EDUC 415 Quiz Evaluating Results

EDUC 415 Quiz: Evaluating Results

Covers the Textbook material from Module 6: Week 6.

  1. Classroom teachers can use derived scores to describe their students’ performance when they want to
  2. A school principal wants to compare her school building’s sixth grade students’ average standardized test scores in each subject area with those of other school buildings. She accurately calculates the average scores but erroneously looks them up in the individual student norms tables instead of the school averages norms tables. She finds that the averages are near the 75th percentile in all subjects. Suppose the principal had looked up the averages properly in the school averages norm table. What would the results show?
  3. Which type of score is recommended for charting student achievement over time?
  4. Which of the following types of scores would be best to use to explain to parents how well a student has achieved the learning objectives in a particular curriculum area?
  5. What type of scores would be best to use to explain to parents a child’s growth in learning in a particular curriculum area?
  6. Which of the following is a criterion-referenced interpretation?
  7. The norm data reported in a test manual cannot have a normal distribution unless students’ raw scores naturally have a normal distribution.
  8. Which of the following is the function of percentile ranks?
  9. Harry’s grade-equivalent score is 3.3. This means that he has mastered three tenths of the third grade curriculum.
  10. States are said to use a standards-referenced framework when they align state test items with state standards and set the performance levels that qualify as “basic,” “proficient,” and so on. Why is this NOT simply an example of “criterion-referencing”?
  11. Which of the following is the most important factor in a school district’s decision about whether to use a particular test?
  12. Your school has identified a test they want to use. Where can they find information about the cost of the test and whether they can receive test results electronically?
  13. Which of the following sources would be most useful for finding computerized testing materials?
  14. A school data committee notices that they lack data on student achievement in a particular area of the curriculum. They would like to add a test that measures achievement in this area. What is the first thing they should do before they decide which particular test they should use?
  15. A district wants to use standardized test results as part of an evaluation of its effectiveness. Which of the following should be reported along with the test results?
  16. Local teachers’ judgments about how well the results of a standardized test could be used for improving instruction in the district have no place in decisions about selecting the test.
  17. When would you use a test of general scholastic aptitude to predict student achievement?
  18. Select the concept illustrated in each statement below. At the end of the marking period, the teacher’s assessment showed that Jennifer could correctly spell eighty percent of the words she taught the class.
  19. Judy’s high school record indicates the following for the first three years: Judy says she thinks she should become a medical doctor. Is her high school record consistent with this expressed interest?
  20. On April 1, Gemma took the Otis-Lennon School Ability Test and attained a score of 120. On May 1, she took the Wechsler Intelligence Scale for Children and attained a score of 109. What is probably the major factor in this difference in Sally’s scores?
  21. Select the concept illustrated in each statement below. The stalemate between the Congress and the President over the national budget leading to the closure of certain federal government offices for several days is undesirable.
  22. Which of the following reports a Verbal, Nonverbal, and Composite score?
  23. John says he wants to be a doctor. What kind of interest is this?
  24. If a student’s socioeconomic level and family group remain stable over a long time period, the student’s aptitude scores are likely to be very similar over this time interval.
  25. On the average, scores from an unreliable aptitude test will be lower than scores from a reliable aptitude test.
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