TEST BANK FOR ASSESSING STUDENTS WITH SPECIAL NEEDS, 5TH EDITION, JOHN J. VENN

TEST BANK FOR ASSESSING STUDENTS WITH SPECIAL NEEDS, 5TH EDITION, JOHN J. VENN ii Table of Contents Chapter One ........................................................................................................................ 1 Chapter Two....................................................................... Error! Bookmark not defined. Chapter Three.................................................................................................................... 13 Chapter Four ..................................................................................................................... 20 Chapter Five ...................................................................................................................... 27 Chapter Six........................................................................................................................ 33 Chapter Seven ................................................................................................................... 41 Chapter Eight .................................................................................................................... 47 Chapter Nine ..................................................................................................................... 53 Chapter Ten ....................................................................................................................... 59 Chapter Eleven .................................................................................................................. 66 Chapter Twelve ................................................................................................................. 72 Chapter Thirteen ............................................................................................................... 79 Chapter Fourteen ............................................................................................................... 85 Chapter Fifteen.................................................................................................................. 91 Answer Key………………………………………………………………………………106 Selected Forms and Charts................................................................................................ 97 Figure 5-2 Assessment Instrument Review Guide........................................................ 98 Figure 5-3 Assessment Proficiency Checklist ............................................................ 100 Figure 10-1 Task Analysis Data Collection Form and Graph .................................... 101 Figure 12-1 Diagnostic Checklist of Oral Reading ..................................................... 102 Figure 12-2 Diagnostic Checklist of Silent Reading .................................................. 103 iii Figure 13-1 Error Analysis Chart ............................................................................... 104 Figure 14-6 Written Language Profile ........................................................................ 105 Chapter One Defining and Describing the Assessment of Students with Special Needs The first chapter introduces the key terms, concepts, and processes of assessment necessary for understanding the often complex testing and measuring topics associated with the appraisal of students with special needs. The chapter begins with a review and analysis of key terms. This is followed by a historical review that traces the development of testing students with disabilities. The review highlights the contributions of professionals from various disciplines in the evolution of assessment. Finally, the chapter describes legal mandates associated with testing students with disabilities and the professional standards that guide the assessment process. iv Multiple Choice Questions Directions: Read each question carefully and then select the response that is the best answer. Each question contains only one best answer. _____ 1. Which term refers to the process of making educational decisions? A. assessment B. measurement C. testing _____ 2. Which assessment term is the broadest? A. assessment B. measurement C. testing _____ 3. Which assessment term is the most specific? A. assessment B. measurement C. testing _____ 4. Which term refers to the type of assessment usually given once in a standard manner? A. assessment B. measurement C. testing _____ 5. The process of assessing students with special needs reflects the influence of A. a number of disciplines and points of view B. a single unifying point of view C. legal considerations more than other factors D. psychology more than other disciplines _____ 6. Who developed the first intelligence test? A. Binet 2 B. Kauffman C. Sequin D. Wechsler _____ 7. Which assessment approach did B. F. Skinner originally develop? A. direct observation of behavior B. individual diagnosis and prescription C. testing large groups D. the developmental approach _____ 8. What assessment approach did Gessell and Armatruda develop? A. curriculum-based measurement B. individual achievement testing C. the behavioral approach D. the developmental approach _____ 9. What is the name of the first widely used group achievement test? A. Army Alpha B. Iowa Test of Basic Skills C. Stanford Achievement Test _____ 10. Which test, first published in 1949, has become the foremost intelligence test? A. Army Alpha B. Stanford-Binet Intelligence Scale C. Wechsler Intelligence Scale for Children _____ 11. What is the age range of most developmental scales? A. birth to four years B. birth to six years C. birth to eight years D. birth to ten years _____ 12. Who was the medical doctor who played a major role in developing the assessment concept of individual diagnosis and prescription? A. B. F. Skinner B. Edouard O. Seguin C. Jane Mercer 3 D. Lloyd Dunn _____ 13. What longstanding critical issue did the System of Multipluralistic Assessment (SOMPA) address? A. assessment in inclusive settings B. bias in testing C. privacy of test results _____ 14. What type of assessment is especially appealing to teachers because it directly links evaluation with instruction? A. assessment in inclusive settings B. curriculum-based assessment C. individual achievement testing D. nonbiased testing _____ 15. Which ethical consideration requires test givers to follow procedures for giving instructions, setting time limits, and presenting items? A. permission before testing B. privacy of test results C. standardized test administration