TEST BANK
Assessment of Children and Youth with Special Needs, 5th edition
By Libby G. Cohen, Loraine J. Spenciner
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
1. Understanding Assessment
2. Response to Intervention
3. Assessment Framework
M
4. Involving Families
5. Reliability and Validity
PR
6. Developing Technical Skills
7. Test Interpretation and Report Writing
8. Observing, Interviewing, and Conferencing
9. Behavior
ES
10. Achievement: Overall Performance
11. Reading
12. Written Language
SI
13. Oral Language
14. Mathematics
VE
15. Performance-Based, Authentic, and Portfolio Assessments
16. Intelligence
17. Young Children
18. Youth in Transition
G
R
AD
ES
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Test Bank
CHAPTER 1
M
UNDERSTANDING ASSESSMENT
Multiple Choice Questions
PR
1. Assessment in special education can be used to
A. provide regular feedback to students about their performance.
B. determine a student’s achievement/ability levels.
C. determine if a student needs to be referred for additional assessment.
D. determine if a child has a disability.
E. all of the above.
2. Teachers may assess student progress using
ES
A. written exams.
B. quizzes.
C. portfolios.
D. tests.
E. all of the above.
3. The Individuals with Disabilities Education Improvement Act (IDEiA)
SI
A. provides new emphasis on improving results for students with disabilities.
B. contains information regarding court decisions affecting assessment practices.
C. caps the number of students who can take alternative assessments at 10%.
D. all of the above.
VE
4. A student’s IEP must include a statement of transition service needs beginning at age
A. 8 or younger (if determined appropriate by the IEP team).
B. 11 or younger (if determined appropriate by the IEP team).
C. 16 or younger (if determined appropriate by the IEP team).
D. 21 or younger (if determined appropriate by the IEP team).
E. IDEA does not require this.
G
5. In special education, decisions regarding the programming and provision of with a disability are made by
the IEP team which consists of
A. the parent and special education teacher.
B. the parent, regular education teacher, and special education teacher.
R
C. the parent, regular and special education teachers, and an administrator.
D. the parent, regular and special education teachers, an administrator, andwhen appropriate, the student.
6. Response to Intervention
AD
A. occurs once the child is eligible for special education services.
B. focuses on students at the middle and secondary levels.
C. usually begins with the general education teacher who monitors each student’s progress.
D. all of the above.
7. A child’s IEP should include information about which of the following?
A. individual accommodations that are necessary for the student to participate instate and district-wide
ES
assessments.
B. the child’s I.Q.
C. the child’s present level of functioning.
D. the child’s past performance in the regular classroom.
E. only A and C.
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8. The IEP team
A. shares information gathered through various assessment approaches.
B. determines student needs, if any, for accommodations or modifications to instruction and assessment.
C. plans, develops, monitors, and, evaluates the individualized education program.
M
D. all of the above .
9. The IEP team conducts a re-evaluation not more frequently than once a year and at least once every
A. 5 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
PR
B. 3 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
C. 2 years.
D. a re-evaluation must be conducted every year.
10. An early childhood multidisciplinary team
A. assesses, implements, and evaluates early childhood intervention services.
B. reviews court decisions relative to parents with disabilities.
ES
C. writes individualized child development plans (ICDP).
D. all of the above.
11. Due process
A. is an important component of No Child Left Behind.
B. ensures that any court decision will be fair to all parties.
C. describes procedures to protect the rights of parents and children with disabilities.
SI
D. all of the above.
12. An example of informed consent would be
A. a parent receives a copy of parent rights regarding assessment procedures
B. parents share a videotape of their child.
VE
C. a teacher maintains e-mail contact with the family.
D. all of the above.
13. No Child Left Behind Legislation
A. requires assessment of student achievement in math and reading/language arts in grades 3 through 8 and
at least once during grades 10 through 12.
B. requires assessment of student achievement in science at least once in grades 3 through 5, 6 through 9,
and 10 through 12.
G
C. requires assessment of ALL students, including those with significant disabilities.
D. all of the above.
E. only A and B.
R
14. What are some considerations to keep in mind when assessing students of diverse cultures? (Circle all that
apply.)
A. the child’s command of the English language.
AD
B. differing educational expectations of the school and the culture.
C. litigation related to assessment.
D. sensitivity to and respect for different beliefs and values.
E. awareness of your own biases.
15. Educators must maintain
A. knowledge and skill.
B. expensive attire.
ES
C. confidentiality.
D. only A and C.
E. none of the above.
16. Parents have the right to
lkjhgfds
Assessment of Children and Youth with Special Needs, 5th edition
By Libby G. Cohen, Loraine J. Spenciner
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
1. Understanding Assessment
2. Response to Intervention
3. Assessment Framework
M
4. Involving Families
5. Reliability and Validity
PR
6. Developing Technical Skills
7. Test Interpretation and Report Writing
8. Observing, Interviewing, and Conferencing
9. Behavior
ES
10. Achievement: Overall Performance
11. Reading
12. Written Language
SI
13. Oral Language
14. Mathematics
VE
15. Performance-Based, Authentic, and Portfolio Assessments
16. Intelligence
17. Young Children
18. Youth in Transition
G
R
AD
ES
, kjhgfds
Test Bank
CHAPTER 1
M
UNDERSTANDING ASSESSMENT
Multiple Choice Questions
PR
1. Assessment in special education can be used to
A. provide regular feedback to students about their performance.
B. determine a student’s achievement/ability levels.
C. determine if a student needs to be referred for additional assessment.
D. determine if a child has a disability.
E. all of the above.
2. Teachers may assess student progress using
ES
A. written exams.
B. quizzes.
C. portfolios.
D. tests.
E. all of the above.
3. The Individuals with Disabilities Education Improvement Act (IDEiA)
SI
A. provides new emphasis on improving results for students with disabilities.
B. contains information regarding court decisions affecting assessment practices.
C. caps the number of students who can take alternative assessments at 10%.
D. all of the above.
VE
4. A student’s IEP must include a statement of transition service needs beginning at age
A. 8 or younger (if determined appropriate by the IEP team).
B. 11 or younger (if determined appropriate by the IEP team).
C. 16 or younger (if determined appropriate by the IEP team).
D. 21 or younger (if determined appropriate by the IEP team).
E. IDEA does not require this.
G
5. In special education, decisions regarding the programming and provision of with a disability are made by
the IEP team which consists of
A. the parent and special education teacher.
B. the parent, regular education teacher, and special education teacher.
R
C. the parent, regular and special education teachers, and an administrator.
D. the parent, regular and special education teachers, an administrator, andwhen appropriate, the student.
6. Response to Intervention
AD
A. occurs once the child is eligible for special education services.
B. focuses on students at the middle and secondary levels.
C. usually begins with the general education teacher who monitors each student’s progress.
D. all of the above.
7. A child’s IEP should include information about which of the following?
A. individual accommodations that are necessary for the student to participate instate and district-wide
ES
assessments.
B. the child’s I.Q.
C. the child’s present level of functioning.
D. the child’s past performance in the regular classroom.
E. only A and C.
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8. The IEP team
A. shares information gathered through various assessment approaches.
B. determines student needs, if any, for accommodations or modifications to instruction and assessment.
C. plans, develops, monitors, and, evaluates the individualized education program.
M
D. all of the above .
9. The IEP team conducts a re-evaluation not more frequently than once a year and at least once every
A. 5 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
PR
B. 3 years unless the parent and school personnel agree that a re-evaluation is unnecessary.
C. 2 years.
D. a re-evaluation must be conducted every year.
10. An early childhood multidisciplinary team
A. assesses, implements, and evaluates early childhood intervention services.
B. reviews court decisions relative to parents with disabilities.
ES
C. writes individualized child development plans (ICDP).
D. all of the above.
11. Due process
A. is an important component of No Child Left Behind.
B. ensures that any court decision will be fair to all parties.
C. describes procedures to protect the rights of parents and children with disabilities.
SI
D. all of the above.
12. An example of informed consent would be
A. a parent receives a copy of parent rights regarding assessment procedures
B. parents share a videotape of their child.
VE
C. a teacher maintains e-mail contact with the family.
D. all of the above.
13. No Child Left Behind Legislation
A. requires assessment of student achievement in math and reading/language arts in grades 3 through 8 and
at least once during grades 10 through 12.
B. requires assessment of student achievement in science at least once in grades 3 through 5, 6 through 9,
and 10 through 12.
G
C. requires assessment of ALL students, including those with significant disabilities.
D. all of the above.
E. only A and B.
R
14. What are some considerations to keep in mind when assessing students of diverse cultures? (Circle all that
apply.)
A. the child’s command of the English language.
AD
B. differing educational expectations of the school and the culture.
C. litigation related to assessment.
D. sensitivity to and respect for different beliefs and values.
E. awareness of your own biases.
15. Educators must maintain
A. knowledge and skill.
B. expensive attire.
ES
C. confidentiality.
D. only A and C.
E. none of the above.
16. Parents have the right to
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