Which of the following is not an essential characteristic of effective assessments?

Which of the following is not an essential characteristic of effective assessments?
 
  a. The assessment is aligned with the teacher's learning objectives.
  b. The assessment is a form of positive reinforcement for students.
  c. The assessment provides information about students' thinking.
  d. The assessment promotes learning in students.

Ques. 2

Consider the following goal: Your students have been learning about different mammals. You would like to have different students become experts on a particular system within mammals (e.g., circulatory, respiratory, reproductive, etc.) and share that knowledge with the class. Which cooperative learning model is likely to be most successful in reaching this goal?
 
  a. Reciprocal questioning
  b. Scripted cooperation
  c. Jigsaw II
  d. STAD

Ques. 3

In teaching a current events class you would like to convey some content to your learners but also would like them to have the opportunity to hear others' opinions on some environmental legislation. Given this scenario, which of the following instructional models would you most likely employ?
 
  a. Cooperative learning
  b. Lecture-discussion
  c. Direct instruction
  d. Guided discovery

Ques. 4

Melinda wants to help her students understand the concept of velocity. She provides a large number of Hot Wheels cars and small ramps and scales, stopwatches, and rulers for her students so that they can work to find patterns. Melinda then questions the students as a group, and they come to a description of the patterns that emerged. Of the following, the Melinda's approach could best be described as:
 
  a. direct instruction.
  b. cooperative learning.
  c. guided discovery.
  d. lecture-discussion.

Ques. 5

Which of the following best describes the major flaw in the item?
 
  a. The content measured in the items is not important.
  b. The item is trivial and doesn't challenge the students.
  c. The item contains two ideasone false and one true.
  d. The statement is inappropriately long for a true/false item.

Ques. 6

Which of the following best describes the relationship between learner self-regulation and a community of caring and trust?
 
  a. Both self-regulation and communities of caring and trust are developed by teachers who are experts at classroom discipline.
  b. Systematically teaching self-regulation creates classroom environments where communities of caring and trust can develop.
  c. Self-regulation tends to primarily promote increased academic learning, whereas communities of caring and trust tend to primarily promote improved student attitudes.
  d. Self-regulation tends to be essentially cognitive, whereas a community of caring and trust tends to be affective or emotional.

Ques. 7

Jan Amos strongly emphasizes the need for her students to feel emotionally safe enough to offer their ideas and say what they think without fear of ridicule or embarrassment. She has a rule requiring that students treat each other with courtesy and respect, and she explains why it is important. Of the following, Jan is most nearly attempting to:
 
  a. develop well-disciplined students.
  b. create a system of automatic rules and procedures.
  c. create a community of caring and trust.
  d. develop learners' self-concepts and self-esteem.

Ques. 8

Given the following teachers, which has considered the characteristics of effective homework?
 
  a. John assigns a new type of problem and will use the homework as a pre-assessment of student knowledge.
  b. Paul only periodically assigns homework, so that when he does the students really try hard to do an exceptional job.
  c. Dave assigns homework daily. Students are on their honor to complete it. He does not grade the homework, because he believes the students know that it is important.
  d. Ron assigns homework almost daily that includes problems related to the learning activity. He scores the homework and discusses the homework with the students.

Ques. 9

A benefit of direct instruction is that it:
 
  a. works well for higher-level objectives.
  b. is based upon a social constructivist model of instruction.
  c. works well with both high- and low-ability students
  d. is suited for social science and literature classes.