tests aimed at criterion-referenced inferences than for those aimed at norm-referenced inferences.
  D. Students' reactions to test items should play little or no role in item improvement.