EDUC 658 Professional Organizations Research https://www.homeworksimple.com/downloads/educ-658-professional-organizations-research/ EDUC 658 Professional Organizations Research The candidate will research at least eight student affairs professional organizations for higher education and provide a summary of their member benefits that will be placed in a document for future reference and professional development. The student will summarize their findings with professional goals in a 300-400-word summary in current APA formatting.
EDUC 360 Quiz 1,2,3 https://www.homeworksimple.com/downloads/educ-360-quiz-123/ EDUC 360 Quiz Faith, Freedom, and Public Schools Module 1 1. What did the Supreme Court say in the case of Abington School District v. Schempp? 2. What did the Federal Court determine in the case of Florey v. Sioux Falls School District? 3. What did the Supreme Court say in the case of Lynch v. Donnelly? 4. From the conversation with Attorney David Cortman, can you tell your students you are a Christian? 5. From the conversation with Attorney David Cortman, when can you initiate talking about Christianity? EDUC 360 Quiz Faith, Freedom, and Public Schools Module 2 1. What does the introduction to “The Bible in State Academic Standards” reveal? 2. According to the introduction of “The Bible in State Academic Standards”, teachers should help students understand the phrase “one nation under God” as a… 3. What did Thomas Jefferson say we should not remove from our nation? 4. What passage from the Bible did Martin Luther King, Jr. quote in his “I have a dream” speech? 5. The National Association for Music Education’s official policy is that “the omission of sacred music from the school curriculum would result in an incomplete educational experience.” EDUC 360 Quiz Faith, Freedom, and Public Schools Module 3 1. How many Americans claim Christianity as their religion? 2. According to Gallup, average church attendance in America has historically been what? 3. The main point of this session is what? 4. Understanding the Bible helps students with English literature courses in college. 5. Unfortunately, Christian music does not sell as well as Jazz music.
EDUC 415 Quiz Final Educational Assessment https://www.homeworksimple.com/downloads/educ-415-quiz-final-educational-assessment/ EDUC 415 Final Quiz: Educational Assessment of Students Covers the Textbook material from Module 1: Week 1 to Module 8: Week 8. 1. A strength of teacher-made tests is that they can assess 2. In the development of assessment blueprints, the number of learning objectives in each topical area helps determine the weighting given to the particular area in the assessment. 3. Which of the following is NOT part of a learning unit assessment plan? 4. For the following, select the type of technology use illustrated by the question below. A college professor posts a video on her online course, then has students submit a one-paragraph response and take a quiz on the material, also on the online course site. 5. In general, which of the following assessment alternatives would yield the most valid results for purposes of formative assessment of students? 6. Why do you need to plan the weight each assessment contributes to a report card grade? 7. In general, using the results of a single assessment for purposes of grading a student is less valid than using multiple assessment results because any single assessment 8. Which of the diagnostic approaches is implied when a teacher says, “I’m interested in finding out why my students confuse the rotation and revolution of the planets.” 9. For what kind of subject matter is the prerequisite knowledge and skills approach most appropriate? 10. The table below shows the results (fraction of items correct) of a diagnostic test for five primary school students. Refer to the table above. According to the mastery approach, what is Brad’s weak area? 11. What can you learn from carefully facilitated class discussions? 12. A teacher says, “Ariel is able to add three-digit numbers without carrying and is now ready to learn how to add two-digit numbers with carrying.” Which diagnostic approach is implied? 13. For which diagnostic approach would student think- alouds be most useful? 14. The table below shows the results (fraction of items correct) of a diagnostic test for five primary school students. Refer to the table above. According to the content prole of strengths and weaknesses diagnostic approach to diagnosis, which student has a weakness in addition? 15. Which of the following comments is an example of cognitive feedback? 16. Which of the following is an example of evaluative feedback? 17. Providing feedback in online learning environments is very different from providing feedback in face-to- face classrooms. 18. Which of the following are useful tools for supporting peer feedback? 19. What is a common problem teachers face when giving feedback to struggling students? 20. A middle school social studies class did individual reports on the contributions of different explorers to European expansion into the New World. Which of these scenarios uses timing most effectively? 21. Why are describing work and making suggestions for improvement usually the most powerful feedback? 22. The primary value of true-false items is to assess a student’s ability to judge the correctness of verbal propositions. 23. In classroom assessment, it is acceptable if a few test items are focused on minor points of content. 24. In classroom assessment, it is of very little importance if students use their knowledge of flaws in the items to answer them correctly. 25. You are writing pairs of “true” and “false” items. For one item, you can only write a “true” item. You can’t figure out a way to write a good “false” item except to insert a “not” before the verb.
What should you do? 26. The most discriminating true-false items tend to be those 27. It is acceptable if a student can answer a test item correctly by using his or her partial knowledge of the learning objective. 28. When crafting completion items for elementary students, it is best to provide clues by making the length of the blanks proportional to the length of the omitted word. 29. Items written in the greater-same-less or similar format tend to be self-explanatory and do not require directions to students. 30. Which of the two methods of scoring tabular items provides a more reliable result? 31. Options in a multiple-choice test function better when placed in the middle of the stem rather than at the end of the stem. 32. Distractors in experiment-interpretation items should be based on the typical misconceptions students have about why an experimental result came about. 33. A good assessment task should help you to distinguish clearly between less knowledgeable and knowledgeable students. 34. The difficulty of a multiple-choice item can be increased by using distractors which are very similar to the correct option. 35. In organizing a set of masterlist items, the set of items is put before the masterlist of options. 36. It does not make any difference whether the interpretive materials, the masterlist of options, and the set of items appear on the same page or on different pages of the test. 37. Why are problem-solving and critical-thinking abilities often assessed together? 38. You can assess a student’s ability to induce and to judge induction by using either the responsechoice or the constructed-response item format. 39. Students should be assessed by requiring them to reproduce what was taught in class. 40. What is an open-response assessment task? 41. Which of the following kind of concept is NOT based on a definition? 42. The general approach to problem-solving strategies is almost always more powerful than approaches based on specific domains. 43. Which of the following is the best way to assess the concept “bicycle”? 44. For instructional purposes, it is best if teachers use 45. What is the effect of rater drift on essay scores? 46. Other things being equal, an extended response essay is more likely to be reliably scored than a restricted response essay. 47. When you construct an analytic scoring rubric for essay-type items, you should specify 48. Which of the following essay-scoring factors is LEAST likely to lower the validity of social studies test scores? 49. For a meaningful feedback to students on their essays, the teacher should 50. The best way to use writing standards and rubrics in the classroom to assess students is to use them primarily as summative evaluation tools. 51. Authentic performance tasks align better to learning objectives than do paper-and-pencil tests. 52. A teacher knows that Linda always performs at the top of her class. On one units’ summative assessment, Linda’s performance was not very good, but the teacher gave her a high grade, reasoning that Linda just had an “off day.” Which type of error did the teacher most likely commit? 53. Before you decide on what content should be included in students’ portfolio, you should clearly identify the 54. Which of the following rating errors is likely to be made by a new teacher who does NOT know the students very well? 55. Which of the following is a characteristic of authentic assessment? 56. Individual student projects should assess 57. What is the difference between a performance assessment and a classroom learning activity? 58. For each entry in a best-works portfolio, a teacher should require the student to write an explanation that relates the entry to the learning objective it shows achievement on.
59. Item Analysis Information Chart Refer to the Item Analysis Information Chart above. Which of the following is the poorest functioning distractor? 60. An advantage to preparing an answer key before you administer the test to students is that you may identify mistakes in your test items. 61. If your students differ greatly in their test-wiseness skills, the validity of their scores on your classroom assessment results is likely to be lower than if they all had equal test-wiseness skills. 62. What is the best way to arrange items on a test? 63. You can use simple statistical analyses to identify the major types of errors students make in answering essay items. 64. Why should you group test items according to the type of item (multiple choice, true/false, etc.)? 65. A distractor is not functioning properly if no one in the upper group selected it. 66. Which of the following grading approaches is most compatible with standard-based approaches to teaching? 67. Which of the following grading approaches is most compatible with the theory that intelligence is fixed? 68. A multiple marking system reports students’ progress in different curriculum areas but NOT in noncognitive areas. 69. Formative assessment results from quizzes, homework, and classroom activities should play a major role in determining a student’s marking period grade. 70. For the following, select the type of grading illustrated by the question below. A teacher compares a student’s achievement during the marking period with the learning ability she thinks the student has. The grades are awarded according to how well the student has lived up to his capacity. 71. In a marking period there are 200 possible points to earn. A teacher allowed a maximum of 20 points for homework and quizzes, 80 points for the midterm, and 100 points for the end-of-unit exam. At the end of the marking period, the teacher summed up the scores for each student. On the basis of the final sum, the teacher awarded grades to the students. What type of criterionreferenced grading is the teacher using? 72. A teacher used the following assessment tasks while teaching a unit. Choose the correct weight for the assessment tasks based on the description below. An in-depth essay question covering 1 of the 8 unit learning objectives and marked with a well-defined scoring rubric vs. A test comprised of short-answer and completion items covering 7 of the 8 unit learning objectives 73. Grading on the curve is compatible with self- referencing at the formative evaluation stages. 74. Standardized achievement tests provide useful information that may be part of a study of whether a local district needs to change its curriculum. 75. At the secondary school level, use of a standardized achievement test should be guided, among other things, by the consideration of continuous educational growth over the grades. 76. Small deviations from the instructions for administering a standardized achievement test are acceptable provided that they make test administration more practical than was suggested by the publisher. 77. Reporting a school’s standardized test results to the school board without describing the other characteristics of the school and its students is an unethical assessment practice. 78. A state has its own mandated accountability test. Your school district wants to use an additional standardized test. Which of the following is a recommendation by the Brookhart and Nitko textbook as the school district deliberates what test to adopt? 79. For which of the following purposes can a teacher use standardized achievement tests? 80. Why is it considered unethical to give students practice on the same test items that they are going to be administered later? 81. States are said to use a standards-referenced framework when they align state test items with state standards and set the performance levels that qualify as “basic,” “proficient,” and so on. Why is this NOT simply an example of “criterion-referencing”? 82. Which of the following describes a derived score? 83. Which of the following types of scores is BEST to use to explain a student’s strengths or weaknesses across different curriculum areas to parents?
84. Which of the following would be the LEAST appropriate classroom use of standardized test results? 85. Which of the following is a necessary condition for a highly valid criterion-referenced interpretation of test scores? 86. The norm data reported in a test manual cannot have a normal distribution unless students’ raw scores naturally have a normal distribution. 87. A student who obtained a percentile rank of 50 in grade three social studies and obtained the same percentile rank in grade four social studies has not shown any educational growth. 88. Where would you look to see if there was a published test that measures a specific area of interest to your school? 89. Local teachers’ judgments about how well the results of a standardized test could be used for improving instruction in the district have no place in decisions about selecting the test. 90. The most important materials one should obtain from a publisher in order to review an assessment instrument properly are the technical manual and the specimen sets. 91. A school district would like to review its existing testing program with an eye toward adopting a new standardized test. Representatives from the following groups are available to help in this process: 92. Your school has identified a test they want to use. Where can they find information about the cost of the test and whether they can receive test results electronically? 93. When asked to join his peers in extra-curricular sports, Robertson told his teacher that he prefers indoor games to outdoor games. 94. If a student’s socioeconomic level and family group remain stable over a long time period, the student’s aptitude scores are likely to be very similar over this time interval. 95. What is the purpose of publishing separate male and female norms in interest inventories? 96. On the average, scores from an unreliable aptitude test will be lower than scores from a reliable aptitude test. 97. Aptitude tests measure a person’s future performance. 98. How are the activities listed on an empirically-keyed interest inventory item identified? 99. Select the concept illustrated in each statement below. At the end of the marking period, the teacher’s assessment showed that Jennifer could correctly spell eighty percent of the words she taught the class. 100. John says he wants to be a doctor. What kind of interest is this?
EDUC 415 Quiz Evaluating Results https://www.homeworksimple.com/downloads/educ-415-quiz-evaluating-results/ EDUC 415 Quiz: Evaluating Results Covers the Textbook material from Module 6: Week 6. 1. Classroom teachers can use derived scores to describe their students’ performance when they want to 2. A school principal wants to compare her school building’s sixth grade students’ average standardized test scores in each subject area with those of other school buildings. She accurately calculates the average scores but erroneously looks them up in the individual student norms tables instead of the school averages norms tables. She finds that the averages are near the 75th percentile in all subjects. Suppose the principal had looked up the averages properly in the school averages norm table. What would the results show? 3. Which type of score is recommended for charting student achievement over time? 4. Which of the following types of scores would be best to use to explain to parents how well a student has achieved the learning objectives in a particular curriculum area? 5. What type of scores would be best to use to explain to parents a child’s growth in learning in a particular curriculum area? 6. Which of the following is a criterion-referenced interpretation? 7. The norm data reported in a test manual cannot have a normal distribution unless students’ raw scores naturally have a normal distribution. 8. Which of the following is the function of percentile ranks? 9. Harry’s grade-equivalent score is 3.3. This means that he has mastered three tenths of the third grade curriculum. 10. States are said to use a standards-referenced framework when they align state test items with state standards and set the performance levels that qualify as “basic,” “proficient,” and so on. Why is this NOT simply an example of “criterion-referencing”? 11. Which of the following is the most important factor in a school district’s decision about whether to use a particular test? 12. Your school has identified a test they want to use. Where can they find information about the cost of the test and whether they can receive test results electronically? 13. Which of the following sources would be most useful for finding computerized testing materials? 14. A school data committee notices that they lack data on student achievement in a particular area of the curriculum. They would like to add a test that measures achievement in this area. What is the first thing they should do before they decide which particular test they should use? 15. A district wants to use standardized test results as part of an evaluation of its effectiveness. Which of the following should be reported along with the test results? 16. Local teachers’ judgments about how well the results of a standardized test could be used for improving instruction in the district have no place in decisions about selecting the test. 17. When would you use a test of general scholastic aptitude to predict student achievement? 18. Select the concept illustrated in each statement below. At the end of the marking period, the teacher’s assessment showed that Jennifer could correctly spell eighty percent of the words she taught the class. 19. Judy’s high school record indicates the following for the first three years: Judy says she thinks she should become a medical doctor. Is her high school record consistent with this expressed interest? 20. On April 1, Gemma took the Otis-Lennon School Ability Test and attained a score of 120. On May 1, she took the Wechsler Intelligence Scale for Children and attained a score of 109. What is probably the major factor in this difference in Sally’s scores?
21. Select the concept illustrated in each statement below. The stalemate between the Congress and the President over the national budget leading to the closure of certain federal government offices for several days is undesirable. 22. Which of the following reports a Verbal, Nonverbal, and Composite score? 23. John says he wants to be a doctor. What kind of interest is this? 24. If a student’s socioeconomic level and family group remain stable over a long time period, the student’s aptitude scores are likely to be very similar over this time interval. 25. On the average, scores from an unreliable aptitude test will be lower than scores from a reliable aptitude test.
EDUC 415 Quiz Student Achievement https://www.homeworksimple.com/downloads/educ-415-quiz-student-achievement/ EDUC 415 Quiz: Student Achievement Covers the Textbook material from Module 5: Week 5. 1. A teacher used the following assessment tasks while teaching a unit. Choose the correct weight for the assessment tasks based on the description below. Quizzes, the content of which assessed 3 of the 6 unit learning objectives, vs. A performance assessment that assessed 5 of the 6 unit learning objectives 2. Which of the following grading approaches is most compatible with the theory that intelligence is fixed? 3. Which of the following should NOT be reflected in a report card grade? 4. Refer to the table above. Suppose a total points method is used to create a composite grade. What is Alva’s weighted composite grade on the 0-100 percentage scale? 5. Which of the following should you prepare before a parent conference begins? 6. You are likely to confuse students when the grade you assign combines your evaluation of the students’ achievement and their classroom deportment. 7. Which of the following grading approaches is most compatible with standard-based approaches to teaching? 8. According to the Brookhart and Nitko textbook, a student who does NOT turn in an assignment should be given 9. Why do most current textbooks recommend that teachers NOT use norm-referenced grading? 10. If your school district has a poor grading policy, your best course of action is to ignore it and use a better system of grading. 11. Grades should be used for formative assessment purposes. 12. Grading on the curve is compatible with self- referencing at the formative evaluation stages. 13. When grades are used to compare students, they are unlikely to motivate students. 14. During the time that students are taking a standardized achievement test the teacher should ensure that all students 15. Standardized achievement tests provide useful information that may be part of a study of whether a local district needs to change its curriculum. 16. Multilevel survey test publishers describe how well their products match local curriculum frameworks. 17. Dan’s parents blamed his poor standardized test performance on the teacher. Is it appropriate to hold the teacher responsible for Dan’s poor standardized test performance? 18. Often, different standardized achievement tests have subtests with the same name (e.g., reading) that contain items assessing quite different content and skills. 19. Most of the major standardized achievement test batteries include options for performance tasks as well as multiple-choice items. 20. Even though different publishers of standardized achievement batteries use different techniques for creating developmental scales, the scales are quite closely equivalent. 21. Reporting a school’s standardized test results to the school board without describing the other characteristics of the school and its students is an unethical assessment practice. 22. A test is said to be standardized if it serves as a standard against which students’ performance is compared. 23. When selecting a standardized test for a secondary school, school officials should focus on locating a test that assesses educational development in a few broad areas instead of more specific curriculum subjects. 24. If you use tests that come with your curriculum materials and textbooks you can usually be assured that you have very good quality test items.
25. Which of the following activities is (are) OPTIONAL for a teacher when preparing to administer a standardized achievement test?
EDUC 415 Quiz Student Preparation https://www.homeworksimple.com/downloads/educ-415-quiz-student-preparation/ EDUC 415 Quiz: Student Preparation and Results Covers the Textbook material from Module 4: Week 4. 1. For each entry in a best-works portfolio, a teacher should require the student to write an explanation that relates the entry to the learning objective it shows achievement on. 2. A major problem with assessing students using portfolios is that two teachers often assign quite different grades to the same student’s portfolio. 3. Growth-and-learning-progress portfolio are particularly well suited for 4. One major disadvantage of performance assessment procedures is that they are more timeconsuming for the teacher and the student. 5. Which of the following is NOT an important quality dimension for designing performance assessments? 6. Which of the following procedures is least practical for a teacher to use as a way of improving the quality of assessment tasks? 7. Which of the following factors is MOST important in deciding how many tasks to include on a summative classroom performance assessment? 8. What is the most appropriate way to score a performance assessment that is used to give feedback to students? 9. An advantage of performance assessment over the traditional objective formats is that 10. What does scaffolding mean in performance assessment? 11. Which of the following will help ensure that a project is useful for assessing students? 12. Which of the following could be included in a sixth- grade student’s electronic portfolio for a unit on water in science class? 13. A desirable feature of a best-works portfolio is that it should emphasize learning objectives that are not part of a teacher’s daily instruction. 14. What are commonly recommended item difficulty and discrimination indices for a normreferenced test? 15. You need not pay any attention to item analysis data if you are crafting a criterion-referenced test. 16. Arnold is really worried about his final exam. Which of the following should his teacher say? 17. Teaching the types of performance and thinking students need to do well on a classroom test increases the validity of the test results. 18. It is appropriate to include on a test a few questions that cover material you had taught but which you did not tell students would appear on the test as a check on whether the better students have studied. 19. The directions on the cover page of a test booklet render any directions of a subsection of the test redundant or unnecessary. 20. Using surprise quizzes is ethical when students are misbehaving and you need to use a test to gain some control of the class. 21. What is the best way to arrange items on a test? 22. Suppose the directions to students on the cover page of a test booklet included the statements below. Which of the statements is LEAST helpful to the student? 23. Why should you group test items according to the type of item (multiple choice, true/false, etc.)? 24. The most important recent technological developments for classroom testing purposes are technological solutions to problems of 25. Does applying a correction for guessing formula to a response-choice test affect the scores of students who guess correctly?
EDUC 415 Quiz Problem Solving https://www.homeworksimple.com/downloads/educ-415-quiz-problem-solving/ EDUC 415 Quiz: Problem Solving and Critical Thinking Covers the Textbook material from Module 3: Week 3. 1. A possible way to directly assess the ability to ask and answer challenging questions is by observing a student during his/her presentation and during someone else’s presentation. 2. Students should be assessed by requiring them to reproduce what was taught in class. 3. What do context-dependent item sets do? 4. Why is it dicult to craft items to assess understanding of a defined concept by requiring students to classify several examples? 5. Which of the following best assesses the rule- governed thinking students use when constructing an evidence-based argument from text? 6. Context-dependent assessment material should be arranged so that the items appear before the interpretive material. 7. Which of the following scoring options is most appropriate to evaluate students’ responses to a task intended to assess students’ problem-solving abilities? 8. Which of the following is the best way to assess the concept “bicycle”? 9. You can assess a student’s ability to induce and to judge induction by using either the responsechoice or the constructed-response item format. 10. What is the most important reason for rewriting introductory materials for items assessing the ability to use reference materials? 11. To assess problem-solving skills, you should present to the student a novel situation. 12. What is an open-response assessment task? 13. A teacher administers an in-class test containing five restricted response essays. How would you advise her to score the tests? 14. When teaching students to write, it is entirely appropriate to use only the ideas and organization rubrics to evaluate students’ first drafts. 15. Giving feedback in the form of a general letter grade on assessments of student writing is an example of integrating assessment and instruction. 16. Which of the following learning objectives can be assessed more appropriately using objective items rather than essay items? 17. Which of the following is NOT a way that technology has changed writing assessment? 18. Other things being equal, an extended response essay is more likely to be reliably scored than a restricted response essay. 19. How are extended response essay items best used in the classroom? 20. Noble covered up her students’ names before she scored their essays. What problem is she most likely trying to avoid? 21. On which trait should you focus your assessment at the revision stage of the writing process? 22. Which of the following is it LEAST important for you to specify in an essay item intended to assess students’ ability to evaluate a debate in which the debaters express their opinions? 23. The validity of the results from a restricted response essay item will tend to be lower than those from an extended response essay item. 24. Which of the following formats best assesses higher-order thinking processes students use to solve problems? 25. Suppose correctness of spelling is not part of the learning objective being assessed with an essay test. How should spelling be handled when scoring the essays?
EDUC 415 Quiz Types of Questions https://www.homeworksimple.com/downloads/educ-415-quiz-types-of-questions/ EDUC 415 Quiz: Types of Questions Covers the Textbook material from Module 2: Week 2. 1. When crafting completion items for elementary students, it is best to provide clues by making the length of the blanks proportional to the length of the omitted word. 2. You would generally expect to increase the validity of your students’ scores on your completion items if you changed them into direct questions. 3. One ten-point quiz consists only of traditional true- false items. Another ten-point quiz, assessing the same content, consists only of multiple true-false items. How does the reliability of the scores on the two quizzes compare? 4. In classroom assessment, it is of very little importance if students use their knowledge of flaws in the items to answer them correctly. 5. What is the most important reason you might want to use a completion variety of fill-in-the-blank item instead of the direct question variety? 6. The appropriate time to use the response categories “Right” and “Wrong” is when a true-false variety item asks a direct question. 7. If a student has a good command of a learning objective, you should expect that the student would answer a test item about that objective correctly even if the item were worded rather ambiguously. 8. What do true-false items assess? 9. The primary value of true-false items is to assess a student’s ability to judge the correctness of verbal propositions. 10. It is acceptable if a student can answer a test item correctly by using his or her partial knowledge of the learning objective. 11. True-false items are able to assess the 12. When crafting a completion item, it is best to use a statement taken verbatim from the textbook, delete an important word, and replace the word with a blank. 13. Distractors for best answer items of an objectively scored format should be obtained from 14. When writing a matching exercise, it is important to ensure that the number of responses is equal to the number of premises. 15. When crafting tabular items, which of the following should be the last step performed by the teacher? 16. Which of the two methods of scoring tabular items provides a more reliable result? 17. When crafting multiple-choice items, it is important to ensure that the distractors are plausible to students who do not know the answer. 18. Options in a multiple-choice test function better when placed in the middle of the stem rather than at the end of the stem. 19. A best answer variety multiple choice item is most useful for assessing critical thinking when the 20. The statement-and-comment format can be used to assess the students’ comprehension of 21. In writing best answer items, it is inappropriate to include “none of the above” as one of the options. 22. Which of the following is the most discernible advantage of the greater-less-same format item type over standard multiple-choice items? 23. What is the function of the “table” in a tabular matching exercise? 24. Which of the following would you recommend to a history teacher who wants to assess students’ knowledge of the order of events during the American Civil War? 25. In organizing a set of masterlist items, the set of items is put before the masterlist of options.
EDUC 415 Quiz Planning https://www.homeworksimple.com/downloads/educ-415-quiz-planning/ EDUC 415 Quiz: Planning and Using Assessments for Diagnostic Purposes Covers the Textbook material from Module 1: Week 1. 1. Which of the following measures is most likely to be used for RTI progress monitoring in an elementary mathematics class? 2. One sound reason for keeping the length of an assessment procedure short is that the reliability of the students’ scores is increased. 3. A strength of teacher-made tests is that they can assess 4. In crafting a summative classroom assessment, it is appropriate to have the number of points for each task be proportional to the amount of time you spent on teaching each topic. 5. One way to lower the reliability and validity of the results of questioning students during instruction is to supplement the results with test results. 6. Which step in the assessment process is most often problematic? 7. What is the purpose of a growth and learning progress portfolio? 8. One major purpose of pre-assessment is 9. One benet to using student predicting and graphing their own progress during the memorization of facts (math facts, spelling words, states and capitals, etc.) is that it aids metacognition in what otherwise can be a rote activity. 10. The table below shows the results (fraction of items correct) of a diagnostic test for five primary school students. 11. Which of the following diagnostic approaches uses a norm-referencing framework to interpret students’ needs? 12. The table below shows the results (fraction of items correct) of a diagnostic test for five primary school students. 13. A diagnostic test of deficits in mathematics could also be used to assign students’ grades in mathematics. 14. The table below shows the results (fraction of items correct) of a diagnostic test for five primary school students. 15. When formative assessment strategies are used effectively, what is improved? 16. After the day’s lesson, a science teacher asked students to write on a 3×5 card one question they felt like they still needed to have answered in order to understand the water cycle. How might the teacher best use the information on the cards? 17. Which of the following is an example of evaluative feedback? 18. Which of the following approaches is most likely to help a first grader improve his sentencing skills? 19. Which of the following comments is an example of descriptive feedback? 20. Which of the following are useful tools for supporting peer feedback? 21. Before your school purchases a computer-based instructional program, it is important to find out how it provides feedback on students’ work. 22. At the beginning of the class period, students receive feedback on their first drafts of a graphic novel project. Which strategy is likely to be most effective for improvement? 23. Which of the following is NOT a potential source of feedback for students? 24. Which of the following comments is an example of self-referenced feedback? 25. Which of the following is a recommended component of effective feedback?
EDLC 606 Quiz Final https://www.homeworksimple.com/downloads/edlc-606-quiz-final/ EDLC 606 Quiz Comprehensive Final 1. Increased use of portfolio and performance assessment techniques in the schools has been suggested to: 2. The major distinction between testing and assessment is that assessment is a process that is: 3. Under NCLB, “adequate yearly progress” for a school is measured by the success of which group? 4. In high-stakes testing, alignment refers to the degree to which a high-stakes test measures a state’s: 5. According to the text, one of the challenges facing RTI is the lack of: 6. One of the advantages of the standard protocol approach to RTI is: 7. When RTI is fully implemented, it applies to: 8. Robert, a ninth-grader, has just been told, “The reason you’re having so much trouble with division is that you have never mastered compound multiplication. The Math Basic Skills Tests have indicated this quite clearly. We are going to provide you with instruction in multiplication immediately.” Robert’s teacher made what kind of decision relative to his skill level? 9. How we measure in the classroom should be determined by: 10. The term to describe the extent to which test items match a teacher’s instructional objective is: 11. An intended learning outcome defined in terms of specific observable behavior is appropriately called a(n) _______________ objective. 12. Educational objectives should guide classroom activities and evaluation. To accomplish this effectively, the objectives should be: 13. The purpose of the Taxonomy of educational objectives is to: 14. Which of the following is one of the functions of a test blueprint? 15. Which of the following is a good suggestion to follow in writing true-false items? 16. The difficulty of a multiple-choice item can be varied by altering the: 17. To test a student’s ability to use higher mental processes of logical reasoning, and critical thinking, a(n) ___________test should be used? 18. One prominient limitation of essay tests is: 19. Open-book questions and exams are NOT appropriate for which of the following levels of learning outcomes? 20. The first step in developing a performance test is: 21. The dimensions that a scale measures should: 22. In rating the portfolio as a whole, which among the following would you want to emphasize most? 23. A major classroom level purpose that portfolios should achieve is: 24. What is meant by “a given test item is highly discriminating? 25. Which of the following is a recommendation to help prepare students for a test? 26. Given the following item analysis data, with the correct answer marked with an asterisc, which, if any, of the distractors should be replaced? 27. Marking and reporting systems should benet the pupil in all of the following ways EXCEPT: 28. All other things being equal, which of the following marking practices results in the most reliable grades? 29. Five students received scores of 10, 12, 14, 16, and 28. The mean of these scores is: 30. The score that is duplicated (repeated) the largest number of times in a set of scores is the: 31. In a frequency polygon, the height of the curve above the baseline represents: 32. The distance between -.50 and +.50 in z-score units represents how many stanines? 33. In a normal distribution, what percentage of scores will fall between -1 standard deviation and +1 standard deviation? 34. Which of the following fall(s) at a z-score of 0.0 in a normal distribution?
35. Assume that a set of 90 normally distributed test scores has a mean of 70 and a standard deviation of 10. A percentile of 50 would equal a raw score on the test of: 36. Which of the following correlation coefficients indicates the highest degree of linear relationship? 37. When a relationship between two variables is curvilinear, a linear correlation coefficient computed for each data will be: 38. The biggest obstacle to determining a test’s predictive validity is 39. This form of validity requires a time interval for its determination: 40. To build reliability into a test, it is desirable to: 41. This involves the administration of two different tests at two different times. 42. The standard error of measurement is closely related to: 43. When two intelligence tests are given to an adult a year or two apart, the difference in individual’s IQ’s or percentile ranks from one test to the other is most likely due to: 44. With the passage of IDEIA in 2004, what Specific Learning Disability (SLD) determination method must states use? 45. If a teacher wanted to determine how well a standardized achievement test would measure the objectives which she had been trying to teach, it would be best for her to: 46. Which of the following represents the highest degree of relative performance? 47. If the instructions for administering and scoring a standardized achievement test are NOT followed rigidly when it is administered to pupils: 48. As contrasted with various separate achievement tests in the same subjects and obtained from different test publishers, a survey achievement battery yields derived scores for the same school subjects which are more likely to be: 49. What should be the function of intelligence tests in grading or marking practices? 50. All of the following are appropriate uses for the results of standardized aptitude tests EXCEPT:
CLED 845 EQ Assessment https://www.homeworksimple.com/downloads/cled-845-eq-assessment/ EQ Assessment and Personal Reflection Assignment The student will complete 10 exercises in the assigned chapter on emotional intelligence and then prepare an assessment and personal reflection. The reflection must be at least 1,500 words and follow current APA format.
CLED 845 Team Dynamics Paper https://www.homeworksimple.com/downloads/cled-845-team-dynamics-paper/ CLED 845 Team Dynamics in Ministry Paper Assignment The student will write a 4,000–5,000-word research-based paper in current APA format that focuses on the biblical and theological understanding and practice of team leadership within various ministry environments. The paper must include at least 20 literature citations within the paper (the student must additionally cite at least 2 key biblical texts with accurate exegesis along with applicable principles), and the reference list must include at least 15 sources, including peer reviewed journal articles, scholarly commentaries, and other strong resources. The 15 sources must be in addition to the course textbooks.
EDUC 740 Prayer Reflection Report https://www.homeworksimple.com/downloads/educ-740-prayer-reflection-report/ EDUC 740 Prayer Reflection Report The candidate will choose 7 leaders that he/she knows personally and commit to pray for them for at least 30 days. During the 30 days of prayer, the candidate will follow the Daily Prayer Guide provided and will keep a prayer journal, recording his/her thoughts, ideas, and observations regarding the prayer time. Then, the candidate will submit a 1–3 page paper that discusses his/her reflections on the time of prayer. The paper must follow current APA format as necessary.
EDUC 740 Personal Ethics Paper https://www.homeworksimple.com/downloads/educ-740-personal-ethics-paper/ EDUC 740 Personal Ethics Paper As the benchmark assignment for this course, the candidate will write an 8–10 page paper, applying the course principles to his/her personal experience, background, and/or vocation. The purpose of the paper is to synthesize the various elements covered in the course in order to form a set of principles that could be used in the candidate’s specific leadership role. The candidate will submit the preliminary outline of the paper. Both the outline and the paper must be in current APA style.