EDUC 606 LU Online Exam Questions With
Correct Answers
One |of |the |main |advantages |of |the |use |of |curriculum-based |measurements |(CBM) |is |that |
they: |- |CORRECT |ANSWER✔✔-can |be |used |for |progress |monitoring |of |both |regular |and |special
|education |students
The |main |purpose |of |testing |in |education |is |to: |- |CORRECT |ANSWER✔✔-provide |objective |
achievement |data
Teachers |are |most |frequently |involved |in |what |kind |of |decision? |- |CORRECT |ANSWER✔✔-
instructional
How |we |measure |in |the |classroom |should |be |determined |by: |- |CORRECT |ANSWER✔✔-what |it |
is |that |we |want |to |measure
The |major |distinction |between |testing |and |assessment |is |that |assessment |is |a |process |that |is:
|- |CORRECT |ANSWER✔✔-broader |than |testing
Robert, |a |ninth-grader, |has |just |been |told, |"The |reason |you're |having |so |much |trouble |with |
division |is |that |you |have |never |mastered |compound |multiplication. |The |Math |Basic |Skills |Tests |
have |indicated |this |quite |clearly. |We |are |going |to |provide |you |with |instruction |in |multiplication
|immediately." |Robert's |teacher |made |what |kind |of |decision |relative |to |his |skill |level? |- |
CORRECT |ANSWER✔✔-Diagnostic
Why |is |it |important |to |specify |what |we |want |to |measure |before |we |begin |to |test? |- |CORRECT |
ANSWER✔✔-to |avoid |interpretive |errors
, Recent |history |and |current |trends |all |suggest |that |the |use |of |testing |and |assessment |in |the |
schools |is |likely |to: |- |CORRECT |ANSWER✔✔-increase
A |teacher |has |a |new |foreign |student |and |wishes |to |obtain |an |estimate |of |the |student's |math |
skills. |What |kind |of |test |should |be |used? |- |CORRECT |ANSWER✔✔-non-verbal
Which |of |the |following |is |NOT |a |factor |that |can |affect |a |test's |usefulness? |- |CORRECT |
ANSWER✔✔-education |reform
According |to |the |text, |which |statement |about |high-stakes |testing |(HST) |is |true? |- |CORRECT |
ANSWER✔✔-all |of |the |above
According |to |the |text, |one |of |the |challenges |facing |RTI |is |the |lack |of: |- |CORRECT |ANSWER✔✔-
culturally |responsive |measures |and |research-based |interventions
Why |would |some |states |use |a |nationally |standardized |test |that |might |not |be |as |well |aligned |
with |state |standards? |- |CORRECT |ANSWER✔✔-NOT |all |of |the |above
In |a |three |tier |RTI |model, |in |what |setting |is |Tier |1 |instruction |typically |delivered? |- |CORRECT |
ANSWER✔✔-the |regular |classroom
The |impact |of |high-stakes |testing |extends |beyond |education, |influencing: |- |CORRECT |
ANSWER✔✔-all |of |the |above
Under |NCLB, |"adequate |yearly |progress" |for |a |school |is |measured |by |the |success |of |which |
group? |- |CORRECT |ANSWER✔✔-100% |of |the |students |in |the |school
Which |of |the |following |statement |is |true |about |the |NCLB |and |state |high-stakes |testing |
programs? |- |CORRECT |ANSWER✔✔-NOT |Academic |proficiency |criteria |for |states |are |set |under |
NCLB
Correct Answers
One |of |the |main |advantages |of |the |use |of |curriculum-based |measurements |(CBM) |is |that |
they: |- |CORRECT |ANSWER✔✔-can |be |used |for |progress |monitoring |of |both |regular |and |special
|education |students
The |main |purpose |of |testing |in |education |is |to: |- |CORRECT |ANSWER✔✔-provide |objective |
achievement |data
Teachers |are |most |frequently |involved |in |what |kind |of |decision? |- |CORRECT |ANSWER✔✔-
instructional
How |we |measure |in |the |classroom |should |be |determined |by: |- |CORRECT |ANSWER✔✔-what |it |
is |that |we |want |to |measure
The |major |distinction |between |testing |and |assessment |is |that |assessment |is |a |process |that |is:
|- |CORRECT |ANSWER✔✔-broader |than |testing
Robert, |a |ninth-grader, |has |just |been |told, |"The |reason |you're |having |so |much |trouble |with |
division |is |that |you |have |never |mastered |compound |multiplication. |The |Math |Basic |Skills |Tests |
have |indicated |this |quite |clearly. |We |are |going |to |provide |you |with |instruction |in |multiplication
|immediately." |Robert's |teacher |made |what |kind |of |decision |relative |to |his |skill |level? |- |
CORRECT |ANSWER✔✔-Diagnostic
Why |is |it |important |to |specify |what |we |want |to |measure |before |we |begin |to |test? |- |CORRECT |
ANSWER✔✔-to |avoid |interpretive |errors
, Recent |history |and |current |trends |all |suggest |that |the |use |of |testing |and |assessment |in |the |
schools |is |likely |to: |- |CORRECT |ANSWER✔✔-increase
A |teacher |has |a |new |foreign |student |and |wishes |to |obtain |an |estimate |of |the |student's |math |
skills. |What |kind |of |test |should |be |used? |- |CORRECT |ANSWER✔✔-non-verbal
Which |of |the |following |is |NOT |a |factor |that |can |affect |a |test's |usefulness? |- |CORRECT |
ANSWER✔✔-education |reform
According |to |the |text, |which |statement |about |high-stakes |testing |(HST) |is |true? |- |CORRECT |
ANSWER✔✔-all |of |the |above
According |to |the |text, |one |of |the |challenges |facing |RTI |is |the |lack |of: |- |CORRECT |ANSWER✔✔-
culturally |responsive |measures |and |research-based |interventions
Why |would |some |states |use |a |nationally |standardized |test |that |might |not |be |as |well |aligned |
with |state |standards? |- |CORRECT |ANSWER✔✔-NOT |all |of |the |above
In |a |three |tier |RTI |model, |in |what |setting |is |Tier |1 |instruction |typically |delivered? |- |CORRECT |
ANSWER✔✔-the |regular |classroom
The |impact |of |high-stakes |testing |extends |beyond |education, |influencing: |- |CORRECT |
ANSWER✔✔-all |of |the |above
Under |NCLB, |"adequate |yearly |progress" |for |a |school |is |measured |by |the |success |of |which |
group? |- |CORRECT |ANSWER✔✔-100% |of |the |students |in |the |school
Which |of |the |following |statement |is |true |about |the |NCLB |and |state |high-stakes |testing |
programs? |- |CORRECT |ANSWER✔✔-NOT |Academic |proficiency |criteria |for |states |are |set |under |
NCLB
