As a teacher, you want your classroom assessment practices to help students learn classroom subject matter more effectively. Describe three strategies you can use to make your assessment instruments valuable learning tools for students.
What will be an ideal response?
Ques. 2In four short paragraphs, describe the four RSVP characteristics of good classroom assessment. In each paragraph, present two concrete examples of assessment practices: one that is likely to have the particular characteristic you are describing and one that is not likely to have it.
What will be an ideal response?
Ques. 3Summative classroom assessments will not only measure students' learning, they will also affect students' learning. In three short paragraphs, describe three different ways in which they might do so.
What will be an ideal response?
Ques. 4Given what you have learned about the strengths and weaknesses of various forms of classroom assessment, which one of the following is probably the most appropriate course of action for teachers to take?
A) Use assessment instruments with either high or low validity as long as they have high reliability.
B) Use assessment instruments with either high or low reliability as long as they have high validity.
C) Interpret assessment results within the context of other information that teachers have about students.
D) Engage in as little formal assessment as possible; teachers are better off making subjective judgments about students' achievement.
Ques. 5Imagine that, as a teacher, you are administering a high-stakes achievement test to your students. You have three English language learners in your class, none of whom knew English before immigrating to this country: Franois (who immigrated 9 months ago and is now getting individual tutoring in English); Mei-Li (who immigrated 3 years ago and spent the first 2 years in a bilingual education program); and Maria (who immigrated 7 years ago and is now doing well in her English-only classes). Given what you've learned about the amount of time it typically takes for children to master English as a second language, which of these students has/have probably acquired sufficient knowledge of English to earn valid scores on the high-stakes test?
A) None of them
B) Only Maria
C) Both Mei-Li and Maria
D) All three of them
Ques. 6Mr. Johnson wants a hyperactive boy to be able to sit quietly for at least 15 minutes at a time. To do this, he begins praising the boy for sitting still for one minute, then for two minutes, and then only for four minutes, and so on. Mr. Johnson's strategy reflects which one of the following concepts?
A) Shaping
B) A contingency contract
C) Distributed learning
D) Intermittent reinforcement
Ques. 7When teachers feel strong pressure to increase their students' scores on particular standardized tests, they often focus instruction on knowledge and skills they know the test covers. In other words, they teach to the test. Teaching to the test is typically in students' long-term best interests only if the test:
A) Measures scholastic aptitude in particular subject domains rather than general intelligence.
B) Includes both paper-pencil and performance items.
C) Measures things that are important for students' ultimate success in the world.
D) Is both reliable and practical.
Ques. 8In the United States, the Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act in 2015. Which of the following is not true about the ESSA?
A) ESSA gives states more control over their assessment techniques than NCLB.
B) Before graduating from high school, students must demonstrate knowledge of the structure and general policies of the U.S. government.
C) School must assess students' progress in language arts and math in grades 3 through 8.
D) To measure students' achievement levels, schools can use a variety of assessment tools to supplement standardized test scores.
Ques. 9Imagine that you are a third-grade teacher. If you wanted students to create portfolios as a way of discovering how much they've improved over the school year, you would be most likely to have them create:
A) Developmental portfolios.
B) Best-work portfolios.
C) Working portfolios.
D) Course portfolios.
Ques. 10Which one of the following teachers is acting in ways consistent with the textbook's recommendations for assigning final grades?
A) Mr. Arnold meets individually with each student to develop contingency contracts that specify the instructional objectives the student needs to achieve.
B) Ms. Bestani asks students to submit written self-evaluations, and students' self-assigned grades count for 25 of their overall grades.
C) Ms. Chernyshov always describes the criteria she will be using to evaluate assignments, and every two weeks she distributes numerical progress reports to show students the course grades they've earned so far.
D) After class discussions, cooperative learning activities, and other fairly public demonstrations of achievement, Mr. DeJong has students rate one another's performance. Such ratings are used to determine grades in borderline cases.