WorksheetsInstructor Chapter 12 Quiz Game
Total questions: 40
Worksheet time: 20mins
Name
Class
Date
1.
The purpose of grading is to measure the knowledge, skill and:
a)
a. incapacity of the learner.
b)
b. integrity of the learner.
c)
c. ineptitude of the learner.
d)
d. confidence of the learner.
2.
Performance skills are to be graded by
a)
a. a consistent set of criteria developed by the institution or accrediting agency.
b)
b. each educator using his or her own set of grading criteria.
c)
c. each educator using different grading criteria fbr each skill being evaluated.
d)
d. some educators using pass/fail grading systems while others use a numeric grading system
3.
What the student is expected to know, feel, or be able to explain or do is what the educator will be grading and is referred to as the:
a)
a. spatial structure.
b)
b. educational objectives.
c)
c. defining terms.
d)
d. transition
4.
Practical skills are evaluated according to text procedures, standards established by the state licensing agency, and those
a)
a. established skill requirements given verbally by the educator.
b)
b. established skill requirements on the chalkboard.
c)
c. established skills performed by the learner with no set criteria.
d)
d. established skill requirements in the skills performance criteria.
5.
The three main categories assessed and graded in cosmetology school and related career fields are
a)
a. theoretical knowledge, practical skills development, and attitude and professionalism.
b)
b. theoretical knowledge, practical skills development, and good grooming and poise.
c)
c. theoretical knowledge, practical skills development, and responsibility and creativity.
d)
d. theoretical knowledge, practical skills development, and confidence and productivity.
6.
When evaluating practical assignments, students must be graded:
a)
a. excellent or better to be counted toward course completion.
b)
b. good or better to be counted toward course completion.
c)
c. satisfactory or better to be counted toward course completion.
d)
d. unsatisfactoiy or better to be counted toward course completion.
7.
Students must maintain a written test score of 75 percent, which is evaluated:
a)
a. after each paragraph.
b)
b. after each unit of study.
c)
c. when 10 vocabulary words are memorized.
d)
d. each month.
8.
Theoretical knowledge is usually assessed through which of the following testing categories?
a)
a. rubric
b)
b. multiple choice
c)
c. Likert scale
d)
d. checklists
9.
Practical skills and attitudes are assessed using performance evaluation methods such as:
a)
a. true/false questions.
b)
b. matching exercises.
c)
c. essay questioning.
d)
d. the Likert scale.
10.
When the educator observes and assesses learner behavior or performance of a skill and documents observations, this is
a)
a. a student-centered activity.
b)
b. a teacher-centered activity.
c)
c. content centered.
d)
d. process centered.
11.
The type of evaluation that determines what the student knows after being taught certain material or skills is known as
a)
a. educational evaluation.
b)
b. functional evaluation.
c)
c. outcome evaluation.
d)
d. sunimative evaluation.
12.
The process of assigning grades at established checkpoints or upon completion of the first phase of study is referred to as:
a)
a. educational evaluation.
b)
b. functional evaluation.
c)
c. outcome evaluation.
d)
d. sumniative evaluation.
13.
When grading, of importance to the educator and the learner is:
a)
a. consistency.
b)
b. prejudice.
c)
c. favoritism.
d)
d. irregularity.
14.
When an educator ignores the predetermined performance criteria established for grading and automatically gives all students a lower grade based on a mood, either good or bad, this is:
a)
a. grading in absentia.
b)
b. grading by spite.
c)
c. grading by pet peeve.
d)
d. grading by disposition.
15.
When the educator unconsciously gives learners a higher score, especially on essay questions, this is referred to as
a)
a. grading in absentia.
b)
b. grading by assumption.
c)
c. grading by pet peeve.
d)
d. grading by improvement.
16.
The critical qualities and characteristics necessary of a master educator in the process of evaluation are:
a)
a. intelligence and honesty.
b)
b. fairness and consistency.
c)
c. fairness and honesty.
d)
d. consistency and responsibility.
17.
When educators must agree on the content that will be covered by the lest, it is referred to as the:
a)
a. pretest.
b)
b. draft test.
c)
c. test plan.
d)
d. test outline
18.
The ultimate goal in testing is to:
a)
a. design a power test with an objective format.
b)
b. design a power test with a subjective format.
c)
c. design a power test with a cumulative format.
d)
d. design a power test with a summative format
19.
One especially damaging disadvantage of the true/false test is:
a)
a. students may place into long-term memory the incorrect information.
b)
b. students can respond to the test in a short period of time.
c)
c. the educator can write a test that covers a large number of statements.
d)
d. educators can write the test in a short period of time.
20.
The items used for matching tests should:
a)
a. not exceed the problems.
b)
b. be more that 15 items.
c)
c. be common to each other.
d)
d. be on odd pages.
21.
A disadvantage of essay-type questions is that the educator's impressions of the learner's ability may affect his or her judgment; this may result in:
a)
a. grading by spite.
b)
b. grading by assumption.
c)
c. grading in absentia.
d)
d. grading with warm fiizzies.
22.
To eliminate some of the subjectivity in scoring essay test questions, educators should:
a)
a. get outside assistance.
b)
b. score essay questions using a symbol known only to the student.
c)
c. have students grade their own papers.
d)
d. score essay questions without knowledge of the student's identity.
23.
A disadvantage of fill-in-the-blank or completion questions is:
a)
a. the stem of the question or statement may give hints about the correct answer in order to ensure that multiple responses are not possible.
b)
b. there can only be one answer when constructed correctly.
c)
c. the questions are used to measure the students, recall of learning.
d)
d. the stem of the question or statement may not give hints about the correct answer in order to ensure that multiple responses are not possible.
24.
In multiple-choice questions the incorrect answer choices are referred to as:
a)
a. agitators or distracters.
b)
b. foils or agitators.
c)
c. distracters or fbils.
d)
d. distracters or spoilers
25.
Multiple-choice testing increases agreement among educators as to the correct answer; therefore, such tests are
a)
a. subjective.
b)
b. objective.
c)
c. reflective.
d)
d. none of the above
26.
When writing a multiple-choice test question, the master educator will be sure to:
a)
a. ensure the stem of the question is the largest portion of the question.
b)
b. make the incorrect answers humorous and ridiculous.
c)
c. use mostly negative remarks in the stem of the question.
d)
d. use the terms always or never whenever possible in the answers.
27.
The master educator will be responsible for the evaluation of students in their practical skills; this is accomplished by:
a)
a. performance evaluation.
b)
b. paper-and-pencil testing.
c)
c. pictures.
d)
d. client recommendation.
28.
A five-point rating scale ranging from "strongly agree" to "strongly disagree” or from "poor" to "excellent" is known as a:
a)
a. performance checklist.
b)
b. rubric.
c)
c. Likert scale.
d)
d. rating scale.
29.
The evaluation scale that can be used to compare a student's performance or behavior with that of other students is referred to as a:
a)
a. performance scale.
b)
b. rubric.
c)
c. Likert scale.
d)
d. rating scale.
30.
The evaluation scale that is more factual and objective and uses performance criteria, which removes the opinion of the educator from the rating, is the:
a)
a. performance checklist.
b)
b. rubric.
c)
c. Likert scale.
d)
d. rating scale.
31.
The method of evaluation that assigns a specific weight to each of the criteria, which allows the educator to place emphasis on the more important tasks to be completed, is the:
a)
a. performance checklist.
b)
b. Likert scale.
c)
c. rubric.
d)
d. point grading evaluation
32.
The evaluation tool that can be used by the educator and the student as a self-assessment tool to aid students in their skill performance development is the:
a)
a. Likert scale.
b)
b. rubric.
c)
c. performance checklist.
d)
d. rating scale.
33.
Academic advisement is a regulation of many accrediting bodies and also must be provided for:
a)
a. positive performance.
b)
b. positive behaviors.
c)
c. unsatisfactory attendance.
d)
d. satisfactoiy grades.
34.
Master educators should schedule sessions to meet with students to summarize:
a)
a. progress in verbal performance, theoretical performance, and progress toward completion.
b)
b. progress in skills performance, deportment, and progress toward completion.
c)
c. progress in good grooming, theoretical performance, and progress toward completion.
d)
d. progress in practical skills performance, written or theoretical performance, and progress toward completion.
35.
When holding a conference, the master educator should:
a)
a. carefully prepare fbr the conference.
b)
b. identify specific areas for improvement.
c)
c. establish concrete goals fbr improvement.
d)
d. all of the above.
36.
Verbal agreements are commonly used to
a)
a. follow up on violations of classroom rules.
b)
b. revise previously adopted contracts.
c)
c. criticize new behaviors.
d)
d. evaluate student skills
37.
When students violate classroom rules repeatedly, one strategy you may want to employ is
a)
a. academic advisement.
b)
b. a written contract.
c)
c. a code of discipline.
d)
d. an accommodation plan.
38.
A contract signed by the educator and the student will:
a)
a. cany no commitment fi'oni the learner.
b)
b. have no conditions.
c)
c. add meaning to the agreement.
d)
d. not have any limit on length of time.
39.
When master educators hold a conference, they should stress to the learner that the purpose of the conference is to:
a)
a. control the learner's behavior.
b)
b. bring about change.
c)
c. tell the learner that he or she is lazy.
d)
d. bring a strong message to the learner.
40.
During the conference the educator will ask sufficient questions to obtain the learner's view of the circumstances and practice effective:
a)
a. practical skills.
b)
b. verbal skills.
c)
c. presentation skills.
d)
d. listening skills.
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