The four teachers below are using a mastery learning approach in their classrooms. With the textbook's discussion of classroom assessment practices in mind, choose the teacher who has the best policy regarding retakes of assessments.
a. Mr. Ingersol allows his students to retake the same assessment as many times as they need to in order to pass a unit.
b. Ms. Saldano knows that students will study more thoroughly if they know they have one chance to be assessed, so she does not allow retakes under any circumstances.
c. Ms. Huang has all students take the same assessment at least twice so that testing procedures will be fair for everyone.
d. When students don't demonstrate mastery the first time, Mr. Firenze gives them a similar, but not identical, assessment instrument the second time.
Ques. 2Which one of the following is something a teacher should consider when deciding whether to use criterion-referenced scores or norm-referenced scores to reflect what students have learned on a classroom assessment?
a. Criterion-referenced scores are more useful when you need to compare students to one another.
b. Criterion-referenced scores are more useful when you need to compare students' performance to the performance of typical students nationwide.
c. Norm-referenced scores are more useful when you want to assess students' mastery of instructional objectives.
d. Norm-referenced scores may be helpful when you need to assess a complex skill that is difficult to define in terms of mastery.
Ques. 3Occasionally students may be tempted to cheat during a formal classroom assessment. With the textbook's recommendations in mind, choose the best strategy for addressing cheating.
a. Watch students like a hawk and immediately remove the test paper of anyone who appears to be looking at someone else's paper.
b. Keep a watchful eye on the class during the assessment, and impose a reasonable consequence when cheating does occur.
c. Punish a cheating student in front of classmates so that others learn the importance of honesty vicariously.
d. Ignore cheating the first or second time it occurs because students are not likely to repeat this type of behavior.
Ques. 4Which one of the following assessments is definitely criterion-referenced?
a. Ivy is taking an achievement test in English. Her score will tell her how her performance compares with that of her classmates.
b. John is taking a math test with questions involving ratios. He will get three separate scores reflecting how much he knows about fractions, decimals, and proportions.
c. Regina is taking a physical fitness test in which she and her classmates run a quarter mile, and their times are compared at the end of the test.
d. Leon is taking a Spanish test that will determine whether he should be placed in an advanced section of Spanish II designed for students who have achieved at an especially high level in Spanish I.
Ques. 5Which one of the following teachers is most likely to score his or her essay tests validly and reliably?
a. Mr. Achziger identifies the components that a good response should include and awards a specific number of points for each component he finds in a student's response.
b. Ms. Brodzinski scores each student's test in its entirety before moving to the next student's test.
c. Mr. Cullen scores students' responses to each question on a scale of 1 to 5, where 1 means inadequate and 5 means excellent.
d. Ms. Duning arranges the tests with her higher-achieving students' responses at the top; their responses will give her an idea of what a good response is like as she continues to grade other students' papers.
Ques. 6Three of the following are accurate statements about cheating in the classroom. Which one is not necessarily accurate?
a. Students are more likely to cheat if they have performance goals rather than mastery goals.
b. Students are more likely to cheat if they think an assessment instrument doesn't reflect classroom objectives.
c. Students are more likely to cheat if they think their teacher is a softie who grades leniently.
d. Students are more likely to cheat if they think their teacher's expectations for them are unreasonably high.
Ques. 7On the day you give a paper-pencil test, your classroom is unusually cold and a construction crew is working noisily just outside the building. For which one of the following students are such conditions likely to adversely affect test performance?
a. Andrea, who thinks tests are challenging and fun
b. Brittany, who doesn't really care how she does on the test
c. Corbin, who has done well on similar tests in the past, albeit under better conditions
d. Dennis, who is receiving special educational services for students who are gifted
Ques. 8Last year Kanya immigrated to this country from Thailand. Although she now feels comfortable speaking English in everyday conversations, she still has only a limited knowledge of English vocabulary,
and she struggles with some of the English language's complex grammatical constructions. Near the end of the school year Kanya must take the same standardized set of achievement tests that her classmates take. For Kanya, we might reasonably suspect that the tests will:
a. Have low practicality
b. Have low reliability
c. Be culturally biased
d. Have high predictive validity
Ques. 9If one group of students performs better on an assessment instrument than another group for reasons unrelated to the characteristic being measured, then the instrument:
a. Probably has low reliability
b. Is obviously not standardized
c. Clearly has low predictive validity
d. Might be culturally biased
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