Assessment and Feedback

1. A campus administrator observes Mr. Jennuson's class and gives him feedback in the form of a checki "Needs Improvement" is checked off next to "Responds consistently to off-task student behaviors "Mr. Jennison's best response to the feedback would be to

• A. record a lesson to identify various student behaviors.

• B. create a seating arrangement chart for the students,

• C. review the classroom expectations with the students

• D. design a system to monitor interactions with students

2. A few months into the school year, a first-grade teacher is reviewing a new student's scores on a standardized assessment. The teacher, who would like to use the scores to help guide instructional planning for the student, should be aware of which of the following?

• A. Young children's performance on standardized assessments tends to be better than their performance on informal classroom assessments that cover similar knowledge and skills.

• B. Standardized assessments for young children often lack validity and fail to measure what they claim to measure, so results should be used with caution.

• C. Young children's lack of familiarity with test taking may yield standardized assessment scores that are not an accurate reflection of children's true abilities.

• D. Standardized assessments for young children tend to be more useful for planning instruction for groups of children than for planning instruction for any one child.

3. Which of the following student activities is the most authentic assessment of students knowledge after a unit on chemical reactions?

• A. Designing an experiment that could create a chemical reaction

• B. Responding to a multiple-choice assessment requiring students to identify chemical reactions

• C. Matching chemical symbols to relative chemical reactants and their products

• D. Identifying mathematical statements that represent specific chemical reactions

4. A biology teacher plans to use various assessment methods, including a written test, to evaluate student learning at the end of a unit. In creating the written test, it is most important for the teacher to ensure that

• A. The test questions reflect a broad range of difficulty levels from very easy to very difficult.

• B. Each test question clearly relates to one or more important concepts addressed in the unit.

• C. The test questions include both multiple-choice and open-ended formats.

• D. Each test question focuses on instructional content that cannot be assessed by any other method.

5. At the end of a unit, a teacher wants to quickly assess students' understanding to guide decisions for future instruction. The assessment method that will best meet the teacher's needs is a

• A. technology-based survey of students' activity preferences.

• B. multiple-choice test administered on the computer.

• C. performance-based portfolio exhibiting student work.

• D. project-based activity that covers the entire unit.

6. Before students begin their independent writing assignments, a teacher wants to share the rubric that will be used to score their essays. To best ensure that students understand the expectations specified in the rubric, the teacher should have the students

• A. modify the rubric to reflect their individual strengths and weaknesses.

• B. assess an example essay using the rubric and discuss as a class.

• C. modify the rubric to reflect their understanding and analysis of effective writing.

• D. assess a peer's essay using the rubric and discuss with the peer.

7. A high school teacher is introducing a class project. To best communicate expectations  for the project, the teacher should first

• A. present exemplary models of completed projects.

• B. have students generate questions about the project.

• C. supply a graphic organizer to help students organize their project tasks

• D. provide students with appropriate feedback about their projects.

8. A teacher in an early elementary classroom can best ensure an accurate understanding of all students’ knowledge and skills by using which of the following guidelines for assessment?

• A. Establish a regular (e.g. weekly) schedule of assessment for each subject area

• B. Work with each student to develop individualized criteria for evaluating knowledge and skills

• C. Seek input from parents/guardians in analyzing and evaluating student work products and assessments

• D. Give students opportunities to demonstrate in a variety of ways what they know and can do

9. During a unit on weather, students will gather data on temperature, humidity, barometric pressure, etc. They will enter the data into a computer program that can present the information in various graphic formats. The major benefit of using a computer program with this capacity is that it.

• A. Helps confirm that students are consistently following established data collection procedures

• B. Promotes new insights and syntheses of information on the part of students

• C. Enables students to determine the accuracy of their data by comparing different representations of it

• D. Facilitates students’ creation of professional looking, visually interesting final reports

10. A teacher designs a unit that is divided into three sections of equal length and importance. Which of the following designs for an end-of-unit test would result in a test with the greatest validity?

• A. A test with one long essay questions that requires students to synthesize content from all three section of the unit

• B. A 30-item multiple-choice test with a random distribution of questions across the three sections of the unit

• C. A test with one short essay question on each of the three sections of the unit

• D. A test with multiple formats that covers content from all three sections of the unit