1
Q
How could portfolios be used for the purpose of formative assessment in the classroom?
A. Students select which pieces to add to the portfolio and write a reflection about each.
B. The teacher displays the portfolios at Open House so parents can see growth throughout the year.
C. The teacher uses a rubric to score the portfolios at the end of the instructional unit.
D. The teacher reads through the portfolios weekly before planning the next week’s instruction.
A
Choice D is best.
For Choice D, we know that the teacher checks the portfolios at regular intervals before planning instruction. This indicates they are being used as formative assessments in this choice.
Since the question asks about portfolios used as formative assessment, you should select a choice about them, informing instruction.
Choice A sounds like a description of common elements of a portfolio, but it doesn’t involve guiding the teacher’s instruction. Student selection and reflection sound much closer to self-assessment than formative assessment.
For Choice B, we know that showing growth over time is a common purpose of a portfolio, but this choice still does not inform the teacher’s instruction.
For Choice C, while it is common for portfolios to be scored with a rubric, “end of the instructional unit” is a big clue that this is not a description of formative assessment. The portfolios are being used for summative assessment in this choice.
2
Q
When might a teacher use a norm-referenced assessment?
A. to form small groups for targeted intervention
B. to determine if students mastered state grade-level standards
C. to identify the potential need for additional academic support
D. to plan instruction based on identified gaps in learning
A
Choice C is best.
For Choice C, since norm-referenced assessment ranks students based on performance, we can use it to see the lowest-performing students. We don’t know what they’re struggling with, but we do know they’re performing below their peers. Norm-referenced assessment can identify which students may need additional academic support.
Norm-referenced means that students are ranked or compared to each other. You should select the answer choice that reflects this.
For Choice A, forming small groups for targeted instruction sounds like it’s done through criterion-referenced assessment. You have to know what set of criteria you’re targeting for intervention to begin. You also have to know which students are struggling with the specific skills to inform who needs to be in the targeted group.
For Choice B, determining whether or not students mastered grade-level standards also sounds like a criterion-referenced assessment. The state standards are set criteria.
For Choice D, the planning part sounds like a formative assessment, and the identified gaps in learning align with some kind of pre-assessment, like a diagnostic test.
3
Q
Universal Screener
A
assessment administered to all students to gather data and form groups, such as intervention groups
4
Q
Specific Feedback
A
teachers are clear and particular when giving feedback and provide next steps so students know what to do about it
5
Q
Rubric
A
assessment tool that outlines specific criteria and performance levels for evaluating student work, providing clear guidelines and standards for both instructors and students to ensure consistent and objective grading
6
Q
Curriculum-Based Assessments
A
testing the curriculum being taught
7
Q
Timely Feedback
A
teachers provide feedback to students in a timely manner so they have adequate time to apply it
8
Q
Performance-Based Assessment
A
assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something
Example.
designing and performing experiments, building models, writing poems or shorts stories, and developing portfolios
9
Q
Informal Assessments
A
more flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested
Example.
observations during a lesson
10
Q
Formative Assessments
A
ongoing evaluations to monitor student progress
Example.
using exit tickets to check understanding of the day’s lesson
11
Q
Formal Assessments
A
a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application; often involve the use of a standardized rubric or scoring guide based on several criteria
Example.
chapter tests, semester tests
12
Q
Teachable Moments
A
unexpected events that provide an opportunity to teach something
Example.
typo in an article that leads to a lesson on apostrophes
13
Q
Progress Monitoring
A
periodic assessments to monitor student growth and evaluate the effectiveness of instruction
Example.
The teacher prepared a progress monitoring assessment to see how much each student had improved and learn if his new instructional approach was effective.
14
Q
Balanced Feedback
A
teachers let students know both their strengths and weaknesses when giving feedback
15
Q
Summative Assessments
A
evaluations at the end of an instructional period
Example.
final exams or projects that assess overall learning
16
Q
Criterion-Referenced Tests
A
tests in which a standard has been set for the test taker to achieve in order to pass the test
Example.
a multiple choice or short answer test on the content of a unit of study in which a 70% is needed to pass
17
Q
Exit Slips
A
short formative assessment given by a teacher after completing a lesson to determine the degree to which students have learned the material taught in the lesson
18
Q
Appropriate Level
A
Leveled to where the content was taught when considering depth and difficulty.
19
Q
Clarity of Language
A
A key factor of fair assessments. Does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms.
20
Q
Feedback
A
information provided to individuals about their performance or behavior, often highlighting strengths, areas for improvement, and suggestions for further development, with the aim of promoting learning, growth, and improvement
21
Q
Diagnostic Assessment / Pre-Assessment
A
assessment administered before instruction to determine students’ strengths and weaknesses
22
Q
Norm-Referenced Tests
A
tests that compare an individual’s performance/achievement to a group called the “norm group”
Example.
IQ test
23
Q
Reliability of Assessments
A
A key factor of fair assessments. The consistency and stability of assessment results over time, indicating that the evaluation produces similar outcomes under similar conditions for students.
24
Q
Congruent Assessment
A
Assessment congruence is associated with validity, a key factor of fair assessments. It is an assessment that tests the learning outcomes described in the learning objectives.
Example.
A congruent assessment should include questions that determine whether students have achieved the learning objectives set at the start of the unit.
25
Action Research
study conducted by the teacher to reflect on their own effectiveness
26
Validity
A key factor of fair assessments. Ability of a test or question to measure what it purports to measure.
27
Absence of Bias
A key factor of fair assessments. Material based on common situations that all students will have encountered and that will not trigger an emotional response.
28
Portfolio
collection of student's work and achievements that is used to assess past accomplishments and future potential; can include finished work in a variety of media and can contain materials from several courses over time
29
The semester exam administered to students at the end of the term is considered to be a:
a. summative assessment.
b. pre-assessment.
c. formative assessment.
d. mini-assessment.
Option a is the correct answer.
Explanation:
A semester exam is a form of summative assessment.
30
Which of the following assessments is formative?
a. SAT
b. exit slips
c. fourth-grade unit test on the water cycle
d. winter choir performance
Option b is the correct answer.
Explanation:
Exit slips are formative assessments. These slips are taken at the end of a lesson or class for the teacher to check for understanding.
31
A teacher is monitoring her class while the students are involved in a group activity exploring the size of angles in a set of triangles. She moves from group to group, pausing and watching the group dynamics. What the teacher is doing can best be described as
a. informal formative assessment
b. formal formative assessment.
c. formal summative assessment.
d. informal summative assessment.
Option a is the correct answer.
Explanation:
The teacher is listening and watching as she informally assesses student understanding of the concept: angle measures in triangles.
32
The parents of Rhama, a student in Mr. Alvarez's honors English class, are concerned about her most recent state assessment score in writing because it does not show significant growth from her previous assessment. During a parent-teacher conference they ask Mr. Alvarez if they should be concerned about Rhama's writing abilities based on this score. How should Mr. Alvarez respond to their concerns?
a. He should provide them with interventions they could do with Rhama at home to support her writing abilities and help her improve her score on the next assessment.
b. He should put them in contact with the school's reading support specialist who can provide them with at-home interventions and discuss options for additional services that might be appropriate for Rhama.
c. He should assure her parents that standardized test scores are only one piece of the assessment picture, and that he will be in contact if he notices a drop in other aspects of her performance in writing.
d. He should assure her parents that standardized tests do not accurately reflect the abilities of many students, and that they should not be concerned about this score.
Option c is the correct answer.
Explanation:
This response takes the parents' concerns seriously while assuring them that they do not need to be alarmed by this score. By telling the family that he will keep an eye out for any other indications that Rhama is struggling, he is respecting their concerns while putting this one underwhelming score into perspective.
33
While giving a lecture, a teacher has stopping points where she asks multiple-choice questions and all students respond through the use of a clicker. This immediate feedback allows the teacher to:
a. create a word wall from misunderstood terms.
b. identify misconceptions and address them.
c. keep students engaged.
d. assign grades during a lecture.
Option b is the correct answer.
Explanation:
The teacher can easily identify whether students are gaining knowledge and reteach or continue the lesson.
34
Which of the following represents a criterion-referenced score?
a. a raw score on a state-mandated test that indicates the number of correct answers
b. a stanine that indicates where a student falls on a bell curve
c. a ranking that indicates percentile rank on a standardized test
d. a score that indicates how well a student understands the specific content on a project
Option d is the correct answer.
Explanation:
A criterion-referenced test compares the score to what a student should have mastered after being taught a set of information. Most classroom tests and quizzes created by a teacher are criterion-referenced.
35
In science class, a student rarely remembers to complete homework and earns a low average grade on quizzes and tests. During discussion, the student asks thoughtful questions and participates eagerly. Which of the following assessment formats would allow the science teacher to fully evaluate the student's mastery of content?
a. research paper
b. online presentation
c. journaling
d. oral questioning
Option d is the correct answer.
Explanation:
Asking the question orally will allow the student to engage and share their level of mastery.
36
A teacher is planning the next unit and wants to target specific areas in which students need additional instruction. Which of the following could help identify areas of need?
a. report cards
b. statewide assessment scores
c. teacher-made test
d. gradebook
Option d is the correct answer.
Explanation:
The gradebook will help the teacher identify which assignments were successful and which students struggled with, guiding the teacher toward areas the students would benefit from additional instruction.
37
Which of the following describes the best use of a norm-referenced test?
a
testing mastery of specific skills
b
measuring overall levels of intelligence
c
finding gaps in learning for specific concepts in a course
d
measuring performance in a particular area in comparison to same-aged peers
Option d is the correct answer.
Explanation:
This is the best use of an achievement test. An achievement test measures a student's ability in specific academic areas such as reading, writing, and math and compares their scores to those of same-aged peers.
38
A teacher began class by introducing a new topic. She knew the new concepts were tricky, so when she completed the mini-lesson, she asked each student to use a hand signal to demonstrate how well they understood the new information. Students could give a thumbs up, thumbs down, or in between.
What type of assessment has the teacher administered?
a. a performance-based assessment
b. a pre-assessment
c. a summative assessment
d. an informal assessment
Option d is the correct answer.
Explanation:
This is an example of an informal assessment because it is flexible, occurs within instruction, and is not graded.
39
A math teacher is reviewing homework assignments and notices that one student is consistently making errors with the order of operations. Which of the following types of feedback would be most appropriate?
a "You can redo this homework assignment with tonight's assignment to earn back the points that you missed."
b "I think you need more practice on order of operations. Please review pages 70-75 in your textbook tonight."
c "Remember to follow the PEMDAS strategy for your next assignment."
d "It looks like you added before you divided. The order of operations is to solve for multiplication/division before solving for addition/subtraction. Let's try one together."
correct
Option d is the correct answer.
Explanation:
This type of feedback is most helpful because the teacher is pointing out the student's error (forgetting to solve for MD before AS in the acronym PEMDAS) and offering an opportunity to work through a problem together to practice the order of operations.
40
A teacher grading student essays is working to ensure that her feedback is more effective by ensuring that it is timely, balanced, and specific. Which of the following is an example of balanced feedback?
a identifying things the student has done well along with things that the student needs to improve
b only correct issues related to instruction the student has recently received
c identify only 3-5 areas for improvement on each essay
d ensure that all feedback is concrete and not subjective
correct
Option a is the correct answer.
Explanation:
This is balanced feedback because it provides students with information about their strengths and areas for growth.
41
A teacher is developing an assessment to determine what students have learned during the semester. Which of the following is the most important for the teacher to consider as she develops this test?
a that there are a variety of question types on the test
b that there is a greater emphasis on the material covered during the last grading period
c that the test questions include a variety of levels of difficulty
d that the test is carefully aligned to the material taught throughout the semester
correct
Option d is the correct answer.
Explanation:
The most important consideration is that all questions are carefully aligned to what was taught.
42
Which best describes a showcase portfolio?
a samples of a student's best work are chosen and compiled with teacher input
b all of a student's work is included and organized chronologically
c students' portfolios are displayed publicly for the community to admire
d a class portfolio that showcases the work of high achieving students
correct
Option a is the correct answer.
Explanation:
This describes a showcase portfolio.
43
A high school algebra teacher is hoping to get an idea of student comprehension of a topic prior to reviewing for the final exam. At the end of the class, she hands out a slip of paper with one problem on it and asks each student to complete it before leaving class. She then looks at their answers but does not record any scores in the grade book. This is an example of:
a a summative assessment.
b a formal assessment.
c a formative assessment.
d a norm-referenced assessment.
correct
Option c is the correct answer.
Explanation:
Formative assessments are assessments given to inform practice based on student need and ability. In this case, if she sees that most of the students were able to correctly complete the problem, she might continue with the review and exam as planned, but check in with the few students who struggled to get them ready for the assessment. If many students struggled, she might delay the exam and spend a bit more time on remediation. The results would indicate her next move, making this a formative assessment.
44
What is the primary reason for administering an achievement test?
a to assess IQ score
b to determine qualifications to complete a job or task
c to measure skills gained over a period of time
d to determine interests and strengths
correct
Option c is the correct answer.
Explanation:
Achievement tests are intended to measure skills gained.
45
Which of the following is the best rationale for using formative assessment?
a Students will show their levels of understanding on a unit of study.
b Students will all achieve grade level performance.
c Students will improve processing speeds.
d Students will show what skills they have mastered and what skills still need to be practiced.
correct
Option d is the correct answer.
Explanation:
A formative assessment is used by teachers to determine what concepts students have mastered following instruction and then identify areas in which additional practice is needed. Teachers use formative assessment data to plan subsequent lessons.
46
Which of the following is a grading tool that should be created and provided to students prior to collecting and scoring a summative project or essay?
a common core standard
b anecdotal notes
c scope and sequence
d rubric
correct
Option d is the correct answer.
Explanation:
Rubrics can exist in many formats, but ultimately they should provide students with the criteria for grading and help them self-assess before creating or submitting a summative project. Typically, rubrics are created by the teacher or teaching team (sometimes with input from the students). They are also sometimes included in a purchased curriculum. They help students understand the expectations of an assignment and help the teacher grade consistently among all students.
47
A teacher wants to accurately assess students who have diverse backgrounds, strengths, and needs. Which of the following could be used both formally and informally to assess their comprehension of the classroom material?
Select all answers that apply.
a
attendance record
b
classroom observations
c
tests performance
d
class discussions
correct
Option b is the correct answer.
Explanation:
Teachers can observe students in the classroom to informally gauge their understanding of the taught material. Students may appear hesitant and struggling, or confident and successful.
correct
Option c is the correct answer.
Explanation:
Tests provide concrete evidence for a student's progress in the curriculum.
correct
Option d is the correct answer.
Explanation:
Class discussions can provide evidence for a student's progress in the curriculum. Teachers can observe what they contribute to gauge their understanding of the material.
48
Which of the following assessments is formative?
a winter choir performance
b exit slips
c fourth-grade unit test on the water cycle
d SAT
correct
Option b is the correct answer.
Explanation:
Exit slips are formative assessments. These slips are taken at the end of a lesson or class for the teacher to check for understanding.
49
A teacher writes a different question at the top of several pieces of chart paper. Students move in groups to each chart and write their answers or elaborate on other groups' answers. The teacher observes student responses to guide the discussion questions when the activity concludes. What type of assessment is this?
a diagnostic
b exit slip
c summative
d formative
Option d is the correct answer.
Explanation:
A formative assessment informs the teacher of the level of student understanding.
incorrect
Option a is the wrong answer.
Explanation:
A diagnostic assessment determines the specific strengths and weaknesses of a student.
50
A test given at the end of a unit on evolution is an example of
a a performance assessment.
b a formative assessment.
c a self-assessment.
d a summative assessment.
correct
Option d is the correct answer.
Explanation:
A summative assessment is given at the end of a unit to find out what standards students have met.
51
A teacher is referring a student to begin the process of special education testing because he has concerns about the student's ability to execute multi-step directions. Which of the following would be the most appropriate assessment type to attach to the referral or show the committee?
Select all answers that apply.
a a recent independent math assignment
b the student's most recent running record results
c the most recent standardized reading assessment score
d anecdotal notes taken during the completion of a recent project
correct
Option a is the correct answer.
Explanation:
Math is an area in which the ability to execute multi-step directions is particularly important. When students are asked to solve multi-step problems such as multi-digit multiplication, they may get confused or distracted and miss steps. An independent math assignment would be likely to illustrate an issue if there was one.
Option d is the correct answer.
Explanation:
The teacher's observations are a key aspect of a special education referral. When a teacher notices an issue, they should take careful notes as they can be used as data during a referral process.
incorrect
Option c is the wrong answer.
Explanation:
The nature of standardized test scores makes them unlikely to show this type of issue. The score reports focus on content-related skills such as comprehension, not on general academic skills. Additionally, they do not show the student's work or show which specific problems the student struggled with. These factors make it a less helpful data point in this case.
52
What is the best procedure for providing personalized feedback after giving a quiz?
a return graded quizzes and have students write explanations for the questions missed
b give full written explanations for each missed question on every student's quiz
c return graded quizzes with an area of weakness identified
d attach a sticker related to the student's hobby at the top
correct
Option c is the correct answer.
Explanation:
This ensures each student understands where they are weak and allows them to work on the concepts.
53
While an eighth-grade team researches the campus recycling practices for an interdisciplinary project, the students notice that a great deal of trash can be seen in various spots around campus.
Which of the following is the best example of the teacher using this teachable moment to support eighth-grade curriculum?
a The teacher should make note of the issue and develop a plan for a future project that deals with student trash.
b The teacher encourages them to take the time to clean up the trash while they complete their original assignment.
c In addition to developing their recycling plan recommendations, the teacher asks the students to analyze the trash problem and present possible student-involvement solutions. The group then must write a letter to the school's administrators, outlining how this solution could be implemented.
d In addition to developing their recycling plan recommendations, the teacher encourages a concerned student to begin a new school club that is committed to improving student responsibility for their surroundings.
correct
Option c is the correct answer.
Explanation:
Students' awareness of the campus problem will motivate them to take an active part in solving it. The methods used to solve the problem could include multiple academic areas. Teachable moments are great opportunities for capturing student engagement.
54
Which of the following represents a criterion-referenced score?
a a ranking that indicates percentile rank on a standardized test
b a raw score on a state-mandated test that indicates the number of correct answers
c a score that indicates how well a student understands the specific content on a project
d a stanine that indicates where a student falls on a bell curve
Option c is the correct answer.
Explanation:
A criterion-referenced test compares the score to what a student should have mastered after being taught a set of information. Most classroom tests and quizzes created by a teacher are criterion-referenced.
incorrect
Option a is the wrong answer.
Explanation:
A percentile rank is a norm-referenced score, as it compares performance to peers.
55
A middle school teacher planned a lesson that went quicker than anticipated. After the lesson finished, students were eager to continue the discussion and learn more. How could the teacher modify this lesson with the next class?
a provide more direct instruction and scaffolding
b incorporate more discussion questions into the activity
c allow more time for independent work
d create a pre-assessment
correct
Option b is the correct answer.
Explanation:
The student's level of engagement indicates that the activity was well received, so the teacher should capitalize on students' interests and use this as an opportunity to extend the activity and help students to make connections.
56
What type of assessment compares a student's knowledge or skills against a predetermined standard or learning goal?
a criterion-referenced assessment
b self-assessment
c ipsative assessment
d norm-referenced assessment
correct
Option a is the correct answer.
Explanation:
With criterion-referenced tests, each person's performance is compared directly to the standard, without considering how other students perform on the test.
57
During a math lesson, a kindergarten teacher asks questions to evaluate students' understanding of the concept. The teacher notices that several students are guessing at the answers, are unsure of what to say, or are not volunteering to answer any of the questions. What step should the teacher take first in this scenario?
a Take anecdotal notes on the students who are struggling with the concept, then create intervention groups based on these observations.
b Make note of the students who are struggling with the concept, then pair them with a peer who has mastered the concept.
c Make immediate adjustments to the lesson by explaining the concept in a different way or by using a different teaching strategy.
d Stop the lesson and revisit the concept at a later date.
Option c is the correct answer.
Explanation:
Teachers should monitor and adjust instruction as needed during lessons using informal formative assessments. Based on the fact that several students seem confused, the teacher should try a different instructional approach.
incorrect
Option a is the wrong answer.
Explanation:
This could be an effective step to take if 2-4 students were struggling. However, based on the fact that several students seem confused, the teacher should adjust the whole-group lesson.
58
As Ms. Harrigan is teaching about alternatives to fossil fuels, a student speaks up complaining that alternative sources are not a good idea because they cost more. Which response would best lead the class through a learning experience related to this objection?
a Ms. Harrigan should ask the student to bring in some facts about the topic, which can be presented to the class.
b Ms. Harrigan says she will incorporate that question into a future lesson, and does it by having a lesson comparing the costs and benefits of alternative energy sources.
c Ms. Harrigan should disagree with the student and teach that over the long term, alternative sources may be more cost effective and will minimize pollution.
d Ms. Harrigan should tell the student that the question is off topic, but that they could talk privately about it during lunch.
correct
Option b is the correct answer.
Explanation:
By incorporating the question into a future lesson, Ms. Harrigan not only shows respect for the student who asked the question, but gives herself time to investigate the question, and gives the class an opportunity to make a cost/benefit comparison of alternative fuels. She also takes advantage of a teachable moment.
59
A teacher needs to assess mastery at the end of a social studies unit. Rather than giving a multiple choice test, she has students create a newspaper that covers the major events from the unit. What type of assessment is the teacher using?
a formative assessment
b summative assessment
c performance assessment
d informal assessment
Option c is the correct answer.
Explanation:
A performance assessment has students create a product or performance to display knowledge acquired.
incorrect
Option b is the wrong answer.
Explanation:
A summative assessment is an end-of-unit exam over material taught.
60
Ms. Lavine plans a lesson with the following learning outcome: "Students will write an introductory paragraph with an engaging opening statement, two supporting sentences, and a topic sentence."
After teaching and modeling the creation of an introductory paragraph, Ms. Lavine gives the students some time to create their own introductory paragraphs. Once completed, she pairs the students for a peer conference on one another's writing. She explains that it's important for students to focus the feedback on the lesson objective and instructs them to clarify what parts of the writing are strong and explain why other parts might need to be strengthened. The students then form pairs and proceed to critique each other's work.
Which two of the following components of effective feedback should Ms. Lavine emphasize to help students in their peer conferences?
Select all answers that apply.
a The feedback should be specific.
b The feedback should be timely.
c The feedback should correct all issues.
d The feedback should be academically focused.
correct
Option a is the correct answer.
Explanation:
Students will benefit from being reminded that the feedback should be specific.
correct
Option d is the correct answer.
Explanation:
Students will benefit from being reminded that the feedback should be academically focused.
61
Mr. Valdez planned a revision lesson where he shows the class before and after examples of the rough and final draft of an essay. He then provides class time for students to begin revising their work, but many students are emphatic that their essay is done and want to turn it in as is. Mr. Valdez backs up and models the process of revision, and writes a list on the board, specifying what to look for as they revise. What does Mr. Valdez demonstrate in this scenario?
a the ability to empathize with his students
b flexibility and the ability to adjust a lesson that is not working as intended
c a willingness to allow students to learn from their mistakes
d cross-curricular collaboration
correct
Option b is the correct answer.
Explanation:
Modeling the process of revising and setting clear, specific expectations would allow Mr. Valdez to have concrete steps for the students to process through before turning the paper in. This will enable him to require specific steps before accepting a draft.
62
One advantage of using portfolio assessment over traditional quizzes and tests is that
a it increases student choice and autonomy.
b it decreases the amount of grading during a unit.
c it provides a reliable composite of progress over time.
d it allows for flexible due dates for students.
correct
Option c is the correct answer.
Explanation:
Portfolios show a variety of student work, which allows for a more holistic assessment of understanding.
63
A teacher is concerned about a student who seems to be behind peers in reading. Which of the following types of tests will provide the most accurate and relevant information about the student in comparison to peers?
a IQ test
b norm-referenced
c teacher-generated
d criterion-referenced
correct
Option b is the correct answer.
Explanation:
A norm-referenced test compares the student's score to those of students of similar age and grade to identify deficits or exceptionalities.
64
A teacher is collecting data on one of her students who she suspects might have a specific reading disability to determine if she needs to refer the student for additional interventions. Which of the following types of scoring would be most helpful in illustrating whether or not the student should be referred for possible special education testing?
a criterion-referenced scores
b raw score
c norm-referenced scores
d scaled score
Option c is the correct answer.
Explanation:
In this case, the teacher would be looking for a difference between the performance of this student and other students in the class or grade level, so norm-referenced scoring such as percentile rank or grade-level equivalents would be most helpful.
incorrect
Option a is the wrong answer.
Explanation:
Criterion-referenced scoring scores students against a benchmark or standard. While this type of grade may be helpful, it would be more helpful in this case to see how this student compares to other students in the class or grade level. If there is a steep difference between the student and others in the population, that may be one indicator that additional interventions may be required.
65
A second-grade teacher follows this general framework when introducing a new math skill:
Teacher guides students as they use manipulatives to explore the new concept or skill.
Teacher accompanies the manipulatives with symbolic representation.
Students practice the skill in context with manipulatives and symbolic representation.
Students move towards using symbolic representations without manipulatives.
During a particular math lesson, the teacher notices that students are struggling to understand the new concept with the provided manipulatives. Based on this information, the teacher should:
a try introducing the lesson on a different day.
b allow students to work in groups to teach one another the new skill.
c progress to the symbolic representation step to see if students understand the skill better in that format.
d try using the manipulatives in a different way or try using a different type of manipulative.
correct
Option d is the correct answer.
Explanation:
It is important that students have a solid foundational understanding of a new math concept. Therefore, the teacher should try using the manipulatives in a different way or using a different manipulative.
66
A science teacher would like to determine students' understanding at the end of a unit. Which of the following activities would be best suited for this purpose?
a a free-write activity after an experiment
b a K-W-L activity after an introductory video clip
c a lab report
d a test featuring a variety of questioning methods
correct
Option d is the correct answer.
Explanation:
A unit test is a good summative assessment to gauge student understanding of all topics in the unit.
67
An English teacher requires her students to keep a portfolio of their writing assignments, which includes drafts and final copies. The greatest benefit to the portfolios is that
a the portfolios can serve as a predictor of future performance for students.
b parents are able to view their children's work.
c students can view how their writing has improved over time.
d The teacher can quickly retrieve past assignments.
correct
Option c is the correct answer.
Explanation:
Students need to be able to view their development over a period of time.
68
A second-grade class is nearing the end of a unit on place value. The teacher plans to use both informal and formal assessments to evaluate students' mastery of this concept. Which of the following would be an effective formal assessment tool to use in this scenario?
a a multiple-choice test
b one-on-one observations
c a state-approved standardized test
d an exit ticket
correct
Option a is the correct answer.
Explanation:
This is an appropriate formal assessment to use in this scenario.
PPR Exam
flashcards
Decks in class (18)
# Cards
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Lesson Planning66
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Student Diversity40
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Monitoring Performance68
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Human Development45
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Technology59
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Active Engagement104
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Legal and Ethical Requirements43
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Classroom Environment30
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Learning Processes46
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Classroom Management48
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Family Involvement36
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Professional Development42
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Practice Test Questions89
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Bloom’s Taxonomy10
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Maslow’s Hierarchy of Needs10
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Piaget’s Theory of Cognitive Development6
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ELL Proficiency30
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Passage Prep68
