Classroom Assessment 1.  All the processes teachers use to make decisions : 1200602

Classroom Assessment
1.  All the processes teachers use to make decisions : 1200602.

Classroom Assessment

 

1.  All the processes teachers use to make decisions about their students’ learning progress is best described as:

a.classroom assessment.

b.formal measurement.

c.informal measurement.

d.formal evaluation.

 

2.Making assessment an integral part of the teaching-learning process, so that it becomes a process designed to support and increase student learning best describes:

a.the functions of classroom assessment.

b.measurement and evaluation.

c.measurement of learning progress.

d.assessment for learning.

 

3. Historically, assessment has been used at the end of a unit or course of study to determine the amount that students have learned. More recent conceptions view assessment as a process designed to support and increase student learning. Which of the following best describes the comparison between the historical view and the more recent conception?

a.The historical view describes only formal assessment, but the more recent conception describes both informal and formal assessment.

b.The historical view describes assessment of learning, and the more recent conception describes assessment for learning.

c.The historical view describes paper-and-pencil assessments, and the more recent conception describes performance assessments and portfolios.

d.The historical view describes only the process of gathering information about student learning, but the more recent conception describes both the process of gathering information and making decisions based on that information.

 

4.  The primary function of classroom assessment is to increase:

a.student learning.

b.teacher accountability.

c.student accountability

d.time available for teaching.

 

5.Of the following, which is the one that is not a purpose of assessment for learning?

a.Diagnose learners’ current understanding.

b.Increase teacher control of student behavior.

c.Increase student motivation to learn.

d.Increase learner self-regulation.

 

6.A form of assessment designed to provide teachers with information about students’ prior knowledge and misconceptions before beginning a learning activity, best describes:

a.assessment of learning.

b.learner accountability.

c.diagnostic assessment.

d.informal assessment.

 

 

 

7.A math teacher teaches a lesson on fractions, decimals, and percents and then gives a homework assignment in which the students must convert fractions to decimals and then to percents. Of the following, the teacher’s homework can be best described as:

a.a form of informal assessment.

b.a form of teacher accountability.

c.a form of high-stakes testing.

d.a form of diagnostic assessment.

 

8.Assessments that increase motivation have several characteristics. Which one of the following is not one of those characteristics?

a.They are aligned with teachers’ learning objectives, so they are valid.

b.They avoid social comparisons, so that competition among students is prevented.

c.They focus on mastery of content, so students feel competent.

d.They focus on lower-level objectives, so students are ensured of success.

 

9. Of the following, which best describes how effective assessments promote learner self-regulation?

a.Effective assessments provide students with feedback about their learning progress.

b.Effective assessments provide teachers with information they can use to assign student grades.

c.Effective assessments communicate student strengths and weaknesses to parents and other caregivers.

d.Effective assessments prevent classroom management problems by keeping students focused on academic goals.

 

10.The degree to which an assessment measures what it is supposed to measure refers to which of the following characteristics of the assessment?

a.Authenticity

b.Reliability

c.Validity

d.Objectivity

 

 

 

Classroom Assessment
1.  All the processes teachers use to make decisions : 1200602

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