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. 2In Ms. Chapman's math class, students who take a classroom assessment receive scores of either Mastered or Not mastered in four different areas: addition, subtraction, multiplication, and division. What type of scores is Ms. Chapman using?
A) Criterion-referenced scores
B) Raw scores
C) Norm-referenced scores
D) Stanine scores
Ques. 3Ms. Beloit wants to describe her students' performance on a classroom achievement test in a way that her students can understand, so she scores it in terms of the percentage of correct items. Which type of score is Ms. Beloit using?
A) A norm-referenced score
B) A percentile rank
C) A grade-equivalent score
D) A raw score
Ques. 4Occasionally 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. 5Which one of the following statements is most likely to keep students' anxiety about a classroom assessment at a facilitative level?
A) On Friday, we'll have a quiz on what we've covered this week. It should give us all feedback about how well you're learning and what things we still need to work on as a class.
B) We're having a quiz this Friday so that I can evaluate how well you know the material we've covered.
C) This Friday we will be having our usual Friday spelling test. It's extremely important that you get all your spelling words right, so I expect you to study hard this week.
D) This Friday we will be having a quiz in French. Your performance will help me decide which of you will be eligible for the school trip to France next summer.
Ques. 6Which one of the following teachers is definitely scoring students' performance in a norm-referenced manner?
A) Mr. Wyman grades students' essays on the causes of the American Revolution, giving the five best essays an A, the next five best a B, and so on.
B) Mr. Burghs asks his physical education students to do as many chin-ups and push-ups as they can, and he records the number that each student can do.
C) Mr. Carr has his second graders take a quiz on addition number facts over and over again until they can answer all 100 facts correctly within three minutes' time.
D) Mr. Morehead asks his fifth graders to spell the 20 words in this week's spelling assignment, and he counts the number of words each student spells correctly.
Ques. 7Which one of the following statements is consistent with the textbook's discussion of scoring criteria for formal assessments?
A) When students know the teacher's criteria for scoring their performance, content validity is apt to be jeopardized.
B) Students perform better when given only general guidance (e.g., Answer as completely as you can) about how to respond.
C) Students should be informed regarding the scoring criteria a teacher will use.
D) Telling students the scoring criteria ahead of time is likely to make them unnecessarily anxious about the assessment.
Ques. 8We show Antoinette two identical glasses containing equal amounts of water. We pour the water from one glass into a wide, shallow bowl. Antoinette tells us that the other glass has more water than the bowl does. (You may recognize this as Piaget's conservation of liquid task.) We ask Antoinette to explain why she thinks the glass and bowl have different amounts of water so that we can identify possible strategies to help her develop conservation of liquid. By doing so, we are engaging in performance assessment of a ________ for purposes of ________ assessment.
A) product; formative
B) product; summative
C) process; formative
D) process; summative
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