Why is equating important when computing composite scores?
a. Students need to be graded equally across other students
b. Students do not begin each grading process at an equal ability level
c. Tests and other assignments have different variability
d. All are reasons for equating
Ques. 2Why is the use of composite scores beneficial?
a. Composite scores are more reliable than component scores.
b. Composite scores show little variability across students.
c. Composite scores range from -1.0 to +1.0
d. Composite scores are unbiased.
Ques. 3The highest level of Bloom's taxonomy that ordinarily can be reasonably assessed with multiple choice items is
a. Knowledge
b. Comprehension
c. Application
d. Analysis
Ques. 4Which of the following practices for developing and reporting grades is NOT considered a limitation of grades?
a. Addressing personal objectives for a course
b. Using the same basis for comparison across schools or classes
c. Including academic and non-academic performance assessment within one grade
d. Including parent and student feedback within the grading system
Ques. 5The following example would be found on what type of evaluation process for performance assessments?
The student successfully served the ball..
Yes No
a. Holistic rubric
b. Analytic scoring rubric
c. Rating scales
d. Checklists
Ques. 6The following is an example of instructions for a performance assessment for a first grade class in physical education. Which of the following considerations given by the authors of this chapter is being violated?
Students will be randomly chosen and placed on two different teams, A and B. Team A will compete against Team B in a soccer game. Students are expected to decide what positions each student should play and illustrate the proper positioning for this sport. Who wins the game is not important, rather their ability to show how the game is played. The game will last the length of a real soccer game, which is approximately one hour.
a. Matching the educational level to your students
b. Not containing unnecessary jargon and intense technical language
c. Clearly specifying the type of response you expect
d. Clearly specifying the purpose of the task
Ques. 7High school students are learning about anxiety and phobias. The teacher decides to let the students experience anxiety and phobias through having mock cheerleading tryouts. At random students were chosen to pretend to try out for cheerleader and then discuss how they dealt with the anxiety and fear of this activity. Which guideline did the high school teacher most likely ignore?
a. The task reflects essential skills
b. The task provides a direct assessment of the targeted educational objectives
c. The task encompassed more than one learning objective
d. The task was fair to all students involved
Ques. 8A teacher develops a performance assessment that requires seventh grade students to purchase foods within a fixed budget from a list of available foods that provides maximum nutrition as defined by RDA (recommended daily allowance) for protein, fiber, carbohydrates, and vitamins and minerals. They are told the score will be the teacher's rating of their list. Which guideline is poorly followed for constructing performance assessments?
a. Type of response expected
b. Specification of important parameters
c. Criteria for evaluation are given
d. Clear interpretation of problem
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