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Assessment
Instr. Assessments
Assessment for Relating Instructional Assessments to Standards
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
A key piece in most educational reforms in the past decade or so is some kind of accountability.
(
*
)
A.
True
Correct. The desire for accountability has been a driving force since the mid-1980´s.
B.
False
2.
The terms ´high stakes´ and ´low stakes´ refer to relative reforms of the consequences in an accountability system.
A.
True
(
*
)
B.
False
Correct. ´High stakes´ and ´low stakes´ refer to the relative impact of the consequences in an accountability system.
3.
Test scores are one of the main reasons that accountability systems have any impact at all.
A.
True
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)
B.
False
Correct. Outcomes are one of the main reasons that accountability systems have impact.
4.
The most common types of information used in accountability systems are student test scores, dropout rates, and teacher performance rates.
A.
True
(
*
)
B.
False
Correct. The most common types of information used in accountability systems are student test scores, dropout rates, and attendance rates.
5.
One truth about accountability systems is that they change over time.
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*
)
A.
True
Correct. Accountability systems change/vary over time along a number of dimensions.
B.
False
6.
A core assumption that supports including students with disabilities in accountability systems is that all students can learn.
(
*
)
A.
True
Correct. This statement lies at the core of including all students in educational accountability systems.
B.
False
7.
A key belief of inclusive accountability is that whenever children are counted, all children must learn.
A.
True
(
*
)
B.
False
Correct. A key belief of inclusive accountability is that whenever children are counted, all children must count.
8.
Standards provide a common description of student learning.
A.
True
(
*
)
B.
False
Correct. Standards provide a common measure of student learning.
9.
For the most part, state and district standards have been developed without the participation of special educators.
(
*
)
A.
True
Correct. Special educators have not traditionally been a part of the development of standards.
B.
False
10.
In accordance with IDEA 1997, students with disabilities not only must have access to general education, but also must be working toward the same standards as other students.
(
*
)
A.
True
Correct. The same standards and access to general education are required for all students under IDEA 1997.
B.
False
11.
In some places, in order to include students with significant cognitive disabilities in standards-based instruction and accountability, folks have overlooked established standards.
A.
True
(
*
)
B.
False
Correct. Established standards permit extending, bridging, or expanding of instruction and accountability.
12.
TTWWADI is the age-old saying, ´Tough testing with workable aids and devices included.´ It can be viewed as one of the reasons for the lack of progress in the fields of general and special education.
A.
True
(
*
)
B.
False
Correct. TTWWADI is the age old saying,
13.
IDEA 1997 has forged a link between standards and students´ IEP.
(
*
)
A.
True
Correct. IDEA 1997 has linked standards and the student IEP.
B.
False
14.
The process of backmapping is a way to link or connect standards to instruction.
(
*
)
A.
True
Correct. Backmapping Links or connects standards to instruction.
B.
False
15.
Backmapping better assures that instruction and assessment are administered.
A.
True
(
*
)
B.
False
Correct. Backmapping assures that instruction and assessment are aligned
16.
Making good accommodations decisions is a problem that can be improved by information and practice.
A.
True
(
*
)
B.
False
Correct. Making good accomodation decisions is a skill that can be improved by information and practice.
17.
Research on accommodations has revealed that the effects of accommodations are simiplistic, varying as a function of the test, the characteristics of the student, and attitudes about what accommodations should do.
A.
True
(
*
)
B.
False
Correct. The effects of accommodations are complicated, varying as a function of the test, the characteristics of the student, and attitudes about what accommodations should do.
18.
Accommodations that are used in instruction should not be determined by the student´s disability adaptations.
A.
True
(
*
)
B.
False
Correct. Accommodations used in instruction should not be determined by the student
19.
The availability of accommodations should not be a consideration in determining the accommodations a student will receive during assessments.
(
*
)
A.
True
Correct. Availability of accommodations should not be considered when determining the accommodations a student will receive during assessments.
B.
False
20.
Changes in students´ skills and greater maturity both probably play a role in possible changes in whether a student needs accommodations.
(
*
)
A.
True
Correct. Changes in skills and maturity play a role in changes to whether a student needs accommodations.
B.
False
21.
Using a checklist to determine what accommodations a student needs fosters determination.
A.
True
(
*
)
B.
False
Correct. A checklist to determine accommodations of student needs can foster over-accommodation.
22.
A critical step in accommodations decision making is to teach the student how to use accommodations.
(
*
)
A.
True
Correct. Accommodations decision making can teach the student how to use accommodations.
B.
False
23.
To document that accommodations are having intended effects, it is necessary to observe often on their effects.
A.
True
(
*
)
B.
False
Correct. It is necessary to collect data on their effects.
24.
If different accommodation needs emerge during the year, the district´s teachers must meet again to discuss accommodations for assessment.
A.
True
(
*
)
B.
False
Correct. The IEP team must meet again to discuss accommodations for assessment if different accommodation needs emerge during the year.
25.
Which situation best describes assessment literacy?
A.
A teacher passes out the tests booklets and observes the students´ reactions.
B.
A student is able to read the directions in a test.
C.
A special education teacher reads the directions and the passages aloud to an identified student with learning disabilities.
(
*
)
D.
A teacher works with students to help them understand their scores from state and district tests.
Correct.
26.
Which effects performance and behavior, found in the Pygmalion and Hawthorne effect?
A.
Education
(
*
)
B.
Expectations
Correct.
C.
Comments
D.
Time constraints
27.
´Proficient,´ ´beginner,´ and ´beyond proficient´ are all good examples of which of the following?
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*
)
A.
Proficiency-level scores
Correct.
B.
Standardized test scores
C.
Norm-referenced test scores
D.
Grade level scores
28.
Which vocabulary is most important to teach to the student for test taking?
A.
General test vocabulary terms such as ´contrast´ and ´most accurate´
B.
Specific content area terms
C.
Spelling words and their meaning
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*
)
D.
All of the above
Correct.
29.
Which situation could best relieve a likely cause of stress during the administration of a test?
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*
)
A.
A teacher informs students prior to the test of the testing administration procedures.
Correct.
B.
A teacher provides a student with a candy mint on the day of the test.
C.
The school gives the students orange juice the morning of the test.
D.
The student studies for the test directly before the test is administered.
30.
What is one instructional method that can be used for teaching test taking skills?
A.
Direct instruction.
B.
Using questions from the classroom textbook for practice.
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*
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C.
Adapting learning strategies to test taking situations.
Correct.
D.
Memorizing content.
31.
The test taking strategy ´SCORER´ developed by Ritter and Idol-Maestas focuses on which two important personal strategies for test takers?
A.
Memorization and pacing.
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B.
Self-regulation and time management.
Correct.
C.
Reading and writing.
D.
Skimming and scanning.
32.
Which best describes the function of some test taking strategies for students with disabilities?
(
*
)
A.
Students must have strategies written in their IEPs to use as accommodations.
Correct.
B.
Teachers should only teach the strategies to large groups of students.
C.
Students with disabilities could use modifications to test taking before using the strategies.
D.
The strategies may only be used in classroom teaching situations.
33.
What is one strategy often used by athletes that can be applied to testing situations by students?
A.
Listening to other people´s comments, whether positive or negative.
B.
Focusing on scoring higher than anyone else in the class.
(
*
)
C.
Visualizing themselves as good test takers.
Correct.
D.
Studying the day of the test.
34.
Which is another important skill related to effective test taking that can be part of the IEP and taught in school to students with disabilities?
A.
Mentoring.
B.
Coaching.
(
*
)
C.
Self-Advocacy.
Correct.
D.
Directed reading.
