ProfKnowledge11070
Section One: Alternate Response Items: Items 1- 20 are statements…
Section One: Alternate Response Items: Items 1- 20 are statements related to key concepts in assessment, data sources and instruments as well as types of assessments. Read each statement carefully and make sure you understand what it means before you make a decision about your answer. If you decide the statement is correct, record “C” on the Answer Sheet; and if you decide the statement is incorrect, record “I” on your answer sheet. Please DO NOT use True/False as your answers. (20 points)
1. Assessment, as professionally defined, is one component of testing
2. Testing, as professionally defined, is part of comprehensive assessment.
3. “Goals” and “benchmarks” are related but mean different things in assessment. 4. Testing objectives are a subset of Instructional objectives
5. Planning an assessment has to start with the purpose of the assessment. 6. The concept of “testing” in early childhood is the opposite of “assessment”. 7. Paper-and-pencil test scores are at the nominal level of measurement.
8. Test scores are typically at the ratio level of measurement.
9. Children’s writing samples are authentic means to assess progress in writing. 10.Informative assessment of children’s learning draw data from various sources. 11.Measurement is a process of quantifying performance on selected tasks.
12.To evaluate is to make value judgments based on assessment data. 13.Assessing students’ learning during the lesson informs instant teaching decisions. 14.Response to Intervention (RtI) helps provide children with targeted instruction.
15.Children are a rich source of assessment data.
16.A checklist is a useful source of data in assessing young children. 17.An interview guide is an assessment strategy.
18.”Reliability” is another word for “validity” in assessing young children’s learning. 19.There is no need to interpret numerical assessment data; they are self-explanatory. 20.Standardized tests are the most valid instruments to assess young children.
2 Section Two: Multiple Choice: Items 21-42 are questions on different topics in assessing young children’s development and learning. For each item, read the stem and then select the correct and best option and record its corresponding letter on your answer sheet. (22 points)
21.The four components of the instructional process discussed in class, that is, personal philosophy, planning, teaching and assessment are interrelated. Which among the following statements best indicates this relationship?
a. Planning has to be done before teaching, and teaching before assessment b. Personal philosophy on assessment determines teaching and planning
c. Personal philosophy affects planning, teaching and assessment activities
d. Planning determines the other three components of instruction
22.According to the revised Bloom’s Taxonomy of Educational Objectives, higher order thinking skills include:
a. applying, analyzing and creating
b. remembering, understanding and analyzing
c. understanding, analyzing and creating
d. remembering, analyzing and evaluating
23.Why is it important for assessments to show children’s strengths as well as areas that need improvement? Which reason does NOT apply?
a. so that the teacher can use the child’s strengths to tackle areas of need
b. to help the teacher focus on children’s strengths and not the areas of need c. to help the teacher in planning realistically for each child’s future learning
d. for the teacher to plan informative conferences with children’s parents
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24.To obtain reliable and valid data in assessing young children means all but one of the following – which one does NOT apply?
a. collecting data that can be used to make informed decisions about a child
b. obtaining data that do not depend on unique/temporary circumstances
c. obtaining data that are representative of the trait being assessed
d. collecting data that can justify a decision already made about a specific child
25.”Systematic Observation” as used in assessment involves at least four sequential stages:
a. seeing, recording, interpreting and reporting
b. looking, interpreting, reporting and summarizing
c. looking, recording, explaining and describing
d. seeing, describing, explaining and interpreting
26.”Authentic assessments” are assessments that can yield the following type of information about a child’s achievement, milestone or behavior:
a. accurate, realistic, valid, and representative
b. consistent, unique, and developmentally appropriate
c. immediate, applicable, valuable and consistent
d. consistent, numerical, and easy to use in decision making
27.Ben is a five-year old child in your class. You have noticed that he is lagging behind in reading and you want to spend more time observing him. Choose the right combination of instruments to use in assessing the child:
a. narrative description, diary records, time sampling and event sampling b. event sampling, diary notes, checklists and rating scales
c. teacher-developed rating scales, event sampling and frequency counts
d. any combination that will give you a comprehensive picture of the problem
28.In planning authentic assessments for young children, the first and most important question to ask is:
a. “What does policy say about administering that type of assessment?” b. “How will the instruments be administered and where, by, whom?”
c. “Who will administer the instrument, and, are they qualified to do so?” d. “What is the purpose of carrying out the assessment?”
29.Achievement testing differs from screening of children’s developmental milestones mainly with regard to:
a. purpose, decisions and programs in which the children are enrolled b. purpose, instruments and decisions to be made
c. teachers, materials, purpose and instructional objectives
d. purpose, instruments and instructional materials
30.Which of the following statements is correct regarding sources of error in testing: a. Standardized tests contain less error than classroom quizzes b. Error is unavoidable in testing
c. Error in testing occurs only during administration
d. Careful planning of a test can eliminate error
31.”Sources of error” in testing include:
a. the item writing process, student factors, test administration and scoring b. reliability, validity and standard error of measurement of the test c. instrument reliability, averaging scores and student factors
d. student factors, measures of central tendency and measures of variability
32.Standardized tests are useful to children’s learning, in the sense that they: a. employ a broad sample of content in the required curriculum
b. match test items to objectives used in classroom teaching
c. test standards and goals rather than benchmarks or objectives d. compare every test taker to other test takers nationwide
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33.You and another teacher are jointly scoring children’s science projects at the end of the school year. Two types of reliability you would have to consider are: a. internal consistency reliability and inter-rater reliability
b. inter-rater reliability and intra-rater reliability
c. test-retest reliability and alternate forms reliability
d. conventional methods reliability, and intra-rater reliability
34.Why are obtained scores (Raw Scores) NOT comparable across different subjects areas?
a. Each obtained score contains error distributed differently
b. Obtained scores are not always percentages (out of 100)
c. Subject areas differ in difficulty, regardless of the specific test itself d. Obtained scores are the same as the arithmetic mean
35.What decisions can be made from the results of a screening test?: a. the type of the Individualized Education Program (IEP) the child needs b. “refer”, “do not refer” or “rescreen” the child
c. the type of service the child qualifies for, as provided by the State d. who to include in the Individualized Education Program team for the child.
36.Mrs. John observes her kindergartners as the children interact. She is ___ them. a. evaluating c. measuring
b. assessing d. kid-watching
37.What decisions can be made from the results of a child’s diagnostic test? a. who to include in the IEP program for the child.
b. the type of help the child needs based on the child’s condition c. how parents can work with the child in the classroom situation d. “refer”, “do not refer” or “rescreen” the child
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38.In making a decision about Ron’s first grade performance, Ms. Kelly used his test scores, project scores, his completed work samples and her written notes. She is: a. triangulating data to get a clear picture of Ron’s performance
b. determining the mean score of Ron’s class performance
c. assessing the reliability of Ron’s performance in the school year d. evaluating the validity of Ron’s performance compared to classmates
39.Age Equivalent Scores and Grade Equivalent Scores are:
a. nominal scores c. percentile ranks
b. developmental scores d. correlation coefficients
40.Which, among the following, is the correct order of the four Levels of Measurement used in recording numeric data starting with the simplest level?
a. interval, ordinal, ratio, nominal
b. ordinal, ratio, interval, nominal
c. nominal, ratio, ordinal, interval
d. nominal, ordinal, interval, ratio
41.Formative assessment differs from summative assessment in that the latter (summative):
a. is typically done at the end of a curriculum unit or program
b. is ongoing to provide feedback to inform instruction
c. can only be carried out by testing professionals
d. provides numerical data for reporting purposes
42.Informal assessment differs from formal assessment in that the former (informal): a. can only be administered by testing professionals
b. is typically carried out by the teacher to conclude a unit or program c. is standardized and typically external to the curriculum
d. is typically teacher-made for purposes of informing instruction
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Section Three A – Matching: Items 43- 48 are Matching type. Column A has instructional objectives and Column B has components of instructional objectives. Match each objective in Column A with the missing component in Column B and write the corresponding letter on the answer sheet. Responses in Column B can be used more than once.
Column A Column B
43. Following the patterns provided the children
will color the flag of the United States getting
all colors correct.
44. After sequencing the story, Olivia (child) will
describe the characters’ roles in writing A. Focus on the learner
45. After the story is read in class, the teacher will B. Provided conditions show all five geographical locations on the
map. C. Interaction with content
46. The children will appreciate music from five D. Measurable skill (action) different cultures after listening to East
African music. E. Level of excellence
47. After acting out the story, the children will F. Nothing understand at least two differences
among people, one cultural, and the
other linguistic.
48. Using pre-cut designs, the teacher will
demonstrate how the pieces can be put
together without any mistakes
Section Three B: Matching Items: (12 points)
In this section, you will refer to Bloom’s Taxonomy of Educational Objectives (original version) and what you have learned about higher order thinking skills to determine the correct answers for items 49-60. Read each part of instructional objective as provided, paying keen attention to the underlined portion, and then select the correct and best matching option in a-f. Options can be used more than once:
49.The student will point to the characters ……
50.The student will describe the characters ……
51.The student will categorize the objects by size ….
52.The student will summarize the main ideas …. ….
53.The student will compare the roles of characters ….
54.The student will read the story aloud …………….
55.The student will show names of places ………..
56.The student will select the longest sentence and…..
57.The student will organize the sentences into a coherent ……..
58.The student will determine which character was ………
59.The student will describe in her/his own words ……….
60.The student will color the picture using …………
Options:
a. Knowledge b. Comprehension c. Application d. Analysis e. Synthesis f. Evaluation ==================================================================
BONUS ITEMS (Optional) (10 points possible)
1. Hadiya is a second grader in your class. Her aunt has come to you asking for help and said: “I am concerned about Hadiya’s poor performance in math. She scored 98 on the reading test, but she scored only 80 on the math test. Both tests were scored out of 100 points.” As Hadiya’s aunt hands you the standardized test report card, you notice that the Standard Error of Measurement (Sem) for the reading test was 12 (unusually very high), while the Sem for the math test was 8 (also high variation). In one sentence, and without using unnecessary technical terms, summarize the results for Hadiya’s aunt so that she clearly understands her niece’s performance in those two subjects. (4 points)
2. Paul, Julian and Edwin are siblings who attend second grade in different schools. The boys’ parents like to reward school success in English Language Arts (ELA) by prizing the highest performer with anything he wants, that has to do with school learning. The second performer gets a new book that the parents decide to buy for him. The third
performer gets a new pen and he is required to rewrite all the items he got wrong on the ELA. Use the table below and the Standard Normal Curve provided to determine who gets the new book this time. (6 points)
ELA Raw Score (Percent)
Group Mean
Group Standard Deviation
Paul
78 70 4
Julian
90 85 5
Edwin
88 90 2
.
