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EDUC 8: ASSESSMENT OF STUDENT LEARNING

Total questions: 60

Worksheet time: 34mins

Name
Class
Date
1.
To be formative, assessment must include
a)
a written product
b)
norm-referenced criteria
c)
a recipe for future action
d)
a graphic organizer
2.
Frequent feedback is always formative.
a)
False
b)
True
3.
What is required for an assessment to be considered a formative assessment?
a)
A.  Data is reported
b)
B.  Data is used to influence instruction
c)
C.  Data changes curriculum mapping
d)
D.    A & C
4.
Of the following statements, identify which of these are TRUE of formative assessment.
a)
A.  They must always be graded
b)
B.   They provide valuable feedback for students
c)
C.   They provide valuable feedback for teachers
d)
D.     B & C
5.

Which of the following is NOT a typical example of formative assessment?

a)

K-W-L Chart

b)

Student Response Cards

c)

Thumbs Up/Thumbs Down

d)

Unit Test

6.

Formative assessment is assessment

a)

given prior to instruction

b)

used during instruction

c)

used for standards based grading

d)

given at the end of a unit

7.
Why is formative assessment important? 
a)
It is used to guide instruction
b)
Adds a grade to the gradebook
c)
Tells teachers who their advanced learners are
d)
Shows administration evidence of teacher planning
8.
Teachers should use the same formative assessments every time.
a)
True
b)
False
9.
Why should I use formative assessment?
a)
to make decisions about current instruction
b)
to check for understanding of student learning
c)
to make decisions about future instruction
d)
all of the above
10.
This type of assessment identifies the learners' needs?
a)
Initial 
b)
Formative
c)
Summative
11.
This type of assessment tracks learners' progress?
a)
Initial 
b)
Formative
c)
Summative
12.
This type of assessment is a continuous process of review, conducted throughout the programme?
a)
Initial 
b)
Formative
c)
Summative
13.
This type of assessment finds out the previous knowledge and competence of learners?
a)
Initial 
b)
Formative
c)
Summative
14.
This type of assessment measures the level of attainment by a learner against set criteria?
a)
Initial 
b)
Formative
c)
Summative
15.
This type of assessment is designed to provide learners with feedback on progress and inform development?
a)
Initial 
b)
Formative
c)
Summative
16.
This type of assessment can be used to identify where extra support is needed?
a)
Initial 
b)
Formative
c)
Summative
17.
Examples of formative assessment methods are using questions, quizzes and discussions. This is known as Assessment for Learning (AfL). 
a)
True
b)
False
18.
Which of these is DOES not promote higher level thinking skills?
a)
develop logical arguments
b)
citing evidence
c)
critique
d)
define hard words
19.
Students’ assessment of each other’s learning. 
a)
course evaluation 
b)
peer evaluation
c)
validity
d)
rubric
20.
A characteristic of assessments that actually measures the learning objectives. 
a)
course evaluation 
b)
peer evaluation
c)
validity
d)
rubric
21.
A scoring tool that lists the criteria for judging a particular type of work.
a)
course evaluation 
b)
peer evaluation
c)
validity
d)
rubric
22.
A collection of a student’s work selected to show growth over time, highlight skills and achievements, or to show how well the student meets standards. 
a)
student portfolio 
b)
peer evaluation
c)
 checklist
d)
rubric
23.
A collection of a student’s work selected to show growth over time, highlight skills and achievements, or to show how well the student meets standards. 
a)
student portfolio 
b)
peer evaluation
c)
 checklist
d)
rubric
24.
A simple list of items to be noted, checked, or remembered when evaluating learning. 
a)
student portfolio 
b)
peer evaluation
c)
 checklist
d)
rubric
25.
A method of assessing learning other than through testing. 
a)
student portfolio 
b)
peer evaluation
c)
alternative assessment 
d)
mentor teachers 
26.
Students’ assessment of their own learning. 
a)
student portfolio 
b)
peer evaluation
c)
self-evaluations 
d)
rubric
27.
Assessment designed to evaluate students’ learning after instruction has taken place. It measures results, whether learning objectives have been met.
a)
student portfolio 
b)
peer evaluation
c)
summative assessment 
d)
rubric
28.
A characteristic of assessments that measures learning consistently and fairly, even with different groups or under different circumstances.
a)
formative assessment 
b)
 scorecard
c)
reliability
d)
random assessment
29.
The purpose of assessment is to _____. 
a)
evaluate and maximize student learning
b)
give grades to students 
c)
make students study the material 
d)
 verify the assessment
30.
Assessment _____. 
a)
occurs at various levels 
b)
happens during the lesson only
c)
happens at the end of a lesson or unit 
d)
make students study the material 
31.
Alternative assessments include all except which of the following? 
a)
Real-life tasks. 
b)
Student demonstrations. 
c)
Written tests and quizzes. 
d)
Portfolios. 
32.
Giving clear directions is a critical skill for teachers because _____. 
a)
directions can affect the success of learning activities 
b)
All answer choices
c)
unclear directions can prevent accurate assessment of learning 
d)
they tell a person how to complete a task 
33.
Rubrics are alternative assessment tools that _____. 
a)
are easy to design and use 
b)
provide a common criteria for assessing student work 
c)
do not include quality judgments 
d)
should be given students only after their work is finished 
34.
Assessments _____. 
a)
should only be done by the teacher 
b)
always need to be linked to grades 
c)
do little to prepare students for the adult world 
d)
can include self-evaluations and peer evaluations 
35.

Providing personalized feedback to student’s _____.

a)

is more effective at improving learning than assigning grades

b)

can occur at the end of the learning cycle

c)

is most effective if not given verbally

d)

is most effective if given verbally

36.
Which of the following is not a feedback statement that would lead to improved student work? 
a)
“You made a very good point.” 
b)
“You can do better work.” 
c)
“Read all the directions carefully.” 
d)
“Check your work before turning it in.” 
37.

Before creating instruction, it’s necessary to know what kind of students you’re creating the instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge the posses before taking the instruction. Based on the data you’ve collected, you can create your instruction.

a)

Formative assessment

b)

Authentic Assessments

c)

Diagnostic Assessment

d)

Summative assessment

e)

Performance Assessment

38.

These assessments are used in the first attempt of developing instruction. The goal is to monitor student learning to provide feedback. It helps identifying the first gaps in your instruction. Based on this feedback you’ll know what to focus on for further expansion for your instruction.

a)

Authentic Assessments

b)

Performance Assessment

c)

Confirmative assessment

d)

Summative assessment

e)

Formative assessment

39.

These assessments are aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes.

a)

Performance Assessment

b)

Criterion-referenced assessment

c)

Authentic Assessments

d)

Summative assessment

e)

Confirmative assessment

40.

An assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills these tasks promote the use of reading, writing, speaking, listening, and creating skills used in a real-world context.

a)

Pre-assessment or diagnostic assessment

b)

Authentic Assessments

c)

Summative Assessment

d)

Formative Assessment

e)

Performance Assessment

41.

Authentic or Not: A teacher assigns a task for students to hypothetically write a letter to their local congress person about a local problem pertaining to recycling.

a)

Authentic Assessment

b)

NOT an Authentic Assessment

42.

Authentic or Not: Students were put into groups and assigned to create a wireframe for app that would help track, record, and reduce the negative impacts of a local invasive specie.

a)

Authentic Assessment

b)

NOT an Authentic Assessment

43.
Formative assessment should influence your lesson plans.
a)
True 
b)
False
44.

Which of the following is NOT a typical example of formative assessment?

a)

K-W-L Chart

b)

Student Response Cards

c)

Thumbs Up/Thumbs Down

d)

Unit Test

45.

One positive result of using formative assessments is:

a)

students will complain to their parents about you

b)

students can set goals for themselves

c)

teachers will not use it because they hate NOT grading papers

d)

teachers will get to go to Hawaii every year

46.
Form of assessments include final test or final grade of classroom/homework
a)
Formative assessment
b)
Summative assessment
47.

What impacts student growth the most?

a)

self assessment

b)

models of class work

c)

feedback with guidance

d)

all of the above

48.

Research says that assessments should contain ...

a)

multiple choice and short answer questions

b)

long answer questions only

c)

short answer questions only

d)

multiple choice answers only

49.

Formative and Summative assessments should include ...

a)

only new topics

b)

a variety of topics taught previously

c)

only current topics being taught

50.

Low stake testing ....

a)

has no impact on learning

b)

should never be used

c)

can help students to better organise their knowledge

d)

is a pedagogical myth

51.

Digital quizzes, such as this one, are ...

a)

just a waste of time

b)

another tool to support learning

c)

just a gimmick

d)

not helpful as they don’t make you think

52.

Low stake assessments must be graded and teachers should keep every digital quiz result

a)

True – Students and their parents want a grade for all work that is completed.

b)

False – these assessments are just a snapshot of student progression and used to edit instruction towards individual learning goals

53.

Why should I use digital quizzes as formative assessment?

a)

to make decisions about current instruction

b)

to check for understanding of student learning

c)

to make decisions about future instruction

d)

all of the above

54.
A test that measures a person's mastery and knowledge of a subject or various subjects is a(n)
a)
Achievement test
b)
Aptitude test
c)
Intelligence test
d)
Personality test
55.
The extent to which a test yields consistent results
a)
Achievement
b)
Aptitude
c)
Reliability
d)
Validity
56.
This type of standardized test compares a person's performance to that of others and is designed to discriminate between high and low achievers (ex: ACT, SAT)
a)
Norm-referenced test
b)
Formative assessment
c)
Criterion-referenced test
d)
Construct-referenced test
57.
If a researcher gives people an intelligence test twice to see if they get the same score each time, the researcher is checking the _________ of the test.
a)
Test-Retest Reliability
b)
Split-Half Reliablity
c)
Predictive Validity
d)
Content Validity
58.
The extent to which a test measures or predicts what it is supposed to
a)
Achievement
b)
Aptitude
c)
Reliability
d)
Validity
59.
If I wanted to test you over everything we've learned so far, but I accidentally left all of the social psych stuff off the test, my test would lack:
a)
Test-retest reliability
b)
Construct validity
c)
Content validity
d)
Split-half reliability
60.
This type of standardized test compares a person's performance to a pre-defined set of standards and is designed to determine if a person has achieved specific skills or mastered certain knowledge (ex: AP exams)
a)
Norm-referenced test
b)
Criterion-referenced test
c)
Aptitude test
d)
Construct-referenced test

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