WorksheetsChapter 16 The Role of Assessment
Total questions: 45
Worksheet time: 23mins
Name
Class
Date
1.
Students’ assessment of each other’s learning.
a)
peer evaluation
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
2.
Assessing student learning informally by relying on content or performance rather than data
a)
informal assessment
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
3.
A scoring tool that lists the criteria for judging a particular type of work.
a)
rubric
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
4.
A method of assessing learning other than through testing.
a)
alternative assessment
b)
checklist
c)
course evaluation
d)
formative assessment
e)
informal assessment
5.
An important characteristic which requires choosing an assessment that actually measures learning outcomes or objectives
a)
validity
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
6.
Making judgments about how well a course meets its standards or goals and what improvements would make it better.
a)
course evaluation
b)
alternative assessment
c)
checklist
d)
formative assessment
e)
informal assessment
7.
Students’ assessment of their own learning.
a)
self-evaluation
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
8.
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)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
9.
Experienced, skilled teachers paired with new teachers to help them improve their skills, solve problems, and become comfortable in their new positions.
a)
mentor teachers
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
10.
Grading on opinion rather than on fact
a)
subjective grading
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
11.
An ongoing part of instruction that provides feedback about students’ learning as it occurs during instruction.
a)
formative assessment
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
informal assessment
12.
A tool that lists the characteristics or factors to use when evaluating learning, and typically identifies maximum point value for each criterion but does not describe levels of quality.
a)
scorecard
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
13.
A simple list of items to note, check or to remember when evaluating learning
a)
checklist
b)
alternative assessment
c)
course evaluation
d)
formative assessment
e)
informal assessment
14.
Assessment is used only for determining grades.
a)
True
b)
False
15.
An evaluation of students’ learning after instruction has taken place that measures results, assessing whether students are meeting learning outcomes or objectives.
a)
summative assessment
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
16.
A characteristic of an assessment that measures the same over time; meaning the results will be similar with different learners and under different circumstances
a)
reliability
b)
alternative assessment
c)
checklist
d)
course evaluation
e)
formative assessment
17.
The key part of formative assessment is that it takes place during instruction.
a)
True
b)
False
18.
Summative assessments allow students' progress to be tracked over time.
a)
True
b)
False
19.
Teacher-developed tests are sometimes called standardized tests.
a)
True
b)
False
20.
The assessment process extends to teachers, as well as students.
a)
True
b)
False
21.
Alternative assessments differ from tests in that they require more creativity on the part of both the teacher and the student.
a)
True
b)
False
22.
Standardized tests provide information that can show the achievement of students, schools, or even teachers.
a)
True
b)
False
23.
Tests are commonly used for formative assessment.
a)
True
b)
False
24.
Checklists and scorecards are limited in describing quality or detail.
a)
True
b)
False
25.
District, state, and national tests are usually teacher-prepared tests.
a)
True
b)
False
26.
States may hold underperforming schools accountable for raising test scores.
a)
True
b)
False
27.
The main purpose in grading is to show students how much they have yet to learn.
a)
True
b)
False
28.
Every activity needs to be scored.
a)
True
b)
False
29.
Personal assessment on the part of the teacher needs to be a part of everyday teaching.
a)
True
b)
False
30.
The number of different types of questions on a test does not matter.
a)
True
b)
False
31.
Alternative assessments include all of the following except ____.
a)
real-life tasks
b)
student demonstrations
c)
written tests and quizzes
d)
portfolios
32.
Having too many types of questions on a test is confusing and puts the emphasis on students’ ability to follow test instructions rather than on assessing content learning.
a)
True
b)
False
33.
The purpose of assessment is to ____.
a)
evaluate and maximize student learning
b)
give grades to students
c)
make students study the material
d)
All of the above.
34.
The intention of state achievement tests is to assess the effectiveness of teachers in an entire state.
a)
True
b)
False
35.
Which of the following statements is not a reason why giving clear directions is a critical skill for teachers?
a)
Directions can affect the success of learning activities.
b)
Unclear directions can prevent accurate assessment of learning.
c)
Clear directions require complicated sentences to increase rigor.
d)
Clear directions tell a person how to complete a task.
36.
Assessment ____.
a)
occurs at various levels
b)
happens only during the lesson
c)
happens only at the end of a lesson
d)
happens only at the beginning of a lesson
37.
Assessments ____.
a)
should only be done by the teacher
b)
always need to be linked to grades
c)
can include self-evaluations and peer evaluations
d)
do little to prepare students for the adult world
38.
Providing students with personalized feedback ____.
a)
more effectively improves learning than assigning grades
b)
can occur only at the end of the learning cycle
c)
is most effective if given verbally
d)
is most effective if the teacher assigns a letter grade
39.
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 to students only after their work is finished
40.
Which of the following statements about informal assessment is false?
a)
Informal assessment can offer deep and rich insight, but cannot be impartial to be effective.
b)
Informal assessment can give teachers insight into students’ learning, especially when strongly tied to a desired learning outcome.
c)
Informal assessment may include observations of how students perform and behave in class.
d)
Informal assessment happens throughout the school day.
41.
____ questions consist of a stem followed by a series of possible alternatives.
a)
True-false
b)
Essay
c)
Identification
d)
Multiple-choice
42.
Which of the following is not a feedback statement that would lead to improved student work?
a)
“You can do better work.”
b)
“You made a very good point.”
c)
“Read all the directions carefully.”
d)
“Check your work before turning it in.”
43.
Course evaluations ____.
a)
are needed only for new teachers or when a veteran teacher is teaching a new course
b)
should be skipped in the interest of time
c)
do little to change teaching methodology and strategies
d)
help teachers make improvements to a course and to their teaching
44.
____ questions measure the ability to think clearly, organize information, and express thoughts.
a)
True-false
b)
Essay
c)
Identification
d)
Multiple-choice
45.
____ questions require the learner to label or locate parts on a diagram or drawing.
a)
True-false
b)
Essay
c)
Identification
d)
Multiple-choice
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