Verified Test Bank Ch15 Classroom Assessment, Grading, And

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 15: Classroom Assessment, Grading, and Standardized Testing

Multiple Choice Questions

1. Which of the following statements best illustrates the term measurement as it applies to assessment?

A) Many of Mr. Delano’s students are failing his class.

B) Lynette found the solutions to most of the problems.

C) Connor answered 14 out of 15 questions correctly.

D) George achieved one of the highest grades in his algebra class

Page Ref: 536

Skill: Understanding

1. What type of test would provide the most useful information for the following question: "Are students making satisfactory progress in learning the metric system?"

A) Diagnostic

B) Formative

C) Placement

D) Summative

Page Ref: 536

Skill: Understanding

1. At the beginning of the semester, Mr. Rumstead gave a formative test for the purposes of setting objectives. At the end of the course he gave the same test to determine grades. The second time this test was given, it was used as what type of test?

A) Aptitude

B) Diagnostic

C) Formative

D) Summative

Page Ref: 536

Skill: Understanding

1. A major difference between formative and summative tests is the

A) format of the test items.

B) interpretation of the test data.

C) preparation of the test directions.

D) role played by content validity in the two tests.

Page Ref: 536

Skill: Understanding

1. Which one of the following situations requires a norm-referenced evaluation?

A) Assessing whether an individual has been drinking too much to drive

B) Certifying whether a newly graduated education student can perform satisfactorily as a teacher

C) Hiring one manager from a pool of ten applicants for a large department store

D) Reporting to parents about how much students have learned during the semester

Page Ref: 537

Skill: Understanding

1. A local high school developed a math achievement test and used the results to determine the selection of students for an advanced placement course with a limited number of seats. What type of test should be used?

A) Criterion-referenced

B) Diagnostic

C) Norm-referenced

D) Standardized

Page Ref: 537

Skill: Understanding

1. Criterion-referenced tests are used primarily to assess

A) mastery of specific objectives.

B) each student's achievement compared to other students.

C) achievement of general instructional goals.

D) the range of achievement in a large group.

Page Ref: 538

Skill: Knowledge

1. A school administrator wants to identify the top 10 percent of the Grade 12 students in order to recommend them for scholarship competition at the highest rated university in Canada. What testing purpose would serve the administrator's purpose?

A) Criterion-referenced

B) Diagnostic

C) Norm-referenced

D) Standardized

Page Ref: 537-538

Skill: Understanding

1. For which one of the following situations would a criterion-referenced test be the most appropriate measure to use?

A) Assessing the range of abilities in a large, mixed-ability group of students

B) Comparing students' general ability in specific subject areas such as English, algebra, or general science

C) Selecting candidates for a teaching position when only a few openings are available

D) Measuring mastery of basic competencies in addition and subtraction

Page Ref: 538

Skill: Understanding

1. When a test actually measures what it purports to measure, the test is said to be

A) credible.

B) reliable.

C) usable.

D) valid.

Page Ref: 539

Skill: Knowledge

1. When a test developer calculates an estimate of how much students’ scores vary due to unreliability, they are most interested in

A) a confidence interval.

B) measures of central tendency.

C) standard error of measurement.

D) construct validity.

Page Ref: 539

Skill: Knowledge

1. Kathy took a test on Monday and again on Friday. Her two scores differed by only three points. These results may indicate a good level of what type of reliability?

A) Test-retest

B) Split-half

C) Internal consistency

D) Alternate-form

Page Ref: 539

Skill: Understanding

1. Which one of the following definitions best describes "true score"?

A) Confidence score if the test were perfectly reliable

B) Hypothetical score on a student's best day

C) Observed raw score plus the confidence score

D) Obtained raw score minus measurement error

Page Ref: 539

Skill: Knowledge

1. What type of validity is currently thought to include all other types of validity?

A) Content-related

B) Construct-related

C) Criterion-related

D) Prediction-related

Page Ref: 540

Skill: Knowledge

1. Michael’s LSAT (Law School Admission Test) scores correlate with his grade point average achieved in his first year of law school. Therefore, the LSAT is useful in deciding who to admit to law school due to

A) good curriculum alignment.

B) good construct-related evidence of validity.

C) good criterion-related evidence of validity.

D) good evidence of absence of assessment bias.

Page Ref: 540

Skill: Understanding

1. The term objective as used in objective testing refers to the

A) content goals of the items.

B) goal(s) of the test.

C) type of material covered.

D) way the test is scored.

Page Ref: 542

Skill: Knowledge

1. A test or rating scale is objective to the extent that it

A) is free of biases of the administrators and scorers.

B) measures only one, or only a very few variables.

C) predicts an important and realistic criterion.

D) yields the same score each time an individual takes it.

Page Ref: 542

Skill: Knowledge

1. Identify the type of objective test item that is most appropriate for measuring the following specific learning outcome: "Select the best reason for a specific action from a given list of alternatives."

A) Essay

B) Multiple-choice

C) Short-answer

D) True-false

Page Ref: 542

Skill: Understanding

1. Which one of the following actions is a limitation of multiple-choice tests?

A) Allow for bluffing

B) Are difficult to grade

C) Can be difficult to prepare

D) Can only cover a few topics

Page Ref: 543

Skill: Understanding

1. The most important use of essay tests is to

A) measure simple learning outcomes.

B) measure complex learning outcomes.

C) reduce grading time.

D) sample a wide variety of learning outcomes.

Page Ref: 543

Skill: Knowledge

1. All of the following statements are true of essay tests EXCEPT:

A) Each question should give students a precise task.

B) Less material can be covered in essay than in multiple-choice tests.

C) Students should be able to answer the questions in a few words for the sake of efficiency.

D) Questions should measure the higher-level objectives.

Page Ref: 543-544

Skill: Understanding

1. When you write multiple-choice items, you should use

A) as much wording as possible in the distractors.

B) distractors that require fine discriminations.

C) "none of the above" less frequently than "all of the above."

D) stems that present a single problem.

Page Ref: 544

Skill: Knowledge

1. The most defensible practice for scoring essay tests is to evaluate

A) all parts of one student's paper before going on the next student's paper.

B) each one of the items for all students with reference to its respective model answers.

C) each question as acceptable or unacceptable and assign equal weight to each question.

D) the response for each question with regard to content, organization, and mechanics, with each factor weighted equally.

Page Ref: 545

Skill: Knowledge

1. Which one of the following strategies does NOT tend to increase the reliability of essay test grades?

A) Base your ratings on a model answer that you have constructed.

B) Grade all essay items for each student in turn based on a pre-established point system.

C) Have students place their names on the back of their test papers.

D) Score all responses to one essay item before moving on to the next item.

Page Ref: 545

Skill: Knowledge

1. Which one of the following procedures would improve the reliability and validity of grading short essay tests, thus refuting the complaint of sensitivity to bias and variability in grading?

A) Administering more pretests

B) Grading on the curve

C) Implementing a contract system

D) Using a scoring rubric

Page Ref: 545

Skill: Understanding

1. Traditional testing can be used effectively and efficiently to assess which of the following?

A) Problem-based learning

B) Facts and concepts

C) Exhibits

D) Presentations

Page Ref: 545

Skill: Knowledge

1. What is a common criticism of traditional testing?

A) Traditional tests do not test knowledge as it is applied in real-world situations.

B) Traditional tests cannot be designed to measure students’ knowledge.

C) Traditional tests usually lack validity and/or reliability.

D) Traditional tests typically provide subjective measures of knowledge.

Page Ref: 545-546

Skill: Knowledge

1. The key feature of authentic assessments is

A) development of tests by professional evaluators.

B) high test-retest reliability.

C) testing in a realistic context.

D) use of essays as the primary form of testing.

Page Ref: 546

Skill: Knowledge

1. Mr. Garren has been emphasizing authentic testing in his social studies class. Which one of the following will be a likely result of this emphasis?

A) Fewer essay tests

B) More exhibitions by students of their work

C) More mastery grading of performances

D) More reliable grading of students

Page Ref: 546-547

Skill: Understanding

1. Which one of the following sources would be the LEAST likely product to be found in a student's portfolio?

A) Artistic products

B) Peer comments

C) Standardized test results

D) Written products

Page Ref: 547

Skill: Knowledge

1. Which one of the following statements is TRUE regarding the use of portfolios in assessment?

A) Criterion-referenced rather than norm-referenced grading should be used.

B) Only positive samples of student performances should be selected for a portfolio.

C) Portfolios work best with older students (middle or high school).

D) Teachers rather than students should select the work to be included in the portfolio.

Page Ref: 547

Skill: Knowledge

1. Exhibitions differ from portfolios because exhibitions

A) are authentic assessments.

B) involve an immediate audience.

C) use criterion-referenced standards.

D) use norm-referenced standards.

Page Ref: 547

Skill: Knowledge

1. One procedure that is often helpful for authentic assessment is to ensure that student know in advance what is expected by

A) grading on the curve in order to determine overall performance scores.

B) having students participate in developing the rating scales and scoring rubrics to be used in evaluation.

C) using authentic testing initially with higher-achieving students, with gradual integration of other students.

D) using only clearly defined, highly structured tasks or problems.

Page Ref: 550

Skill: Knowledge

1. A typical criterion-referenced report card that reports student learning tends to be

A) complex and time-consuming for teachers.

B) constructive for group comparisons.

C) convenient but not helpful for many students.

D) practical for elementary grades but not for high school.

Page Ref: 554

Skill: Understanding

1. Which of the following is most likely the best approach concerning the practice of retaining or "holding back" students with failing grades?

A) Promotion should include resource room assignments as well as one-to-one tutoring when needed.

B) Promotion underscores the idea that poor performances bring negative consequences.

C) Retention is usually better for self-esteem and performance than undeserved promotion.

D) Students should be promoted with their peers but provided with extra help in the summer or the next year.

Page Ref: 556

Skill: Knowledge

1. In a situation in which a teacher wants to motivate a student to learn, what strategy is recommended instead of assigning a failing grade to students' poor work?

A) Consider the work to be incomplete.

B) Give students support in revising the work.

C) Maintain high standards for students' work.

D) Take responsibility for the students' poor work.

Page Ref: 557

Skill: Knowledge

1. The type of skills that would be most effective for teachers to have in conducting conferences with students and their families is skill in

A) academic knowledge.

B) communication.

C) creativity.

D) problem solving.

Page Ref: 557

Skill: Knowledge

1. Julie looked over her paper. She had a C- in spite of the fact that she tried as hard as she could to write an innovative paper. There did not seem to be any marks for mechanical errors on the paper. When she questioned her teacher about the grade, he told her, "You did not write your review of the story in the same way as the other students." The LEAST likely result of the teacher's actions will be to

A) decrease Julie's attempts to be more creative.

B) develop a poor self-concept in Julie.

C) increase Julie's efforts to be creative.

D) make Julie give up studying for this class.

Page Ref: 557

Skill: Understanding

1. Which one of the following procedures is recommended for reducing the detrimental effects of grading on students?

A) Favour norm-referenced over criterion-referenced grading.

B) Give ungraded assignments in order to increase exploration.

C) Stop giving partial credit for "almost" correct answers.

D) Use only one type of item (multiple-choice or essay) on a given test.

Page Ref: 559

Skill: Knowledge

1. What is the arithmetic mean of the following set of scores? Scores: 0, 13, 15, 16, 16

A) 12

B) 13

C) 14

D) 15

Page Ref: 559

Skill: Knowledge

1. Rob scored exactly in the middle of his class on the social studies exam. A valid interpretation of Rob's performance is that he scored exactly at the

A) centre of a symmetrical frequency distribution.

B) mean of the class.

C) median of the class.

D) mode of the class.

Page Ref: 559

Skill: Understanding

1. What is the median for the following set of scores? Scores: 66, 66, 74, 96, 98

A) 66

B) 74

C) 78

D) 80

Page Ref: 559

Skill: Knowledge

1. The relationship between the standard deviation and test scores is that the larger the standard deviation, the

A) greater the variability in the distribution.

B) higher the central tendency.

C) lower the variability in the distribution.

D) narrower the distribution of scores.

Page Ref: 560

Skill: Understanding

1. A standard deviation is a measure of

A) how well the students met the tested objectives.

B) the distance between the median and the extreme scores.

C) the spread of scores around the mean.

D) the level of validity for the test.

Page Ref: 560

Skill: Knowledge

1. The Algebra I class mean and standard deviation are 80 and 10, respectively. The Biology II class mean and standard deviation are 79 and 4, respectively. Kristen scored 90 in Algebra I and 87 in Biology II. The most valid conclusion to be drawn from these data is that Kristen

A) scored better relative to her class in Algebra I than in Biology II.

B) scored better relative to her class in Biology II than in Algebra I.

C) should earn an A in Algebra I and a B in Biology II.

D) would be served better by criterion-referenced grading than by norm-referenced grading in both courses.

Page Ref: 560, 562

Skill: Understanding

1. Mr. Skiebert gave the same physics test to each of his three senior classes. Analysis of the data revealed the following descriptive statistics:

Compared to the two other classes, Mr. Skiebert can infer that students in Class One exhibit

A) a narrow distribution of scores.

B) greater variability.

C) higher central tendency.

D) lower variability.

Page Ref: 560

Skill: Understanding

1. Approximately what percentage of the scores in a normal distribution is higher than one standard deviation above the mean?

A) 2.5 percent

B) 16 percent

C) 34 percent

D) 68 percent

Page Ref: 560-561

Skill: Knowledge

1. Which of the following ranks the highest in terms of stanine scores?

A) 90

B) 120

C) 8

D) 1

Page Ref: 562

Skill: Knowledge

1. In a normal distribution, which one of the following measures of central tendency will have the highest value?

A) Mean

B) Median

C) Mode

D) The central tendencies will be equal.

Page Ref: 559

Skill: Understanding

1. A percentile rank score of 70 means that the student

A) answered a majority of the questions correctly.

B) had 70 correct answers on the test.

C) scored as well as or better than 70 percent of all the test-takers.

D) scored at the seventh-grade level compared to other students.

Page Ref: 561

Skill: Understanding

1. Jennifer, a seventh grader, received a percentile rank of 90 on a standardized vocabulary test. This percentile rank indicates that she

A) exceeded the eighth-grade performance level.

B) is as advanced as a ninth grader.

C) scored above the average for seventh graders.

D) should be assigned a grade of A for her performance.

Page Ref: 561

Skill: Understanding

1. IQ scores are normally distributed with a mean of 100 and a standard deviation of 15. Based on properties of the mathematical normal curve, which one of the following statements is TRUE?

A) Approximately 90 percent of the scores fall between 85 and 115.

B) A score of 70 is equally as probable as is a score of 130.

C) There are more scores above 130 than below 85.

D) There are more scores above the mean than below the mean.

Page Ref: 561

Skill: Understanding

1. Molly is preparing to take a standardized test that will be used by administrators to evaluate the type of school placement she should have. What type of assessment is Molly involved in?

A) Criterion-referenced

B) High-stakes testing

C) Norm-referenced

D) Standardized aptitude testing

Page Ref: 565

Skill: Understanding

True/False Questions

1. Assessment is the term used to describe the process of gathering information about students' learning.

Page Ref: 536

1. Measurement is the quantitative component of evaluation.

Page Ref: 536

1. When individual differences in achievement are to be reported, a norm-referenced grading system is appropriate.

Page Ref: 537

1. Norm-referenced tests are used to indicate progress toward specific competency levels.

Page Ref: 538

1. Criterion-referenced assessment is valuable in determining mastery of basic skills.

Page Ref: 538

1. Factors influencing whether a test is good or not include reliability, validity, and the absence of bias.

Page Ref: 538

1. Reliability is the degree to which a test measures what it is supposed to measure.

Page Ref: 539

1. The standard error of measurement is related inversely to test reliability, i.e., the smaller the SEM is, the higher the reliability coefficient is.

Page Ref: 539

1. Content-related validity refers to the degree to which the test items cover the appropriate topics.

Page Ref: 540

1. A multiple-choice item format is preferable to a matching format when related concepts are to be linked.

Page Ref: 542

1. Authentic tests are generally easier than multiple-choice tests to grade objectively.

Page Ref: 542

1. It is considered desirable to grade one essay question for the entire class before grading the next one for any student.

Page Ref: 545

1. Common types of authentic assessments include portfolios and exhibitions.

Page Ref: 546-547

1. Authentic assessments are procedures that directly assess student performances in "real-life" situations.

Page Ref: 546

1. Criterion-referenced grading is more appropriate than norm-referenced grading for authentic assessments such as portfolios and exhibitions.

Page Ref: 547

1. In a student portfolio, the teacher should determine what work should be included.

Page Ref: 549

1. Having students assist in the development of rating scales and scoring rubrics can lead to improved learning.

Page Ref: 550

1. Using authentic assessments does NOT guarantee reliability and validity.

Page Ref: 550

1. Both criterion-referenced and norm-referenced report cards indicate student progress toward specific goals.

Page Ref: 554

1. Grading on the curve is an example of a criterion-referenced system.

Page Ref: 553-554

1. Criterion-referenced grading systems use standards of subject mastery and learning to determine grades.

Page Ref: 554

1. Your text recommends that teachers have communications with students’ family members that are not tied to a grade.

Page Ref: 557

1. The median is the score that occurs most often in a distribution.

Page Ref: 559

1. A percentile rank score of 60 means that a student is performing better than the majority of those taking the test.

Page Ref: 561

1. A T score distribution has a mean of 50 and a standard deviation of 10.

Page Ref: 562

1. High-stakes testing is what some administrators use to make important decisions about students, teachers, and schools.

Page Ref: 565

1. When using high-stakes tests teachers should be careful not to use the content standards of the local district.

Page Ref: 568

Completion Questions

1. A general term for the type of testing that is used to guide planning and identify students' needs is ________ assessment.

Page Ref: 536

1. A general term for the type of testing that is used to determine final achievement in a course is ________ assessment.

Page Ref: 536

1. The process in assessment that provides a numeric description of a characteristic or event is ________.

Page Ref: 536

1. When test performances are compared to standards rather than to scores of others, the test is said to be ________ referenced.

Page Ref: 538

1. A large sample of students representing a given grade level make up the ________ for a standardized achievement test.

Page Ref: 537

1. The type of grading that has the advantage of relating judgments about a student to the achievement of others is __________.

Page Ref: 537

1. If scores of individuals are consistent over time, the test is said to have high ________.

Page Ref: 539

1. A test that measures what it is supposed to measure is considered to be ________.

Page Ref: 539

1. Tests in which the scoring of items does not require interpretation are said to be ________.

Page Ref: 542

1. The incorrect answers in a multiple-choice question are called ________.

Page Ref: 545

1. A general term for tests designed to assess performances in realistic contexts is __________ assessment.

Page Ref: 546

1. A type of authentic assessment in which students' work is collected to demonstrate progress and achievement in a particular area is a(n) __________.

Page Ref: 547

1. The midpoint or middle score of a distribution is called the ________.

Page Ref: 559

1. The measure of how widely scores vary around the mean is the ________.

Page Ref: 560

1. A standard score that directly expresses how many standard deviations a raw score is above or the below the mean is a ________.

Page Ref: 562

1. When critical decisions are made from test scores, the process is called ________ testing.

Page Ref: 565

Short Answer Questions

1. Compare and contrast formative and summative measurements. Identify the different uses of formative and summative tests in your answer.

Page Ref: 536-537

1. Compare and contrast norm-referenced and criterion-referenced tests and identify situations where each would be appropriate.

Page Ref: 537-538

1. Define and distinguish between reliability and validity. Is it necessary for a test to be valid in order for it to be reliable? Is it necessary for a test to be reliable in order for it to be valid? Explain your decisions.

Page Ref: 538-540

1. In what situations is the use of multiple-choice items desirable? Suggest some guidelines for how such items should be constructed.

Page Ref: 543-544

1. In order to judge how well your students can analyze the elements of a play, you administer an essay test. Why is this appropriate and how can you try to ensure that the test is well-written and graded correctly?

Page Ref: 544-545

1. Discuss authentic testing with regard to philosophy, procedures, types of evaluation, and grading.

Page Ref: 546-550

1. Identify the three common measures of central tendency. Which one of the three measures do you believe to be the most informative for assessing the typical performance of a group of students? Explain your selection.

Page Ref: 559

Case Studies

Howard Williams teaches a college course in educational foundations to preservice teachers. The course is intended to expose students to the historical roots of education, key philosophers, and current issues in teaching and education. 90 percent of students' grades in his course are determined by a midterm and a final exam, both consisting of 75 multiple-choice questions. The remaining 10 percent is attendance. One question on the midterm, for example, was: "The first normal school in Tennessee was established in . . ." followed by four alternatives. A question on the final was: "The philosopher identified with the progressive movement was . . ."' followed by four alternatives. When asked about the course after they had graduated, students often described it as "well taught, but meaningless."

1. What type of testing plan would you recommend to improve the validity of Dr. Williams' course?

Page Ref: 542-546

1. Identify how authentic testing could be used in a course of that type. Specifically, what types of authentic "performances" might be evaluated and how could they be evaluated?

Page Ref: 546-551

1. Given that Dr. Williams will probably continue to use at least some multiple-choice testing, suggest some guidelines regarding when and how to use this testing format. Specifically, what objectives should multiple-choice questions test? How should items be constructed to improve their content validity for course objectives?

If Dr. Williams decides to write his own multiple-choice items, he will want to first consider the nature of the content he is assessing. If he is interested in having students connect concepts, a matching strategy may be a better item format. Dr. Williams wants to make sure that he is testing students' knowledge rather than their test taking or guessing skills. In developing the question (referred to as the stem), he should write the question to only measure one key concept. Item stems should not be overly wordy, yet they should contain as much wording as possible so that phrases will not have to be repeated in each alternative (i.e., possible answers). In writing alternative answers, he should carefully include distractors, which can distract students who may only have partial knowledge of a concept. In addition, the alternative answers should follow the same grammatical form of the stem, so that no answers can be ruled out for obvious reasons. Items should vary in content and instructions. For example, test developers should not overuse "all of the above" or "none of the above" in the answer alternatives. Similarly, the categorial words of "always" or "never" should be avoided in question stems because highly skilled test takers are aware things are "always true."

Page Ref: 542-544

Ms. Rogers uses a grading system in her high school French class in which students who average 60-69 percent receive a D, 70-79 percent a C, 80-89 percent a B, and 90-100 percent an A. Ms. Rogers has the reputation of being an excellent "expert" teacher. This year, 18 of her 24 students earned a final grade of A and the other six students earned a B. Her new principal criticizes Ms. Rogers for using "an apparently invalid grading system that fails to provide adequate differentiation between students."

1. Identify the type of grading system that Ms. Rogers is using. What are its general advantages and disadvantages?

Page Ref: 538

1. Would her grading system be considered norm-referenced? Why or why not?

Page Ref: 529

1. React to the principal's arguments. Do you believe that the grading system is inappropriate? Explain your rationale.

Page Ref: 537-538

An angry parent corners Mr. Watson, the assistant principal of Cummings Elementary School, in the hallway. "Look at Jennifer's Provincial Achievement scores," the mother said. "I had asked at the beginning of the year that Jennifer should skip seventh grade and be put into the eighth grade. These scores tell me that I was right." Mr. Watson examines the scores and sees the following:

Jennifer Smith 7th Grade: November 13,1997

1. Define and identify uses of T-scores and grade-equivalent (GE) scores. What are their advantages and limitations?

Jennifer's G-E scores are based on the average of scores based on comparison with norming samples from both the seventh and eighth grade. For example, her language arts G-E scores = 7.8, which can be interpreted as the average performance of a seventh grader and the decimal stands for the tenths of a year (typically interpreted as months). G-E scores can be challenging to interpret and are frequently misleading. For example, Jennifer's G-E score of 8.8 in social studies does not necessarily mean she should be advanced to an eighth-grade social studies class. It is important to note the norming sample procedure. Different forms of tests are used at different grade levels, so Jennifer may not have had the items that would be given to eighth graders. We only know that she did well on items given to seventh graders. Another caution regarding the use of G-E scores is that educators will want to have very detailed information about the norming sample utilized in the investigation.

Page Ref: 561-562