ED 401 Midterm Exam | Complete Solutions (Verified)

ED 401 Midterm Exam | Complete Solutions (Verified) Which of the following best captures the testing comparison between NCLB and ESSA? ESSA permits greater state-determinations of testing than NCLB. ESSA demands more stringent assessment than NCLB. ESSA emphasizes more appropriate testing of female students than NCLB. ESSA eliminates NCLB's focus on fairly assessing special subgroups of students. 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? ESSA NCLB IDEA ESEA Which of the following is not a traditional reason that teachers assess students? To determine instructional effectiveness To clarify instructional intentions To assign grades to students To monitor students' progress 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? Title III Title I Title IX Title II Which of the following is a consequence of a collaborative effort by the National Governor's Association (NGA) and the Council of Chief State School Officers (CCSSO)? The Common Core State Standards (CCSS) Elementary and Secondary Education Act Every Student Succeeds Act No Child Left Behind Which of the following non-profit organizations played a significant role in the rapid adoption of the Common Core State Standards? The Council for Exceptional Children The National Education Association The Bill and Melinda Gates Foundation The American Federation of Teachers 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 traditional reason for teachers to know about assessment Neither a traditional reason nor one of today's reasons for teachers to know about assessment Both a traditional reason and one of today's reasons for teachers to know about assessment 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? No Child Left Behind Individuals with Disabilities Education Act Every Student Succeeds Act Elementary and Secondary Education Act Which of the following is a reasonable explanation for why the word assessment may be used over the word testing? Teachers would rather avoid the word testing as it creates situations where classroom management becomes difficult. The word testing produces anxiety in students. Assessment is a broader descriptor of the type of measurement practices in which teachers engage. Students are no longer asked to participate in testing given the more nuanced measurement approaches required by federal legislation. 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 traditional reason for teachers to know about assessment One of today's reasons for teachers to know about assessment Both a traditional reason and one of today's reasons for teachers to know about assessment Neither a traditional reason nor one of today's reasons for teachers to know about assessment 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? Elementary and Secondary Education Act (ESEA) of 1965 No Child Left Behind Every Student Succeeds Act Individuals with Disabilities Education Act of 2004 Please select the one answer that most accurately identifies the particular item's "quoted" reason for teachers to know about assessment. "Teachers need to give classroom assessments in order to assign grades to students indicating how well each student has attained the learning outcomes set for them." This is: Both a traditional reason and one of today's reasons for teachers to know about assessment Neither a traditional reason nor one of today's reasons for teachers to know about assessment A traditional reason for teachers to know about assessment One of today's reasons for teachers to know about assessment 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 determine which changes, if any, are needed during next year's instruction." This is: Neither a traditional reason nor one of today's reasons for teachers to know about assessment A traditional reason for teachers to know about assessment Both a traditional reason and one of today's reasons for teachers to know about assessment One of today's reasons for teachers to know about assessment 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: Both a traditional reason and one of today's reasons for teachers to know about assessment A traditional reason for teachers to know about assessment Neither a traditional reason nor one of today's reasons for teachers to know about assessment One of today's reasons for teachers to know about assessment Which of the following answer choices depicts the chronologically accurate development of assessment legislation in the United States? ESSA, ESEA, NCLB ESEA, ESSA, NCLB NCLB, ESSA, ESEA ESEA, NCLB, ESSA According to Popham, which phrases below are included in the definition of educational assessment? (multiple answers) administered, scored, and interpreted determine students' status requires a student's response from "scratch" variables of interest formal attempt Traditional Reasons for Assessments Determining Students' Current Status Determining One's Own Instructional Effectiveness Monitoring Students' Progress Assigning Grades Today's Reasons for Assessments Helping Evaluate Teachers Clarifying Teachers' Instructional Intentions Influencing Public Perceptions of Educational Effectiveness Major Outcomes To Be Attained by Reading the Textbook Teach students to master what's assessed in classroom and high-stakes tests Construct and evaluate their own classroom tests Interpret results of standardized tests Which of the following should be most influential in guiding those who create educational tests? The AERA-APA-NCME Standards for Educational and Psychological Testing The Common Core State Standards Test specifications of the Smarter Balanced Assessment Consortium Test specifications of the PARCC Assessment Consortium The National Assessment of Educational Progress (NAEP): sets forth prescribed assessment frameworks at three grade levels, such frameworks to be followed by the 50 states in framing their own state content standards. was first established in 1996 by the U.S. Congress to serve as an accountability oriented nation's "report card." assesses national samples of U.S. students at three grade levels every few years in certain academic subjects. is a mandatory examination in reading and mathematics that must be taken annually by a sample of students in each state. Which of the following terms best describes the means teachers employ in their attempt to promote students' achievement of the curricular ends being sought? Curriculum Instruction Measurability Assessment One of the most commonly misused terms in educational jargon is the word "standards." In reality, there is no singular, all-encompassing concept of a standard, but rather more specific subtypes of educational standards. Which of the following subtypes of standards could best be described as "the knowledge or skills that educators want students to learn"? Teaching standard Content standard Academic standard Performance standard Which of the following types of assessment targets a student's attitudes, interests, and values? Standardized assessment Cognitive assessment Psychomotor assessment Affective assessment Which term best describes the type of measurement that would yield the following feedback: Jonathan mastered 92 percent of the tested content? Classroom-created measurement Assessment Norm-referenced measurement Criterion-referenced measurement Decisions linked to classroom assessments should be made _____________. after thorough review in advance during initial review of the exam at the conclusion of the assessment Which term best describes the type of measurement that would yield the following feedback: Jonathan scored within the 92nd percentile on the SAT? Norm-referenced measurement Classroom-created measurement Assessment Criterion-referenced measurement Which of the following terms refers to the degree to which there is a meaningful agreement between two or more of the following: curriculum, instruction, and assessment? Continuity Alignment Standardization Common core The Common Core State Standards were an attempt to outline what students should know at each grade level in which of the following subjects? English Language Arts and Science English Language Arts and Mathematics Science and Mathematics Mathematics and Social Studies These standards, released by the Council of Chief State School Officers and the National Governors Association for Best Practices were an attempt to establish continuity and consistency across varying state curricular aims. Common Core State Standards Individuals with Disabilities Education Act No Child Left Behind Every Student Succeeds Act Which statement best characterized this nation's current use of formative assessment? Although research-supported, formative assessment is not widely used. Only a five-strategies approach to formative assessment is often encountered. Most teachers now employ the formative-assessment process in their classes. A four-levels approach to formative assessment is used in the lower grades. Which of the following is generally conceded to be a key component of formative assessment? The framework provided by a learning progression's building blocks A heavy emphasis on using students' classroom test results as a dominant factor in determining students' grades A teacher's exclusive reliance on the collection of data using constructed-response tests. Data obtained via standardized achievement tests Which of the following questions is not an element in a research-supported conception of formative assessment? Formative assessment should be used only by teachers to adjust their ongoing instructional activities. Formative assessment must be carefully planned. Formative assessment is a process, not a test. Formative assessment calls for the use of assessment-elicited evidence in making adjustment decisions. Which represents the most appropriate definition of formative assessment? Formative assessment is a testing structure in which teachers assess unplanned student activities and use the results to inform their instruction. Formative assessment is an unplanned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. Formative assessment is a testing structure in which student evidence is used by teachers to assign quantitative scores to student work. Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. When educators collect test-based evidence to inform decisions about already completed instructional activities they are engaging in a basic form of _____________________. formative assessment instructional assessment standardized assessment summative assessment Considering the knowledge you've gained regarding formative assessment in this chapter, which of the following characteristics of a class discussion could yield formative assessment information? Class discussions that get all students involved. Class discussions that are about important topics. Class discussions that show what students are thinking. None of these types of class discussions would yield formative assessment information. Which of the following is not a step in the four steps for creating a learning progression? Identify all requisite precursory subskills and bodies of enabling knowledge. Arrange all the building blocks in an instructionally sensible sequence. Form a basic and introductory understanding of a target curricular aim. Determine the measurability of each preliminary identified building block. Proper formative assessment is conducted ___________________. during the instructional process at the conclusion of the instructional process prior to the beginning of the instructional process when summative assessment does not provide clear evaluative information Which is the most appropriate description of a learning progression? A learning progression is an ordered sequence of the stuff a teacher must teach so as to achieve a significant curricular outcome. None of these appropriately describe a learning progression. A learning progression is an ordered sequence of the stuff a student must learn in order to perform at a high level on a summative assessment. A learning progression is an ordered sequence of the stuff a student must learn so as to achieve a significant curricular outcome. The author provides a _________step process for building a learning progression. 4 Which of the following is one of the most common mistakes teachers make in developing a learning progression? Teachers often disregard learning progressions and refer to pacing guides. Teachers often include too many building blocks. Teachers often refer to teacher manuals for advice. Teachers often include the higher-order cognitive skills and ignore the lower-level cognitive skills. According to the author, formative assessments serve _______purposes. 2 As defined by the author, formative assessment is A formal attempt to determine a student's status with respect to an educational variable of interest. Assessments like exit tickets, 3-2-1, and mini whiteboards. A simple and quick assessment where teachers use the results to inform their future planning. A planned process in which assessment-elected evidence of students' status is used by teachers to adjust their ongoing instruction procedures or by students to adjust their current learning tactics. A test administered periodically during a school year intended to predict students' performance on standardized assessments. Formative assessment is considered to be an assessment strategy as well as an instructional strategy. True False Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures, or by students adjust their current learning tactics - Which of the following provide reliability evidence? Response processes Relation to other variables Internal structure Test content Test-retest Internal consistency Alternate-form Which one of the following best describes reliability? Numerical indicator of what-ever type of evidence has been assembled Improvement in an item's quality based on a student's performance on the item Consistency of results produced by measurement devices Degree to which evidence supports the accuracy of test-based inferences about students for a test's specific purpose ________is the most significant concept in assessment. Validity Which one of the following best describes validity? Consistency of results produced by measurement devices Degree to which evidence supports the accuracy of test-based inferences about students for a test's specific purpose Improvement in an item's quality based on a student's performance on the item Numerical indicator of what-ever type of evidence has been assembled Which of the following provide validity evidence? Internal consistency Relation to other variables Test-retest Alternate-form Test content Response processes Internal structure Classroom teachers are most apt to focus on which of the following? Evidence of alternate-form reliability Internal structure evidence of validity Evidence of internal-consistency reliability Test content evidence of validity A history teacher, Mrs. Scroggins, tries to determine the consistency of her tests by occasionally re-administering them to her students, then seeing how much similarity there was in the way her students performed. What kind of reliability evidence is Mrs. Scroggins attempting to collect? Test-retest Alternate form Internal consistency Precision Which of the following statements best describes the relationship among the three sanctioned forms of reliability evidence? All three types of evidence are essentially equivalent. Est-retest reliability evidence is more important than either internal-consistency evidence or alternate-form evidence. The three forms of evidence represent fundamentally different ways of representing a test's consistency. The three forms of evidence differ in their significance because internal-consistency evidence of a test's reliability is a necessary condition for the other two types of consistency. Stability data regarding assessment consistency is an instance of: Test-retest reliability Precision reliability Internal-consistency reliability Alternate-form reliability If educators wish to accurately estimate the likelihood of consistent decisions about students who score at or near a high-stakes test's previously determined cut-score, which of the following indicators would be most useful for this purpose? A standard error of measurement for the entire test A traditionally computed internal-consistency reliability coefficient A conditional standard error of measurement (near the cut-score) A standard deviation signifying the degree of score spread among test-takers Cronbach's coefficient alpha and the Kuder-Richardson reliability formulae are examples of: Test-retest coefficients Alternate-form coefficients Internal-consistency coefficients None of the above Which of the following is not one of the three types of reliability evidence? Internal consistency Validity Alternative form Test-retest Reliability refers to the ___________________. consistency of the test scores relevancy of the test scores usefulness of the test scores None of the provided answer choices Reliability coefficients range from ________________. -1.00 to +1.00 0 to 1.00