EDUC 606 Final Exam Questions With Correct
Answers
increase |- |CORRECT |ANSWER✔✔-Recent |history |and |current |trends |all |suggest |that |the |use |of
|testing |and |assessment |in |the |schools |is |likely |to
Test |misuse |and |abuse |are |most |likely |to |occur |whenever |- |CORRECT |ANSWER✔✔-test |users |
are |unaware |of |the |factors |that |influence |test |scores
Standardized |- |CORRECT |ANSWER✔✔-This |type |of |test |has |uniform |administration |and |scoring
|procedures
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 |major |distinction |between |testing |and |assessment |is |that |assessment |is |a |process |that |is |-
|CORRECT |ANSWER✔✔-broader |than |testing
How |we |measure |in |the |classroom |should |be |determined |by |- |CORRECT |ANSWER✔✔-what |it |
is |that |we |want |to |measure
Speed |- |CORRECT |ANSWER✔✔-This |type |of |test |does |NOT |expect |all |students |to |complete |all |
items
Diagnostic |- |CORRECT |ANSWER✔✔-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
Non-verbal |- |CORRECT |ANSWER✔✔-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
a |currently |popular |idea |that |awaits |further |debate |and |development |- |CORRECT |
ANSWER✔✔-Which |of |the |following |best |describes |the |current |status |of |performance-based |
assessment? |It |is
Why |is |it |important |to |specify |what |we |want |to |measure |before |we |begin |to |test |- |CORRECT |
ANSWER✔✔-To |avoid |interpretive |errors
The |main |purpose |of |testing |in |education |is |to |- |CORRECT |ANSWER✔✔-provide |objective |
achievement |data
According |to |the |text, |which |statement |about |high-stakes |testing |(HST) |is |true? |- |CORRECT |
ANSWER✔✔-All |of |the |above
In |a |three |tier |RTI |model, |in |what |setting |is |Tier |1 |instruction |typically |delivered |- |CORRECT |
ANSWER✔✔-The |regular |classroom
What |does |RTI |stand |for? |- |CORRECT |ANSWER✔✔-Response |to |intervention
Universal |screening |is |intended |to |- |CORRECT |ANSWER✔✔-assess |all |students |to |identify |
those |at |educational |risk
Progress |monitoring |involves |the |use |of |- |CORRECT |ANSWER✔✔-frequent, |brief |assessments |
to |monitor |student |responsiveness |to |instruction
Answers
increase |- |CORRECT |ANSWER✔✔-Recent |history |and |current |trends |all |suggest |that |the |use |of
|testing |and |assessment |in |the |schools |is |likely |to
Test |misuse |and |abuse |are |most |likely |to |occur |whenever |- |CORRECT |ANSWER✔✔-test |users |
are |unaware |of |the |factors |that |influence |test |scores
Standardized |- |CORRECT |ANSWER✔✔-This |type |of |test |has |uniform |administration |and |scoring
|procedures
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 |major |distinction |between |testing |and |assessment |is |that |assessment |is |a |process |that |is |-
|CORRECT |ANSWER✔✔-broader |than |testing
How |we |measure |in |the |classroom |should |be |determined |by |- |CORRECT |ANSWER✔✔-what |it |
is |that |we |want |to |measure
Speed |- |CORRECT |ANSWER✔✔-This |type |of |test |does |NOT |expect |all |students |to |complete |all |
items
Diagnostic |- |CORRECT |ANSWER✔✔-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
Non-verbal |- |CORRECT |ANSWER✔✔-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
a |currently |popular |idea |that |awaits |further |debate |and |development |- |CORRECT |
ANSWER✔✔-Which |of |the |following |best |describes |the |current |status |of |performance-based |
assessment? |It |is
Why |is |it |important |to |specify |what |we |want |to |measure |before |we |begin |to |test |- |CORRECT |
ANSWER✔✔-To |avoid |interpretive |errors
The |main |purpose |of |testing |in |education |is |to |- |CORRECT |ANSWER✔✔-provide |objective |
achievement |data
According |to |the |text, |which |statement |about |high-stakes |testing |(HST) |is |true? |- |CORRECT |
ANSWER✔✔-All |of |the |above
In |a |three |tier |RTI |model, |in |what |setting |is |Tier |1 |instruction |typically |delivered |- |CORRECT |
ANSWER✔✔-The |regular |classroom
What |does |RTI |stand |for? |- |CORRECT |ANSWER✔✔-Response |to |intervention
Universal |screening |is |intended |to |- |CORRECT |ANSWER✔✔-assess |all |students |to |identify |
those |at |educational |risk
Progress |monitoring |involves |the |use |of |- |CORRECT |ANSWER✔✔-frequent, |brief |assessments |
to |monitor |student |responsiveness |to |instruction
