EDUC 606 Final Exam 2 Questions With
Correct Answers
Recent |history |and |current |trends |all |suggest |that |the |use |of |testing |and |assessment |in |the |
schools |is |likely |to: |- |CORRECT |ANSWER✔✔-Increase
This |type |of |test |does |NOT |expect |all |students |to |complete |all |items: |- |CORRECT |ANSWER✔✔-
Speed
The |major |distinction |between |testing |and |assessment |is |that |assessment |is |a |process |that |is:
|- |CORRECT |ANSWER✔✔-Broader |than |testing
Assessment |that |is |intended |to |inform |day |to |day |instructional |decision-making |in |the |
classroom |is |referred |to |as: |- |CORRECT |ANSWER✔✔-Formative |assessment
Why |is |it |important |to |specify |what |we |want |to |measure |before |we |begin |to |test? |- |CORRECT |
ANSWER✔✔-To |avoid |interpretive |errors
Which |of |the |following |best |describes |the |current |status |of |performance-based |assessment? |It
|is: |- |CORRECT |ANSWER✔✔-a |currently |popular |idea |that |awaits |further |debate |and |
development.
Which |of |the |following |is |NOT |a |factor |that |can |affect |a |test's |usefulness? |- |CORRECT |
ANSWER✔✔-Education |reform
Test |misuse |and |abuse |are |most |likely |to |occur |whenever: |- |CORRECT |ANSWER✔✔-Test |users |
are |unaware |of |the |factors |that |influence |test |scores
, At |the |completion |of |first |grade, |Mary |will |demonstrate |an |increase |between |pre- |and |post-
test |scores |in |reading |comprehension |equivalent |to |one |grade |placement |year. |This |statement |
may |best |be |classified |as |a(n): |- |CORRECT |ANSWER✔✔-Instructional |objective
In |a |criterion-referenced |test, |we |are |interested |in: |- |CORRECT |ANSWER✔✔-Whether |a |pupil |
has |achieved |mastery |of |the |skill.
Which |of |the |following |is |one |of |the |functions |of |a |test |blueprint? |- |CORRECT |ANSWER✔✔-
Helping |the |teacher |develop |a |test |that |reflects |instructional |emphases
The |purpose |of |the |Taxonomy |of |educational |objectives |is |to: |- |CORRECT |ANSWER✔✔-Arrange
|the |goals |of |education |in |the |order |of |their |complexity.
The |following |list |contains |important |criteria |for |evaluating |instructional |objectives |with |one |
exception. |Which |of |the |following |is |NOT |an |essential |standard |for |evaluating |instructional |
objectives? |- |CORRECT |ANSWER✔✔-The |objectives |have |been |developed |in |consultation |with |
students
Mr. |Reacher |wants |to |know |if |his |class |is |achieving |at |an |above |or |below |average |rate. |Which |
type |of |test |will |help |him |to |get |this |information? |- |CORRECT |ANSWER✔✔-Norm-referenced
An |intended |learning |outcome |defined |in |terms |of |specific |observable |behavior |is |
appropriately |call |an |___________ |objective. |- |CORRECT |ANSWER✔✔-Instructional
Which |of |the |following |describes |a |statement |of |condition? |- |CORRECT |ANSWER✔✔-Special |
equipment |that |is |used
For |an |item |to |match |its |objective: |- |CORRECT |ANSWER✔✔-both |the |conditions |and |the |
learning |outcome |must |match.
Correct Answers
Recent |history |and |current |trends |all |suggest |that |the |use |of |testing |and |assessment |in |the |
schools |is |likely |to: |- |CORRECT |ANSWER✔✔-Increase
This |type |of |test |does |NOT |expect |all |students |to |complete |all |items: |- |CORRECT |ANSWER✔✔-
Speed
The |major |distinction |between |testing |and |assessment |is |that |assessment |is |a |process |that |is:
|- |CORRECT |ANSWER✔✔-Broader |than |testing
Assessment |that |is |intended |to |inform |day |to |day |instructional |decision-making |in |the |
classroom |is |referred |to |as: |- |CORRECT |ANSWER✔✔-Formative |assessment
Why |is |it |important |to |specify |what |we |want |to |measure |before |we |begin |to |test? |- |CORRECT |
ANSWER✔✔-To |avoid |interpretive |errors
Which |of |the |following |best |describes |the |current |status |of |performance-based |assessment? |It
|is: |- |CORRECT |ANSWER✔✔-a |currently |popular |idea |that |awaits |further |debate |and |
development.
Which |of |the |following |is |NOT |a |factor |that |can |affect |a |test's |usefulness? |- |CORRECT |
ANSWER✔✔-Education |reform
Test |misuse |and |abuse |are |most |likely |to |occur |whenever: |- |CORRECT |ANSWER✔✔-Test |users |
are |unaware |of |the |factors |that |influence |test |scores
, At |the |completion |of |first |grade, |Mary |will |demonstrate |an |increase |between |pre- |and |post-
test |scores |in |reading |comprehension |equivalent |to |one |grade |placement |year. |This |statement |
may |best |be |classified |as |a(n): |- |CORRECT |ANSWER✔✔-Instructional |objective
In |a |criterion-referenced |test, |we |are |interested |in: |- |CORRECT |ANSWER✔✔-Whether |a |pupil |
has |achieved |mastery |of |the |skill.
Which |of |the |following |is |one |of |the |functions |of |a |test |blueprint? |- |CORRECT |ANSWER✔✔-
Helping |the |teacher |develop |a |test |that |reflects |instructional |emphases
The |purpose |of |the |Taxonomy |of |educational |objectives |is |to: |- |CORRECT |ANSWER✔✔-Arrange
|the |goals |of |education |in |the |order |of |their |complexity.
The |following |list |contains |important |criteria |for |evaluating |instructional |objectives |with |one |
exception. |Which |of |the |following |is |NOT |an |essential |standard |for |evaluating |instructional |
objectives? |- |CORRECT |ANSWER✔✔-The |objectives |have |been |developed |in |consultation |with |
students
Mr. |Reacher |wants |to |know |if |his |class |is |achieving |at |an |above |or |below |average |rate. |Which |
type |of |test |will |help |him |to |get |this |information? |- |CORRECT |ANSWER✔✔-Norm-referenced
An |intended |learning |outcome |defined |in |terms |of |specific |observable |behavior |is |
appropriately |call |an |___________ |objective. |- |CORRECT |ANSWER✔✔-Instructional
Which |of |the |following |describes |a |statement |of |condition? |- |CORRECT |ANSWER✔✔-Special |
equipment |that |is |used
For |an |item |to |match |its |objective: |- |CORRECT |ANSWER✔✔-both |the |conditions |and |the |
learning |outcome |must |match.
