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REF Test 1 Review

László Vass 17 questions

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Questions in this quiz (17)

  1. 1These are other factors involved with the effectiveness of a test: (hint only 6)
    1. AAppropriateness of test
    2. BLanguage proficiency
    3. CCultural characteristics
    4. DAdministration procedures
    5. ETesting environment
    6. FStudent's motivation level
    7. GMeasurements
  2. 2[blank_start]Tests[blank_end] are selected, administered to the class, and scored with the results used to direct decisions on instruction, curriculum, or other educational factors.
    1. ATests
    2. BAssessments
  3. 3[blank_start]Assessments[blank_end] are only part of the decision making process and use collective data to direct these decisions. These consider background information on the student as well as the answers.
    1. AAssessments
    2. BTests
  4. 4Tests, because they have no preconceived or biased notions about test takers, can provide [blank_start]objective[blank_end] data that can be helpful in educational decision making and can minimize bias and [blank_start]subjectivity[blank_end] that may characterize decisions based on subjective data.
    1. Aobjective
    2. Bsubjective
    3. Csubjectivity
    4. Dobjectivity
  5. 5What are the requirements of NCLB? (5)
    1. AStandards
    2. BAnnual assessments
    3. CAccountability/Proficiency
    4. DAdequate yearly progress
    5. EDisaggregated data/reporting
    6. FCommon Core Standards
  6. 6[blank_start]Common[blank_end]: Standards are the same across all states.
    [blank_start]Core[blank_end]: Address core academic subjects only (math, science, English)
    [blank_start]State[blank_end]: Developed and implemented at this level
    [blank_start]Standards[blank_end]: Address these only; not a nationalized curriculum
    1. ACommon
    2. BCore
    3. CState
    4. DStandards
  7. 7[blank_start]High stakes testing[blank_end] came about because of [blank_start]NCLB[blank_end]. The latter did not necessarily dictate the requirement of the former.
    1. AHigh stakes testing
    2. BNCLB
    3. CNCLB
    4. Dhigh stakes testing
  8. 8With the HST model, the sources of data are the [blank_start]high stakes test[blank_end], the basis for decision for promotion/graduation are the [blank_start]high stakes test[blank_end], and the objectivity of the score is [blank_start]high[blank_end] because it's only based on the [blank_start]test[blank_end].
    1. Ahigh stakes test
    2. Bhigh stakes test
    3. Chigh
    4. Dtest
  9. 9With the report card based model, the sources of data are [blank_start]multiple[blank_end] and can come from [blank_start]other teachers, attendance, etc.[blank_end]; the basis for promotion/graduation can be [blank_start]scores[blank_end] plus [blank_start]maturity, behaviour, etc[blank_end].; and objectivity of the decision is [blank_start]variable[blank_end] because [blank_start]these may be score based or weighted[blank_end].
    1. Amultiple
    2. Bother teachers, attendance, etc.
    3. Cscores
    4. Dmaturity, behaviour, etc
    5. Evariable
    6. Fthese may be score based or weighted
  10. 10What is the purpose to have a benchmark test?
    1. ATo see students at risk of failure of the HST
    2. BTo test which students need the next level in RTI
    3. CTo add more work for students, teachers, and administrators
    4. DTo properly align with NCLB

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Our first test for REF 469
Language
English
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