EPSE 449 QUIZZES ACTUAL EXAM PAPER
2026 QUESTIONS WITH ANSWERS
GRADED A+
◍ curriculum-based measurement.
Answer: an assessment method that involves timing tasks and then charting
performance; may include standardized directions.procedures and
benchmark scores that students are working to achieve; given to the same
student multiple times
◍ Curriculum-based assessment.
Answer: (CLASS 3) Curriculum Based Assessment is an evaluation
approach with a direct relationship to the student's curriculum. Can be
teacher-made or part of curriculum and is a broad category of assessment.
LINKS INSTRUCTION TO ASSESSMENT
◍ Educational placement decisions.
Answer: Information collected in the assessment process can provide
detailed information so that appropriate decisions may be made about the
child's educational placement
◍ Child Find.
Answer: Each LEA and USDB shall develop policies and procedures to
ensure that all students with disabilities residing within the jurisdiction of
the LEA, including students with disabilities birth through 21 years of age
and those attending private schools, regardless of the severity of their
disability, and who are in need of special education and related services, are
identified, located, and evaluated. This shall include a practical method for
determining which students are currently receiving needed special education
and related services, and provide a process to reevaluate those who are
found eligible within the three year timeframe
,◍ multimodal distribution.
Answer: If you have three or more modes in your distribution
◍ Why do we measure the progress of students?.
Answer: You measure their progress, so you can see if what you're doing is
working. If it's working, you can know that they are succeeding. If it's not
working, you can know that you need to revise your program because it is
not working for the benefit of the student.
◍ practical reasons for using assessment.
Answer: -Assessment provides essential information for making educational
decisions.-Assessment ensures the provisions of appropriate educational
services.-Assessment helps determine present levels of performance,
identify instructional objectives, and gauge progress.-Assessment provides
concrete evidence of learning.-If a student fails to progress, assessment
helps to identify the reasons for poor progress and to revise the instructional
program
◍ outliers.
Answer: extreme values that are separated from the rest of the data-these
affect the mean
◍ range.
Answer: a distribution is the difference between the high score and the low
score in the distribution (range = high score - low score)-greatly affected by
outliers
◍ disadvantages of age and grade scores.
Answer: they lead to inaccurate generalizations. The reliability of age and
grade scores decreases as the student's age increases. They shrink
independently of behavior change. The units are not equal. The scores from
different tests are not comparable. They cannot be averages. Some tests
estimate certain age and grade scores. They may not indicate skill
development
◍ A student must not be determined as a student with a disability if:.
, Answer: -the determinant factor for that determination is lack of appropriate
instruction or limited english proficiency-the student does not otherwise
meet the eligibility criteria
◍ Examples of prompts during assessment.
Answer: a. Verbal Cues: an evaluator administers items by verbally
requesting a student to do a task. If a student fails to follow the instruction
or doesn't finish the task, evaluators provide a verbal cue. If student
completes task only after multiple cues, the evaluator will indicate that the
student failed to complete tasks independently, but successfully performed
when given verbal assistance in the form of prompting.b. Modeling:
Evaluators demonstrate how to complete the task and then have the students
imitate the performance.c. Physical Prompts: This involves actually guiding
a student's hand though a task such as using a computer, completing a
manipulative activity, or performing some other task that requires
movement.
◍ Statistics.
Answer: special kinds of numbers that summarize and give meaning to large
groups of numbers including test scores by putting them into manageable
form
◍ Examples of CBA.
Answer: exams, quizzes, interviews, study guides, think-pair-share, etc
◍ What are examples of a summative assessment?.
Answer: Essays, presentations, project, tests
◍ standard error of measure.
Answer: -tells you the range of scores you expect the same test taker to get if
you could give the test to them multiple times-concerned with reliability, or
whether the test would give the same results if given by a different person,
in a different location, or at a different time
◍ Curriculum-Based Measurement.
Answer: data-based method for determining student performance and
, learning basic skills (reading, writing, math) using brief, easy probes to
monitor student progress on a regular basis. Produces ongoing data and info
to see if students are making progress. a set of procedures for repeatedly
measuring student growth over time (an option for identifying students with
learning disabilities)
◍ standard deviation.
Answer: summarized the variability of groups of scores by measuring the
average distance of individual scores from the mean
◍ distribution.
Answer: classify large sets of scores into meaningful arrangements that
visually summarize and illustrate the relationship among the scores
◍ age scores.
Answer: describes the typical or average performance of different age
groups
◍ graphs.
Answer: produces profiles or visual representations of performance. They
show progress over time and help with analysis of strengths and weaknesses
across skills-visually illustrates scores
◍ Promoting Nonbiased Assessment.
Answer: -For students whose primary language is not English, tests and test
directions should be translated into the home language-Interpreters may be
used in the assessment of students who speak languages other than
English-Culture-free and culture-fair measures attempt to minimize
bias-Culture-specific measures relate directly to specific cultures-Separate
norms may be provided for students from diverse groups-test administration
procedures may be modified-dynamic assessment can be used to study the
student's learning ability-standardized tests can be replaced with informal
procedures
◍ Kauffman Test of Educational Achievement (KTEA II).
Answer: -formal-normed by age and grade-used to assess academic
2026 QUESTIONS WITH ANSWERS
GRADED A+
◍ curriculum-based measurement.
Answer: an assessment method that involves timing tasks and then charting
performance; may include standardized directions.procedures and
benchmark scores that students are working to achieve; given to the same
student multiple times
◍ Curriculum-based assessment.
Answer: (CLASS 3) Curriculum Based Assessment is an evaluation
approach with a direct relationship to the student's curriculum. Can be
teacher-made or part of curriculum and is a broad category of assessment.
LINKS INSTRUCTION TO ASSESSMENT
◍ Educational placement decisions.
Answer: Information collected in the assessment process can provide
detailed information so that appropriate decisions may be made about the
child's educational placement
◍ Child Find.
Answer: Each LEA and USDB shall develop policies and procedures to
ensure that all students with disabilities residing within the jurisdiction of
the LEA, including students with disabilities birth through 21 years of age
and those attending private schools, regardless of the severity of their
disability, and who are in need of special education and related services, are
identified, located, and evaluated. This shall include a practical method for
determining which students are currently receiving needed special education
and related services, and provide a process to reevaluate those who are
found eligible within the three year timeframe
,◍ multimodal distribution.
Answer: If you have three or more modes in your distribution
◍ Why do we measure the progress of students?.
Answer: You measure their progress, so you can see if what you're doing is
working. If it's working, you can know that they are succeeding. If it's not
working, you can know that you need to revise your program because it is
not working for the benefit of the student.
◍ practical reasons for using assessment.
Answer: -Assessment provides essential information for making educational
decisions.-Assessment ensures the provisions of appropriate educational
services.-Assessment helps determine present levels of performance,
identify instructional objectives, and gauge progress.-Assessment provides
concrete evidence of learning.-If a student fails to progress, assessment
helps to identify the reasons for poor progress and to revise the instructional
program
◍ outliers.
Answer: extreme values that are separated from the rest of the data-these
affect the mean
◍ range.
Answer: a distribution is the difference between the high score and the low
score in the distribution (range = high score - low score)-greatly affected by
outliers
◍ disadvantages of age and grade scores.
Answer: they lead to inaccurate generalizations. The reliability of age and
grade scores decreases as the student's age increases. They shrink
independently of behavior change. The units are not equal. The scores from
different tests are not comparable. They cannot be averages. Some tests
estimate certain age and grade scores. They may not indicate skill
development
◍ A student must not be determined as a student with a disability if:.
, Answer: -the determinant factor for that determination is lack of appropriate
instruction or limited english proficiency-the student does not otherwise
meet the eligibility criteria
◍ Examples of prompts during assessment.
Answer: a. Verbal Cues: an evaluator administers items by verbally
requesting a student to do a task. If a student fails to follow the instruction
or doesn't finish the task, evaluators provide a verbal cue. If student
completes task only after multiple cues, the evaluator will indicate that the
student failed to complete tasks independently, but successfully performed
when given verbal assistance in the form of prompting.b. Modeling:
Evaluators demonstrate how to complete the task and then have the students
imitate the performance.c. Physical Prompts: This involves actually guiding
a student's hand though a task such as using a computer, completing a
manipulative activity, or performing some other task that requires
movement.
◍ Statistics.
Answer: special kinds of numbers that summarize and give meaning to large
groups of numbers including test scores by putting them into manageable
form
◍ Examples of CBA.
Answer: exams, quizzes, interviews, study guides, think-pair-share, etc
◍ What are examples of a summative assessment?.
Answer: Essays, presentations, project, tests
◍ standard error of measure.
Answer: -tells you the range of scores you expect the same test taker to get if
you could give the test to them multiple times-concerned with reliability, or
whether the test would give the same results if given by a different person,
in a different location, or at a different time
◍ Curriculum-Based Measurement.
Answer: data-based method for determining student performance and
, learning basic skills (reading, writing, math) using brief, easy probes to
monitor student progress on a regular basis. Produces ongoing data and info
to see if students are making progress. a set of procedures for repeatedly
measuring student growth over time (an option for identifying students with
learning disabilities)
◍ standard deviation.
Answer: summarized the variability of groups of scores by measuring the
average distance of individual scores from the mean
◍ distribution.
Answer: classify large sets of scores into meaningful arrangements that
visually summarize and illustrate the relationship among the scores
◍ age scores.
Answer: describes the typical or average performance of different age
groups
◍ graphs.
Answer: produces profiles or visual representations of performance. They
show progress over time and help with analysis of strengths and weaknesses
across skills-visually illustrates scores
◍ Promoting Nonbiased Assessment.
Answer: -For students whose primary language is not English, tests and test
directions should be translated into the home language-Interpreters may be
used in the assessment of students who speak languages other than
English-Culture-free and culture-fair measures attempt to minimize
bias-Culture-specific measures relate directly to specific cultures-Separate
norms may be provided for students from diverse groups-test administration
procedures may be modified-dynamic assessment can be used to study the
student's learning ability-standardized tests can be replaced with informal
procedures
◍ Kauffman Test of Educational Achievement (KTEA II).
Answer: -formal-normed by age and grade-used to assess academic
