1|Page
EDUC 606 FINAL EXAM | FREQUENTLY TESTED
QUESTIONS WITH CORRECT ANSWERS
Which of the following best describes response-to-intervention (RTI)
......ANSWER......An integrated assessment, intervention and decision-
making system
One of the advantages of the standard protocol approach to RTI is
......ANSWER......training teachers to implement this approach is easier
For progress monitoring, it is important that multiple CBM data points
are used to inform decision-making to compensate for the
......ANSWER......poor reliability of single CBM probes
To prevent states from violating federal law after the 2013-2014 school
year; in return, states were required to ......ANSWER......All of the above
When RTI is fully implemented, it applies to ......ANSWER......both
regular and special education personnel
It is possible for a student to pass an NCLB required test in one state
and yet fail an NCLB required test in another state because
......ANSWER......states are free to establish different cut off (i.e.,
passing) scores
pg. 1
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Under NCLB, "adequate yearly progress" for a school is measured by the
success of which group ......ANSWER......100% of the students in the
school
According to the authors, RTI holds promise to ......ANSWER......improve
early identification and intervention for struggling learners
Which of the following statement is true about the No Child Left Behind
Act (NCLB) and state high-stakes testing programs ......ANSWER......NCLB
requires states to report high-stakes testing results separately for
specific groups of students, such as minorities, economically
advantaged, et.
In high-stakes testing, alignment refers to the degree to which a high-
stakes test measures a state's ......ANSWER......academic standards
Which of the following describes a statement of condition
......ANSWER......Special equipment that is used
Which of the following is a disadvantage of expressive objectives
......ANSWER......They are difficult to evaluate objectively
Which of the following is one of the functions of a test blueprint
......ANSWER......Helping the teacher develop a test that reflects
instructional emphases
pg. 2
, 3|Page
According to the text, which of the following is NOTone of the
components of a well-written behavioral objective
......ANSWER......Content
Mr. Reacher wants to know if his class is achieving at an above or below
average rate. Which type of test will help him to get this information
......ANSWER......norm-referenced
Which one of the following test attributes is most likely to be improved
by use of a table of specifications ......ANSWER......Sampling
For an item to match its objective ......ANSWER......both the conditions
and the learning outcome must match
The purpose of the Taxonomy of educational objectives is to
......ANSWER......arrange the goals of education in the order of their
complexity
In a criterion-referenced test, we are interested in
......ANSWER......whether a pupil has achieved mastery of the skill
The following list contains important criteria for evaluating instructional
objectives with one exception. Which of the following is NOT an
essential standard for evaluating instructional objectives
pg. 3
EDUC 606 FINAL EXAM | FREQUENTLY TESTED
QUESTIONS WITH CORRECT ANSWERS
Which of the following best describes response-to-intervention (RTI)
......ANSWER......An integrated assessment, intervention and decision-
making system
One of the advantages of the standard protocol approach to RTI is
......ANSWER......training teachers to implement this approach is easier
For progress monitoring, it is important that multiple CBM data points
are used to inform decision-making to compensate for the
......ANSWER......poor reliability of single CBM probes
To prevent states from violating federal law after the 2013-2014 school
year; in return, states were required to ......ANSWER......All of the above
When RTI is fully implemented, it applies to ......ANSWER......both
regular and special education personnel
It is possible for a student to pass an NCLB required test in one state
and yet fail an NCLB required test in another state because
......ANSWER......states are free to establish different cut off (i.e.,
passing) scores
pg. 1
,2|Page
Under NCLB, "adequate yearly progress" for a school is measured by the
success of which group ......ANSWER......100% of the students in the
school
According to the authors, RTI holds promise to ......ANSWER......improve
early identification and intervention for struggling learners
Which of the following statement is true about the No Child Left Behind
Act (NCLB) and state high-stakes testing programs ......ANSWER......NCLB
requires states to report high-stakes testing results separately for
specific groups of students, such as minorities, economically
advantaged, et.
In high-stakes testing, alignment refers to the degree to which a high-
stakes test measures a state's ......ANSWER......academic standards
Which of the following describes a statement of condition
......ANSWER......Special equipment that is used
Which of the following is a disadvantage of expressive objectives
......ANSWER......They are difficult to evaluate objectively
Which of the following is one of the functions of a test blueprint
......ANSWER......Helping the teacher develop a test that reflects
instructional emphases
pg. 2
, 3|Page
According to the text, which of the following is NOTone of the
components of a well-written behavioral objective
......ANSWER......Content
Mr. Reacher wants to know if his class is achieving at an above or below
average rate. Which type of test will help him to get this information
......ANSWER......norm-referenced
Which one of the following test attributes is most likely to be improved
by use of a table of specifications ......ANSWER......Sampling
For an item to match its objective ......ANSWER......both the conditions
and the learning outcome must match
The purpose of the Taxonomy of educational objectives is to
......ANSWER......arrange the goals of education in the order of their
complexity
In a criterion-referenced test, we are interested in
......ANSWER......whether a pupil has achieved mastery of the skill
The following list contains important criteria for evaluating instructional
objectives with one exception. Which of the following is NOT an
essential standard for evaluating instructional objectives
pg. 3
