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Chapter 5 Quiz
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Questions in this quiz (24)
1Assessment is:
- Afinal
- Ba process of gathering information about student learning for decision making.
- Cfocused on what has been learned
- Dused to arrive at an overall grade or score for the purpose of judging quality
2Evaluation is:
- Aongoing
- Bfocused on how learning is going
- Cabout using data in judging student performance and making decisions about learning and
instruction. - Dused to identify what needs improvement for the purpose of improving learning
3Which line of the chart accurately relates the types of assessment with when they should occur?
- ABefore : Formative
During: Diagnostic
After: Summative
End of year: Confirmatory - BBefore: Summative
During: Confirmatory
After: Diagnostic
End of year: Formative - CBefore: Diagnostic
During: Formative
After: Summative
End of year: Confirmatory - DBefore: Confirmatory
During: Summative
After: Formative
End of year: Diagnostic - EBefore: Formative
During: Summative
After: Confirmatory
End of year: Diagnostic
- ABefore : Formative
4Each day students are expected to write one thing they learned and one question they still have in their
science journals. The teacher reads their entries to determine the effectiveness of the activities and what
needs to be addressed again. This is an example of:- Adiagnostic assessment
- Bformative assessment
- Csummative assessment
- Dconfirmatory assessment
- Enone of the above
5On the first day of their study of electricity, students working in small groups are asked to create a concept
map showing what they already know about the topic. This is an example of:- Adiagnostic assessment
- Bformative assessment
- Csummative assessment
- Dconfirmatory assessment
- Enone of the above
6After observing mealworms for several months, students are asked to draw and label sketches that illustrate
the sequence of this organism’s life cycle. To objectively determine grades, the teacher uses a rubric to
determine to what extent each student mastered the learning objectives. This is an example of:- Adiagnostic assessment
- Bformative assessment
- Csummative assessment
- Dconfirmatory assessment
- Enone of the above
7Which of the following statements about “constructed response” items is NOT true?
- AConstructed response items are easier to grade than forced-choice or selected response items
- BConstructed response items can be part of a paper and pencil test.
- CEssay tests are made up of constructed response items
- DConstructed response items require the test taker to develop his/her answer rather than just pick
one from a list - EFill-in-the blank items are constructed response items, unless a word bank is provided
8Which of the following would you NOT expect to find on a “traditional assessment”?
- Aauthentic items
- Bessay items
- Cmultiple-choice items
- Dshort-answer items
- Etrue-false items
9“Selected response” items:
- Aenable you to measure a wide range of knowledge over a short period of time
- Bare challenging to administer.
- Care quick to score and allow for prompt feedback.
- Drequire students to show their reasoning.
- EA & C
10“Traditional assessment” items can be effectively used to assess:
- Aknowledge of science facts, concepts, principles, and procedures.
- Bunderstanding of conceptual knowledge in science.
- Capplication of concepts and principles.
- Dapplication of science processes and inquiry procedures
- Eall of the above.
11Developing “performance assessment“ tasks involves determining each of the following EXCEPT:
- Afocus
- Bcontext
- Cdirections
- Dauthenticity
- Escoring guides
- Afocus
12Authentic performance assessments:
- Aare particularly relevant for inquiry science.
- Bsimulate tasks that scientists, students, or other citizens might do in real-world contexts
- Ccan be scored effectively with dell designed rubrics
- Dall of the above
- Enone of the above
13Rubrics are most appropriate to use for:
- Ascoring performance assessments.
- Bscoring true-false tests.
- Cscoring multiple-choice tests.
- Ddesigning assessment strategies.
- Ereporting grades.
14Which of the following statements does NOT describe a rubric?
- Aa set of criteria that students may be given before the activity that spells out what is expected in
process and/or product. - Ba scoring guide that helps teachers objectively grade student work.
- Ca scoring guide that describes levels of achievement
- Da checklist indicating if a behavior is observed but not how well it is accomplished
- Aa set of criteria that students may be given before the activity that spells out what is expected in
15Which of the following is NOT true of formal assessment?
- AFormal assessments are events, such as tests, quizzes lab reports essays, or projects
- BChecklists are best used in formal assessment
- CStudents are expected to study or prepare for them.
- DFormal assessments are preplanned and scheduled in advance.
16What are some common methods used in informally assessing students’ conceptual knowledge and
understanding?- AStudent record pages such as a science notebook with many forms of notes, such as drawings,
narratives, charts, and graphs. - BChecklists of specific key elements you plan to consider in judging a student performance or
product. - CTeacher questioning is crucial in helping students make connections and learn important science
concepts - DA, B, & C
- EA & B only
- AStudent record pages such as a science notebook with many forms of notes, such as drawings,
17Attitudes, values, and habits of mind are especially relevant to successful inquiry in elementary and middle
school classrooms. It is difficult to measure:- Abeing curious and insisting on evidence
- Bseeking to apply science knowledge and being willing to critically evaluate ideas.
- Cthe use of a mnemonic device in recall the names of all the planets in our solar system
- Dworking cooperatively
- EA, B, & D
18Which of the following is NOT a disadvantage of constructed-response items for assessment?
- AWriting a constructed response essay is easier.
- BPoor writing skills can mask the student’s science understanding
- CTime needed for the teacher to read and evaluate will take longer.
- DA & B
- EB & C
19Focus:
- Apresent a question centered on the problem and provide background
- B means for judging the quality of the performance or product
- C what students are expected to learn and how they can demonstrate that they
have learned it - Dexplain what students are expected to do and should describe the final performance
or product to be assessed.
20Context:
- A present a question centered on the problem and provide background
- Bmeans for judging the quality of the performance or product
- Cwhat students are expected to learn and how they can demonstrate that they
have learned it - D explain what students are expected to do and should describe the final performance
or product to be assessed.
21 Directions:
- Apresent a question centered on the problem and provide background
- Bmeans for judging the quality of the performance or product
- Cwhat students are expected to learn and how they can demonstrate that they
have learned it. - Dexplain what students are expected to do and should describe the final performance
or product to be assessed.
22 Scoring Guide:
- A present a question centered on the problem and provide background
- Bmeans for judging the quality of the performance or product.
- C what students are expected to learn and how they can demonstrate that they
have learned it. - D explain what students are expected to do and should describe the final performance
or product to be assessed.
23Students’ concept maps:
- Acan be used by teachers to provide feedback to students
- Bare useful tools for assessing science understanding
- Care visual representations of major concepts and their connections to subsidiary concepts
- Dwhen examined by teachers before or during instruction can help teachers discover learners’
conceptual understandings and their misconceptions - Eall of the above
24Large-scale assessments administered at district, state, national, international levels provide evidence
needed to make fair, high-stakes decisions about:- Aa redesign of professional development opportunities for teachers
- Ba district’s need to modify its science programs
- Cstudents
- Dteachers
- Eall of the above
Information
- Description
- BIO 400 Azusa Pacific University
- Author
- Lauralee Johnson
- Language
- English
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- 2,259
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