Which 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. 2For which one of the following instructional objectives is a paper-pencil assessment probably least appropriate?
a. Students will use a Bunsen burner safely.
b. Students will explain why the United States eventually entered World War II.
c. Students will identify the main idea of a paragraph.
d. Students will recall single-digit addition facts with 100 accuracy.
Ques. 3Some performance assessments focus on processes, whereas others focus on products. Which of the following pairs best illustrates this distinction?
a. Observing how a student solves algebra problems vs. observing how a student tackles geometry proofs
b. Observing how a student goes about developing a computer program vs. observing how well the final program actually works
c. Observing how a student speaks during an oral presentation in class vs. observing how the student interacts with peers informally in class and at lunch
d. Observing a student's watercolor painting vs. observing a student's clay sculpture
Ques. 4Only one of the following is consistent with recommended practices in constructing multiple-choice items. Which one?
a. Focus questions mostly on simple cognitive processes such as retrieval of basic facts.
b. Incorporate common misconceptions into incorrect alternatives.
c. Stick closely to wordings used in the textbook or other instructional materials.
d. Limit items to strictly verbal material.
Ques. 5As teachers plan classroom assessments, one of the decisions they will have to make is whether to use a paper-pencil or performance assessment. Keeping both practicality and validity in mind, teachers should probably use performance assessment:
a. Whenever they want to assess meaningful learning rather than rote memorization
b. Whenever they want to assess achievement of complex cognitive processes
c. Only when a paper-pencil assessment will have low content validity
d. As often as possible
Ques. 6Which one of the following is definitely not an example of authentic assessment?
a. Writing an opinion essay
b. Preparing a graph from data
c. Conducting an experiment
d. Taking a multiple-choice test
Ques. 7Which one of the following is the best example of authentic assessment of students' knowledge of 10 spelling words?
a. Giving a traditional spelling test in which the teacher says the word, presents it in a sentence, then says the word again; students write the words on a piece of paper
b. Asking them to participate in a spelling bee where they spell the words orally
c. Having them write a composition that includes all 10 spelling words
d. Giving students a multiple-choice test in which they choose the correct spelling of each word from a set of four possible spellings
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