Classroom Assessment Midterm Exam 2023 Questions and
Answers with complete solution
Which of the following answer choices depicts the chronologically accurate
development of assessment legislation in the United States?
a. ESSA, ESEA, NCLB
b. ESEA, ESSA, NCLB
c. ESEA, NCLB, ESSA
d. NCLB, ESSA, ESEA
c. ESEA, NCLB, ESSA
Classroom assessment in public schools is often a function of federal legislation.
Which of the following pieces of legislation is historically considered to have had
the greatest impact on public school testing policies?
a. No Child Left Behind
b. Individuals with Disabilities Education Act of 2004
c. Elementary and Secondary Education Act (ESEA) of 1965
d. Every Student Succeeds Act
c. Elementary and Secondary Education Act (ESEA) of 1965
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"Wishing that students will make progress does not guarantee that students
actually will do so. And this is why I believe teachers have a fundamental
responsibility to monitor their students' progress throughout the school year. I
try to administer informal progress-monitoring quizzes every few weeks to make
sure my instruction is "taking." If my instruction is not working as well as I want it
to work, then I can make modifications in my upcoming teaching plans.
Assessment-based monitoring of students' progress is so very sensible that it's
hard for me to understand why it is not more widely used. This is:
a. One of today's reasons for teachers to know about assessment
b. A traditional reason for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
b. A traditional reason for teachers to know about assessment
Which of the following is not a traditional reason that teachers assess students?
A. To determine instructional effectiveness
B. To clarify instructional intentions
C. To monitor students' progress
D. To assign grades to students
B. To clarify instructional intentions
Which of the following non-profit organizations played a significant role in the
rapid adoption of the Common Core State Standards?
a. The National Education Association
,b. The American Federation of Teachers
c. The Council for Exceptional Children
d. The Bill and Melinda Gates Foundation
d. The Bill and Melinda Gates Foundation
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"Just a year ago, the voters in our school district voted favorably in a huge
school-levy election that brought in substantial tax dollars for our schools. Most
of the district's teachers are convinced that this positive support for the schools
was based on our schools' consistently high rankings on the state's annual
accountability tests." This is:
a. One of today's reasons for teachers to know about assessment
b. A traditional reason for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
a. One of today's reasons for teachers to know about assessment
Which of the following pieces of federal legislation had notably been an attempt
at reversing the growing achievement gap that left poor and minority students in
failing schools while requiring a "show us" approach to student evaluation?
a. No Child Left Behind
b. Elementary and Secondary Education Act
c. Every Student Succeeds Act
d. Individuals with Disabilities Education Act
a. No Child Left Behind
Which of the following is a reasonable explanation for why the word assessment
may be used over the word testing?
a. Assessment is a broader descriptor of the type of measurement practices in
which teachers engage.
b. The word testing produces anxiety in students.
c. Students are no longer asked to participate in testing given the more nuanced
measurement approaches required by federal legislation.
d. Teachers would rather avoid the word testing as it creates situations where
classroom management becomes difficult.
a. Assessment is a broader descriptor of the type of measurement practices in which
teachers engage.
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"Just as physicians need to know about patients' blood pressure and what it
indicates, teachers need to know about educational testing. It is simply part of
what a solid educational professional needs to understand." This is:
a. One of today's reasons for teachers to know about assessment
b. A traditional reason for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
, d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know about
assessment
Which of the following best captures the testing comparison between NCLB and
ESSA?
a. ESSA demands more stringent assessment than NCLB.
b. ESSA eliminates NCLB's focus on fairly assessing special subgroups of
students.
c. ESSA permits greater state-determinations of testing than NCLB.
d. ESSA emphasizes more appropriate testing of female students than NCLB.
c. ESSA permits greater state-determinations of testing than NCLB.
Which of the following pieces of federal legislation attempts to install greater
degrees of flexibility so that states and districts can particularize their programs
for implementing chief provisions of the current successor to ESEA?
a. NCLB
b. ESSA
c. ESEA
d. IDEA
b. ESSA
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"I was quite surprised when our state's department of education insisted that
each of the state's teachers collect accurate evidence of their students' growth
because such evidence was to be used in evaluating all of the state's teachers. I
have, for my entire career, collected pretest and posttest evidence of my
students' achievement status because this helps me irrespective of what the state
wants me to do to determine which changes, if any, are needed during next year's
instruction." This is:
a. A traditional reason for teachers to know about assessment
b. One of today's reasons for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
c. Both a traditional reason and one of today's reasons for teachers to know about
assessment
The Elementary and Secondary Education Act contains various subsections
referred to as "titles." Which of the following "titles" gets the most attention (and
funding) from policymakers?
a. Title III
b. Title I
c. Title II
d. Title IX
b. Title I
Answers with complete solution
Which of the following answer choices depicts the chronologically accurate
development of assessment legislation in the United States?
a. ESSA, ESEA, NCLB
b. ESEA, ESSA, NCLB
c. ESEA, NCLB, ESSA
d. NCLB, ESSA, ESEA
c. ESEA, NCLB, ESSA
Classroom assessment in public schools is often a function of federal legislation.
Which of the following pieces of legislation is historically considered to have had
the greatest impact on public school testing policies?
a. No Child Left Behind
b. Individuals with Disabilities Education Act of 2004
c. Elementary and Secondary Education Act (ESEA) of 1965
d. Every Student Succeeds Act
c. Elementary and Secondary Education Act (ESEA) of 1965
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"Wishing that students will make progress does not guarantee that students
actually will do so. And this is why I believe teachers have a fundamental
responsibility to monitor their students' progress throughout the school year. I
try to administer informal progress-monitoring quizzes every few weeks to make
sure my instruction is "taking." If my instruction is not working as well as I want it
to work, then I can make modifications in my upcoming teaching plans.
Assessment-based monitoring of students' progress is so very sensible that it's
hard for me to understand why it is not more widely used. This is:
a. One of today's reasons for teachers to know about assessment
b. A traditional reason for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
b. A traditional reason for teachers to know about assessment
Which of the following is not a traditional reason that teachers assess students?
A. To determine instructional effectiveness
B. To clarify instructional intentions
C. To monitor students' progress
D. To assign grades to students
B. To clarify instructional intentions
Which of the following non-profit organizations played a significant role in the
rapid adoption of the Common Core State Standards?
a. The National Education Association
,b. The American Federation of Teachers
c. The Council for Exceptional Children
d. The Bill and Melinda Gates Foundation
d. The Bill and Melinda Gates Foundation
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"Just a year ago, the voters in our school district voted favorably in a huge
school-levy election that brought in substantial tax dollars for our schools. Most
of the district's teachers are convinced that this positive support for the schools
was based on our schools' consistently high rankings on the state's annual
accountability tests." This is:
a. One of today's reasons for teachers to know about assessment
b. A traditional reason for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
a. One of today's reasons for teachers to know about assessment
Which of the following pieces of federal legislation had notably been an attempt
at reversing the growing achievement gap that left poor and minority students in
failing schools while requiring a "show us" approach to student evaluation?
a. No Child Left Behind
b. Elementary and Secondary Education Act
c. Every Student Succeeds Act
d. Individuals with Disabilities Education Act
a. No Child Left Behind
Which of the following is a reasonable explanation for why the word assessment
may be used over the word testing?
a. Assessment is a broader descriptor of the type of measurement practices in
which teachers engage.
b. The word testing produces anxiety in students.
c. Students are no longer asked to participate in testing given the more nuanced
measurement approaches required by federal legislation.
d. Teachers would rather avoid the word testing as it creates situations where
classroom management becomes difficult.
a. Assessment is a broader descriptor of the type of measurement practices in which
teachers engage.
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"Just as physicians need to know about patients' blood pressure and what it
indicates, teachers need to know about educational testing. It is simply part of
what a solid educational professional needs to understand." This is:
a. One of today's reasons for teachers to know about assessment
b. A traditional reason for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
, d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know about
assessment
Which of the following best captures the testing comparison between NCLB and
ESSA?
a. ESSA demands more stringent assessment than NCLB.
b. ESSA eliminates NCLB's focus on fairly assessing special subgroups of
students.
c. ESSA permits greater state-determinations of testing than NCLB.
d. ESSA emphasizes more appropriate testing of female students than NCLB.
c. ESSA permits greater state-determinations of testing than NCLB.
Which of the following pieces of federal legislation attempts to install greater
degrees of flexibility so that states and districts can particularize their programs
for implementing chief provisions of the current successor to ESEA?
a. NCLB
b. ESSA
c. ESEA
d. IDEA
b. ESSA
Please select the one answer that most accurately identifies the particular item's
"quoted" reason for teachers to know about assessment.
"I was quite surprised when our state's department of education insisted that
each of the state's teachers collect accurate evidence of their students' growth
because such evidence was to be used in evaluating all of the state's teachers. I
have, for my entire career, collected pretest and posttest evidence of my
students' achievement status because this helps me irrespective of what the state
wants me to do to determine which changes, if any, are needed during next year's
instruction." This is:
a. A traditional reason for teachers to know about assessment
b. One of today's reasons for teachers to know about assessment
c. Both a traditional reason and one of today's reasons for teachers to know
about assessment
d. Neither a traditional reason nor one of today's reasons for teachers to know
about assessment
c. Both a traditional reason and one of today's reasons for teachers to know about
assessment
The Elementary and Secondary Education Act contains various subsections
referred to as "titles." Which of the following "titles" gets the most attention (and
funding) from policymakers?
a. Title III
b. Title I
c. Title II
d. Title IX
b. Title I
