TEPC 5300 PLANNING FOR INSTRUCTION AND ASSESSMENT EXAM FULY SOLVED & UPDATED

Assessment administered with standard directions to many schools, groups, and individuals - answer-Standardized Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Assessment designed to measure mastery of specific criteria - answer-Criterion-referenced Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format an average standard level of performance derived from a group - answer-Norm-referenced Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Assessment requiring students to select the answer - answer-Structured response Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Open-ended assessment (ex. Essay) requiring students to develop their own answers - answer-Constructed response Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Assessment prior to or during instruction used to diagnose and to shape instruction - answer-Formative Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Assessment following instruction to judge performance - answer-Summative Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format - answer-Performance Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format - answer-Rubric Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Evaluation of students' answer choices to individual test questions - answer-Item analysis Open-ended assessment (ex. Essay) requiring students to develop their own answers Assessment following instruction to judge performance Evaluation tool charting criteria and levels of performance Evaluation tool resulting in a numerical score Assessment comparing performance to an average standard level of performance derived from a group Assessment administered with standard directions to many schools, groups, and individuals Assessment designed to measure mastery of specific criteria Evaluation of students' answer choices to individual test questions Assessment requiring students to select the answer Assessment prior to or during instruction used to diagnose and to shape instruction Assessment requiring students to demonstrate ability to apply significant concepts and skills in an authentic format Informal teacher observation - answer-Students working on a group activity will benefit most from which of the following methods of assessment: Period pop quiz Informal teacher observation Ungraded worksheets Multiple choice tests Schools and teachers are responsible for assuring that all students from all backgrounds demonstrate learning through test performance - answer-In the current assessment and accountability context, which of the following is the most significant concept for teachers' ethical and professional responsibility? Assessment measures are developed externally and required by legislation to provide data on school effectiveness Schools and teachers are evaluated and sanctioned based on student performance on required assessments Schools and teachers are responsible for assuring that all students from all backgrounds demonstrate learning through test performance Externally developed assessment measures shape local curriculum and classroom instruction because they undergo extensive field testing and evaluation Which assessment measures will result in a range similar to a bell curve with only a few high scores? - answer-Important assessment purposes are identified through the answers to all of the following questions EXCEPT How can performance feedback be provided to parents, community, and decision-makers? Which assessment measures will result in a range similar to a bell curve with only a few high scores? Which objectives are being achieved and how can instruction be shaped to assure successful performance by all students? How are students performing in comparison to other students, student groups, and to past performance? Teachers return tests to students with analysis of common errors and re-teaching of non-mastered skills - answer-Which of the following is the best fair assessment practice? Teachers keep test format and objectives secret until the day of the test Teachers reproduce a test prepared by a textbook publisher the morning of the test Teachers administer a chapter test on a scheduled day before finishing discussion of the chapter because the grade is needed for six weeks-reports Teachers return tests to students with analysis of common errors and re-teaching of non-mastered skills Restricting student placement to lower-track classes for long-term remediation - answer-Despite limitations of standardized tests, appropriate uses include all of the following EXCEPT Restricting student placement to lower-track classes for long-term remediation Communicating school test performance to the public Using data to adjust curriculum sequence Using data to plan instruction for individuals and groups Measuring students' mastery at the end of instruction - answer-Formative assessment offers all of the following advantages EXCEPT Diagnosing students' prerequisite skills for planning Reducing students' anxiety over final assessment Pacing instruction to assure students' mastery Measuring students' mastery at the end of instruction Construction - answer-Criteria for aligning instruction with assessment include all of the following EXCEPT Content Construction Context Cognitive level Structured response - answer-Multiple choice questions are an example of which assessment type? Structured response Constructed response Performance assessment Summative assessment Students reading stories they have written to a younger audience? - answer-Which of the following is the best example of a performance assessment? Students reading stories they have written to a younger audience? Teachers using a checklist to evaluate students' compliance with lab procedures? Students keeping a notebook of assignments over a specified period of time? Students writing a paragraph to answer an essay question on a test? They help students and teachers define quality or performance expectations - answer-Which of the following is the best reason for using a rubric? They help teachers defend grades or scores given on qualitative assessments They can be used again for any other qualitative assessment They help students and teachers define quality or performance expectations They can be used to determine grades on assignments Questions and skills requiring re-teaching - answer-What kind of information can an item analysis provide? Performance on student groups Individual progress over time Questions and skills requiring re-teaching Grade equivalent scores for students and groups Disaggregate data by student group - answer-Group analysis requires teachers to Make generalizations about group performance Disaggregate data by student group Aggregate data for the group as a whole Analyze each test item for error frequency How can I re-teach this unit's content in a way that increases student understanding? - answer-Midway through a unit, a teacher gives his students a quiz that includes multiple-choice and short-answer questions. After grading the students' quizzes, the teacher is concerned about the students' poor performance. After reviewing the quiz, the teacher finds that the questions are clear and that the content has been taught. In reflecting on this situation, the teacher will benefit most by considering which of the following questions? Would a less formal assessment give me more accurate information on what my students learned in this unit? How can I re-teach this unit's content in a way that increases student understanding? How can I distinguish highly challenging content in this unit from content that is less challenging? What can I do to communicate more effectively to my students the significance of this unit's content? Plan instruction that effectively addresses this group of students' particular strengths and needs - answer-Before the beginning of the school year, a fourth-grade teacher obtains assessment results from the previous year for students who will be in his class. The teacher can most appropriately use this assessment information to: Determine how best to group these students for various types of learning activities Plan instruction that effectively addresses this group of students' particular strengths and needs Assess the need for teacher aides to assist in classroom instruction Select the methods of assessment on which the students perform most successfully to use in this new class Address previously defined learning goals and that they are closely aligned with what students have been taught - answer-When teachers create unit tests, it is most important to ensure that the tests Address previously defined learning goals and that they are closely aligned with what students have been taught Include questions that are written at various levels of difficulty and in a range of assessment formats Offer students opportunities to respond to both fact-based and opinion-based questions Are designed in a way that will yield a substantial range of variation in student scores Using various assessments, including written, oral, and performance measures, to allow students multiple opportunities to show what they have learned - answer-When assessing English Language Learners in their classes, teachers can best ensure accurate assessment of student learning by Using various assessments, including written, oral, and performance measures, to allow students multiple opportunities to show what they have learned Permitting the students to determine on their own when they are ready to be assessed in particular areas of instruction Assessing the students frequently (e.g., on a weekly basis) so that intervals between tests are short and the amount of material assessed at any one time is minimized Placing equal emphasis on the teacher's assessment of students and students' assessment of their own learning