Classroom Assessment Final Exam

Which of the following is not an element typically embodied in performance tests?

• Multiple evaluative criteria

• A direct link to a preexisting content standard

• Judgmental appraisal of students' responses

• Prespecified evaluative criteria for judging students' responses

Which of the following rules is not one that is recommended when creating a scoring rubric that will have a positive impact on classroom instruction?

• Make certain the skill to be assessed is truly significant.

• Employ as many evaluative criteria as possible to judge major aspects of students' responses.

• Provide a terse label for each of the rubric's evaluative criteria.

• Be sure that all of the rubric's evaluative criteria can be addressed instructionally by teachers.

Which of the following is not one of the five rules for rubrics outlined in Chapter​ 8?

• Make certain that all the​ rubric's evaluative criteria can be addressed instructionally

• Employ as many evaluative criteria as possible

• Provide a succinct label for each evaluative criteria

• Make sure the skill to be assessed is significant

Given your reading in this​ chapter, which would you suggest are more effectively measured by​ performance-based assessments?

• Understanding of concepts

• The ability to recognize faulty procedures

• Distinguishing between accurate and inaccurate information

• The ability to formulate problems

Which represents an accurate description of a performance​ assessment?

• An approach to measuring a​ student's status based solely on accuracy of response.

• An approach to measuring a​ student's status through their performance on predominately​ binary-choice items.

• An approach to measuring a​ student's status based on the way the student completes a specified task.

• An approach to measuring a​ student's status based on a combination of binary and​ multiple-choice items.

Which of the following is an instructionally beneficial rubric?

• A task-specific rubric

• A hypergeneral rubric

• A skill-focused rubric

• None of the above

Which of the following is not a common flaw when scoring performance​ assessments?

• Teachers' personal-bias errors

• Lack of scorer familiarity with the totality of the content being assessed

• Scoring-instrument flaws

• Procedural flaws

Analytic scoring is better than holistic scoring when an educator is trying to​ _________.

• provide diagnostic feedback to students

• remove sources of unreliability

• increase the efficiency of scoring

• increase overall validity

An advantage of​ performance-based assessments over achievement tests is that they can be used to evaluate​ _________.

• the reading skills of students

• the level of a​ student's knowledge

• both the process and product of a task

• the attitudes of students

A rubric is a scoring guide to be employed in judging students' responses to constructed-response assessments such as a performance test. Which one of the following elements is the least necessary feature of a properly constructed rubric?

• An identification of the evaluative criteria to be used in appraising a student's response

• An indication of whether a holistic or analytic scoring approach is to be used

• Descriptions of different quality levels associated with each evaluative criterion

• A designation of a performance standard required for skill-mastery