Effective Assessment Practices

88. The first step in designing any formal assessment is to:

a.specify what you are attempting to assess.

b.determine how much instructional time will be allocated to testing.

c.structure the evaluation setting for the learners.

d.simulate a real-world context to assess learner outcomes.

89.During what point in the teaching-learning process are assessments most effectively prepared?

a.During the planning process

b.During implementation of learning activities

c.After daily learning activities have been conducted

d.After units of study have been completed

90.Which of the following is not considered to an effective assessment practice?

a.Giving students practice responding to items similar to items that will appear on the assessment

b.Teaching students strategies for responding to assessments

c.Discussing assessment items in detail after students have responded to them and the teacher has scored the items

d.Creating assessments after instruction has been completed

91.Of the following, which is considered to be the most important feature of effective assessment practices?

a.Giving assessments in consistent patterns, such as a quiz each Friday

b.Combining paper-and-pencil items with some performance measures and portfolio entries

c.Providing students with detailed feedback about the items on the assessment

d.Using consistent item formats, such as composing tests of multiple-choice and essay items

92.A matrix relating a teacher’s objectives to test items according to cognitive level or specific outcomes best describes a:

a.criterion-referenced assessment.

b.norm-referenced assessment.

c.formal assessment system.

d.table of specifications.

93.When Janice Hunter prepares a test, she writes down the topics she’s covering on the test and determines the number of test items covering each topic.  She does this to avoid overemphasizing or underemphasizing some of the topics.  Janice’s practice most closely relates to using which of the following?

a.A criterion-referenced evaluation

b.An informal assessment system

c.A table of specifications

d.A reliable set of measurements

94.When creating an assessment, the use of a table of specifications can increase:

a.the reliability of the assessment.

b.the validity of the assessment.

c.both the reliability and validity of the assessment.

d.neither the reliability nor validity of the assessment.

95.According to research, which of the following groups of students will be most likely to benefit from instruction in test-taking skills?

a.Mature students (such as eleventh graders)

b.High-achieving students

c.Students low in test anxiety

d.Cultural minority students

96.Which of the following is likely to be most effective for minimizing test anxiety in students?

a.Reducing the level of difficulty of the test

b.Discussing test content and testing procedures before giving the test

c.Telling students when teaching a topic that the topic will be covered on the test

d.Decreasing the number of quizzes and tests that are given

97.According to research, of the following, the most effective way to reduce test anxiety is to:

a.have students practice on sample test items using the format and content that will be covered on the test.

b.have students practice stress-reduction techniques, such as deep breathing before and during the test.

c.limit the number of tests that are given during the course of a grading period to avoid frequently placing students in the anxiety-producing situation.

d.use norm-referenced evaluations, which allows students to compare their performance on the tests.