Assessment Validation Exam

60 Questions

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Assessment Quizzes & Trivia

Welcome to your Assessment Validation Exam! Good luck!


Questions and Answers
  • 1. 
     In the 21st century world our professional and personal lives are NOT influenced by which of the following?
    • A. 

      Globalization

    • B. 

      Growing consciousness around critical social issues

    • C. 

      Technology

    • D. 

      Status quo in education practice

  • 2. 
    • A. 

      Independence, flexibility, and adaptability

    • B. 

      Creativity and innovation

    • C. 

      Communication and collaboration

    • D. 

      Information and technology literacy

  • 3. 
     What 21st century skill is exhibited when people use technology to work together on projects and share ideas?
    • A. 

      Creativity and innovation

    • B. 

      Communication and collaboration

    • C. 

      Critical thinking and problem solving

    • D. 

      Information and technology literacy

  • 4. 
    • A. 

      Being creative and innovative

    • B. 

      Thinks critically and solves problems

    • C. 

      Independent, flexible, and able to adapt

    • D. 

      Information and technology literate

  • 5. 
    • A. 

      Collaborators

    • B. 

      Information users and producers

    • C. 

      Problem solvers

    • D. 

      Self-directed learners

  • 6. 
    What characteristic of 21st century students is shown when students gather data about playground equipment to design a safe and enjoyable playground and support their design by taking digital pictures of playground equipment, upload pictures to a photo sharing Web site to compare the various types of playground structures, and conduct on-line surveys to gather feedback?
    • A. 

      Creative thinkers

    • B. 

      Collaborators

    • C. 

      Problem solvers

    • D. 

      Technologists

  • 7. 
    In a math class, students exhibit financial skills as they compute real costs of designing a home. They also think and prioritize desirable features of their dream homes and determine the cost of materials to manufacture their homes. They then design each room of their dream homes using a 3-D modeling software. Which of the following 21st characteristic best describes the students above?
    • A. 

      Creative thinkers

    • B. 

      Information users and producers

    • C. 

      Problem solvers

    • D. 

      Self-directed learners

  • 8. 
    “In a science project, students learn about renewable sources of energy. They explore questions related to how people find answers to puzzling difficulty and why solar energy should be considered as an energy source. Then they create solar cookers. As they design solar cookers, they confront many difficulties that must be overcome”. What type of students is described in the scenario above?
    • A. 

      Self-directed learners

    • B. 

      Information users and producers

    • C. 

      Problem solvers

    • D. 

      Creative thinkers

  • 9. 
    In incorporating 21st century teaching and assessment practices, teachers must include different kinds of assessment and ask students to participate more actively in assessing and monitoring their learning. How can this be done?
    • A. 

      Let students rely on textbook as guide to the course content.

    • B. 

      Provide students with more feedback during students’ work, instead of just at the end of a project.

    • C. 

      Use only conventional assessment practices to assess students’ collaboration skills with a test.

    • D. 

      Give a quiz before an end of a chapter to check students’ understanding of concepts and come up with a course grade based on students’ quizzes and test scores.

  • 10. 
    • A. 

      Come up with new and unusual ideas

    • B. 

      Demonstrate inventiveness in work

    • C. 

      Understand ethical and legal issues for use of information

    • D. 

      Use different strategies to generate ideas

  • 11. 
    • A. 

      Find information efficiently and easily

    • B. 

      Use imagination to create new products, solutions, or techniques

    • C. 

      Use technology appropriately to conduct research and to collaborate with others

    • D. 

      Use critical thinking to evaluate the usefulness of an information

  • 12. 
    • A. 

      Formative assessment

    • B. 

      Performance assessment

    • C. 

      Portfolio assessment

    • D. 

      Summative assessment

  • 13. 
    • A. 

      Summative assessment

    • B. 

      Formative assessment

    • C. 

      Placement assessment

    • D. 

      Diagnostic assessment

  • 14. 
    • A. 

      Diagnostic assessment

    • B. 

      Summative assessment

    • C. 

      Placement assessment

    • D. 

      Formative assessment

  • 15. 
     Products and performances are engaging and authentic ways for students to demonstrate their content knowledge. These are used in doing what type of assessment?
    • A. 

      Diagnostic assessment

    • B. 

      Formative assessment

    • C. 

      Placement assessment

    • D. 

      Summative assessment

  • 16. 
    • A. 

      Higher test scores

    • B. 

      Improved achievement for lower achieving students

    • C. 

      Teacher empowerment

    • D. 

      Learning gains

  • 17. 
    • A. 

      Improved class attendance

    • B. 

      Social development

    • C. 

      Teacher control

    • D. 

      Teacher empowerment

  • 18. 
    • A. 

      Giving feedback

    • B. 

      Giving diagnostic examination

    • C. 

      Checking if students understand concepts

    • D. 

      Keeping track of what students are learning

  • 19. 
    • A. 

      Helping students become more independent

    • B. 

      Helping students create a quality project

    • C. 

      Helping students interact effectively and respectfully with others

    • D. 

      Learning about students’ research skills

  • 20. 
    • A. 

      Use blogs as online journals to check students’ understanding and encourage continuous reflection.

    • B. 

      Have formal check-ins with students to provide ongoing feedback and monitor their progress.

    • C. 

      Use different questioning strategies throughout the project to check students’ understanding.

    • D. 

      Observe students and take down notes during their online research.

  • 21. 
    • A. 

      Do formal check-ins with students to provide ongoing feedback and monitor their progress.

    • B. 

      Let students use a planning guide that they can use as a self-assessment instrument.

    • C. 

      Use different questioning strategies throughout the project to check students’ understanding.

    • D. 

      Let students use a creativity rubric before and during the project to guide them.

  • 22. 
    • A. 

      Anthology

    • B. 

      Dramatic presentation

    • C. 

      Video

    • D. 

      Wiki

  • 23. 
    • A. 

      Graphic organizer

    • B. 

      Journal entry

    • C. 

      Portfolio

    • D. 

      Rubric

  • 24. 
    • A. 

      Descriptors

    • B. 

      Grades

    • C. 

      Levels

    • D. 

      traits

  • 25. 
    • A. 

      Descriptors

    • B. 

      Levels

    • C. 

      Traits

    • D. 

      Weight

  • 26. 
    • A. 

      Descriptors

    • B. 

      Levels

    • C. 

      Traits

    • D. 

      Weight

  • 27. 
    In a rubric, what do you call those categories of expectations for a product, performance, or 21st century skill?
    • A. 

      Descriptors

    • B. 

      Levels

    • C. 

      Traits

    • D. 

      Weight

  • 28. 
    • A. 

      Focuses on important traits

    • B. 

      Number of traits

    • C. 

      Specific or general

    • D. 

      Year level

  • 29. 
    The trait Technical Proficiency is part of a rubric for Poet Podcast. Below are descriptors in the Poet Podcast rubric. Which descriptor best describes the Excellent level of the Technical Proficiency trait in the rubric?     Excellent Good Fair Poor Technical Proficiency        
    • A. 

      Our podcast is difficult to hear, and our music is inappropriate or overpowering.

    • B. 

      The sound in our podcast is sometimes not clear and the music sometimes detracts from the meaning.

    • C. 

      The sound in our podcast is clear without outside interference, and we use music to enhance meaning.

    • D. 

      The sound in our podcast is clear with rare outside interference. We use music appropriately.

  • 30. 
    The trait Reasons, is part of a rubric for elementary students on a persuasive presentation to the school board asking them to buy new playground equipment. Below are descriptors in the Persuasive Presentation rubric. Which descriptor best describes the Poor level of the Reasons trait in the rubric?     Excellent Good Fair Poor Reasons        
    • A. 

      We gave several reasons in our proposal, and supported all our reasons with accurate, thorough, and complete data.

    • B. 

      We gave three reasons to support our proposal.

    • C. 

      We did not have any reasons to support our proposal.

    • D. 

      We gave a reason in our proposal, but we had very little data to support it.

  • 31. 
    • A. 

      Blogs

    • B. 

      Graphic organizers

    • C. 

      Observation checklists

    • D. 

      Rubric

  • 32. 
    The following, except one, are ways of facilitating effective discussions. Which is the exception?
    • A. 

      Ask open-ended questions that elicit important assessment information

    • B. 

      Check the daily attendance of the student

    • C. 

      Extend student thinking with follow-up prompts

    • D. 

      Prepare students to depend less on teacher talk and take more responsibility for discussions

  • 33. 
    • A. 

      Class discussion

    • B. 

      Journal

    • C. 

      Observation checklist

    • D. 

      Rubric

  • 34. 
    Assessing peers’ work and learning processes gives students concrete pictures of different ways of demonstrating learning and processing information. Which of the following is not a form of peer assessment?
    • A. 

      Anecdotal observations

    • B. 

      Collaboration checklist

    • C. 

      Product rubric

    • D. 

      Project plan checklist

  • 35. 
    DIRECTION: For items 35 to 38, match column A with column B to see how various transitions in current assessment practices take place. Assessment takes place at the end of a learning activity for the purpose of grading          
    • A. 

      As well as by students through self and peer assessments using a variety of methods and instruments to foster engagement and self-awareness of their own learning.

    • B. 

      And is embedded in daily instruction to gauge the needs of students, to encourage self-direction and collaboration among them, to monitor their progress, check their understanding, and enable them to demonstrate understanding of what they learned.

    • C. 

      As well as before and during learning to provide students with feedback that can help them improve their work and deepen their understanding of the lesson.

    • D. 

      Together with other methods, like conferences, notes, self-reflections, and student journals as well as with the use of instruments like rubrics and checklists.

  • 36. 
    Assessment is done using tests and quizzes
    • A. 

      As well as by students through self and peer assessments using a variety of methods and instruments to foster engagement and self-awareness of their own learning.

    • B. 

      And is embedded in daily instruction to gauge the needs of students, to encourage self-direction and collaboration among them, to monitor their progress, check their understanding, and enable them to demonstrate understanding of what they learned.

    • C. 

      As well as before and during learning to provide students with feedback that can help them improve their work and deepen their understanding of the lesson.

    • D. 

      Together with other methods, like conferences, notes, self-reflections, and student journals as well as with the use of instruments like rubrics and checklists.

  • 37. 
    Assessment is done by the teacher     
    • A. 

      As well as by students through self and peer assessments using a variety of methods and instruments to foster engagement and self-awareness of their own learning.

    • B. 

      And is embedded in daily instruction to gauge the needs of students, to encourage self-direction and collaboration among them, to monitor their progress, check their understanding, and enable them to demonstrate understanding of what they learned.

    • C. 

      As well as before and during learning to provide students with feedback that can help them improve their work and deepen their understanding of the lesson.

    • D. 

      Together with other methods, like conferences, notes, self-reflections, and student journals as well as with the use of instruments like rubrics and checklists.

  • 38. 
    Assessment takes place outside of teaching and learning activities             
    • A. 

      As well as by students through self and peer assessments using a variety of methods and instruments to foster engagement and self-awareness of their own learning.

    • B. 

      And is embedded in daily instruction to gauge the needs of students, to encourage self-direction and collaboration among them, to monitor their progress, check their understanding, and enable them to demonstrate understanding of what they learned.

    • C. 

      As well as before and during learning to provide students with feedback that can help them improve their work and deepen their understanding of the lesson.

    • D. 

      Together with other methods, like conferences, notes, self-reflections, and student journals as well as with the use of instruments like rubrics and checklists.

  • 39. 
    DIRECTION:  For items 39 to 47, match the 21st century skills in Column A with their correct definitions of found in Column B. Creativity and Innovation
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and woreffectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 40. 
    Communication and Collaboration
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Monitor, define, prioritize and complete tasks without direct oversight Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 41. 
    Information Literacy
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 42. 
    Leadership and Responsibility
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 43. 
    ICT Literacy
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 44. 
    Flexibility and Adaptability
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 45. 
    Initiative and Self-Direction
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 46. 
    Social and Cross-Cultural Skills 
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks

  • 47. 
    Productivity and Accountability
    • A. 

      Access and evaluate information critically and competently

    • B. 

      Inspire and guide others

    • C. 

      Create new and worthwhile ideas

    • D. 

      Use technology as a tool to research, organize, evaluate, and communicate information

    • E. 

      Develop effective work habits to meet goals

    • F. 

      Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts and work effectively on a team

    • G. 

      Interact effectively and respectfully with others

    • H. 

      Work effectively in a climate of ambiguity and changing priorities

    • I. 

      Monitor, define, prioritize and complete tasks without direct oversight

  • 48. 
    Directions: Match scenarios a, b, c, and d below with each kind of assessment indicated in items 48 to 51. Collaboration Assessment
    • A. 

      The teacher wonders how she can reinforce originality in the designs of the dream homes project of students. She notices students using one web site to determine the costs of materials and then just selecting particular material based on the costs, with little attention to other factors in considering materials for a home. The teacher considers how she can encourage students to take risks and apply imaginative thinking skills to the project. After some consideration, the teacher decides to introduce a rubric. She explains the issue to the class, shares the rubric, and holds a class discussion about the trait that will be assessed using the rubric.

    • B. 

      Students learning about a particular topic work in groups to collect data. During one class, group members are sharing observations. Two group members tell the teachers that not everyone in the group is participating. The teacher meets with the group to discuss the problem and find solutions for improving their working together.

    • C. 

      After students read a literary piece, they work in teams, to address an issue and create products that can positively impact their communities. The teacher notices that the students in one group who are working on a video production are spending a great deal of time playing with the video camera, and not focusing on the content of their dramatization. The teacher decides to observe the group and takes down notes. She checks the group’s project plan on their wiki, and adds same feedback and questions about the content. As the teacher continues to observe the group and checks on their project plans she notices that their plans has changed and they are spending more time on the scripting of their production.

    • D. 

      When students are making a project the teacher wants to make sure students apply the principles of the design process as they plan for their project and in confronting difficulty in their designs. The teacher asks her students to keep learning logs for ongoing documentation of their design process. She also develops a checklist that identifies the difficulty solving process for them. Students can keep track of their progress, and she can check them easily.

  • 49. 
    Creativity Assessment
    • A. 

      The teacher wonders how she can reinforce originality in the designs of the dream homes project of students. She notices students using one web site to determine the costs of materials and then just selecting particular material based on the costs, with little attention to other factors in considering materials for a home. The teacher considers how she can encourage students to take risks and apply imaginative thinking skills to the project. After some consideration, the teacher decides to introduce a rubric. She explains the issue to the class, shares the rubric, and holds a class discussion about the trait that will be assessed using the rubric.

    • B. 

      Students learning about a particular topic work in groups to collect data. During one class, group members are sharing observations. Two group members tell the teachers that not everyone in the group is participating. The teacher meets with the group to discuss the problem and find solutions for improving their working together.

    • C. 

      After students read a literary piece, they work in teams, to address an issue and create products that can positively impact their communities. The teacher notices that the students in one group who are working on a video production are spending a great deal of time playing with the video camera, and not focusing on the content of their dramatization. The teacher decides to observe the group and takes down notes. She checks the group’s project plan on their wiki, and adds same feedback and questions about the content. As the teacher continues to observe the group and checks on their project plans she notices that their plans has changed and they are spending more time on the scripting of their production.

    • D. 

      When students are making a project the teacher wants to make sure students apply the principles of the design process as they plan for their project and in confronting difficulty in their designs. The teacher asks her students to keep learning logs for ongoing documentation of their design process. She also develops a checklist that identifies the difficulty solving process for them. Students can keep track of their progress, and she can check them easily.

  • 50. 
    Problem Solving Assessment
    • A. 

      The teacher wonders how she can reinforce originality in the designs of the dream homes project of students. She notices students using one web site to determine the costs of materials and then just selecting particular material based on the costs, with little attention to other factors in considering materials for a home. The teacher considers how she can encourage students to take risks and apply imaginative thinking skills to the project. After some consideration, the teacher decides to introduce a rubric. She explains the issue to the class, shares the rubric, and holds a class discussion about the trait that will be assessed using the rubric.

    • B. 

      Students learning about a particular topic work in groups to collect data. During one class, group members are sharing observations. Two group members tell the teachers that not everyone in the group is participating. The teacher meets with the group to discuss the problem and find solutions for improving their working together.

    • C. 

      After students read a literary piece, they work in teams, to address an issue and create products that can positively impact their communities. The teacher notices that the students in one group who are working on a video production are spending a great deal of time playing with the video camera, and not focusing on the content of their dramatization. The teacher decides to observe the group and takes down notes. She checks the group’s project plan on their wiki, and adds same feedback and questions about the content. As the teacher continues to observe the group and checks on their project plans she notices that their plans has changed and they are spending more time on the scripting of their production.

    • D. 

      When students are making a project the teacher wants to make sure students apply the principles of the design process as they plan for their project and in confronting difficulty in their designs. The teacher asks her students to keep learning logs for ongoing documentation of their design process. She also develops a checklist that identifies the difficulty solving process for them. Students can keep track of their progress, and she can check them easily.

  • 51. 
    Self-Direction Assessment
    • A. 

      The teacher wonders how she can reinforce originality in the designs of the dream homes project of students. She notices students using one web site to determine the costs of materials and then just selecting particular material based on the costs, with little attention to other factors in considering materials for a home. The teacher considers how she can encourage students to take risks and apply imaginative thinking skills to the project. After some consideration, the teacher decides to introduce a rubric. She explains the issue to the class, shares the rubric, and holds a class discussion about the trait that will be assessed using the rubric.

    • B. 

      Students learning about a particular topic work in groups to collect data. During one class, group members are sharing observations. Two group members tell the teachers that not everyone in the group is participating. The teacher meets with the group to discuss the problem and find solutions for improving their working together.

    • C. 

      After students read a literary piece, they work in teams, to address an issue and create products that can positively impact their communities. The teacher notices that the students in one group who are working on a video production are spending a great deal of time playing with the video camera, and not focusing on the content of their dramatization. The teacher decides to observe the group and takes down notes. She checks the group’s project plan on their wiki, and adds same feedback and questions about the content. As the teacher continues to observe the group and checks on their project plans she notices that their plans has changed and they are spending more time on the scripting of their production.

    • D. 

      When students are making a project the teacher wants to make sure students apply the principles of the design process as they plan for their project and in confronting difficulty in their designs. The teacher asks her students to keep learning logs for ongoing documentation of their design process. She also develops a checklist that identifies the difficulty solving process for them. Students can keep track of their progress, and she can check them easily.

  • 52. 
    Directions:  Items 52 to 55 talk about challenges to assessment in the 21st century classrooms. Match the challenges in Column A with the suggested solution to overcome it in Column B.  Students will not do well on standardized tests.
    • A. 

      Use formative and summative data to assign grades. The combination of formative and summative assessment includes more evidence gathered over time, and more accuracy. Having self-, peer, and teacher assessment provides more objectivity than just the teacher.

    • B. 

      Integrate formative assessment with instruction; every classroom activity is potentially a formative data gathering opportunity.

    • C. 

      Help students develop critical skills, such as problem solving and critical thinking –these skills can be applied to answering standardized test questions.

    • D. 

      Share detailed rubric scores on and products to explain how the student is doing.

  • 53. 
    Assessment takes more class time
    • A. 

      Use formative and summative data to assign grades. The combination of formative and summative assessment includes more evidence gathered over time, and more accuracy. Having self-, peer, and teacher assessment provides more objectivity than just the teacher.

    • B. 

      Integrate formative assessment with instruction; every classroom activity is potentially a formative data gathering opportunity.

    • C. 

      Help students develop critical skills, such as problem solving and critical thinking –these skills can be applied to answering standardized test questions.

    • D. 

      Share detailed rubric scores on and products to explain how the student is doing.

  • 54. 
    Grading is not accurate and objective     
    • A. 

      Use formative and summative data to assign grades. The combination of formative and summative assessment includes more evidence gathered over time, and more accuracy. Having self-, peer, and teacher assessment provides more objectivity than just the teacher.

    • B. 

      Integrate formative assessment with instruction; every classroom activity is potentially a formative data gathering opportunity.

    • C. 

      Help students develop critical skills, such as problem solving and critical thinking –these skills can be applied to answering standardized test questions.

    • D. 

      Share detailed rubric scores on and products to explain how the student is doing.

  • 55. 
    Students and parents expect tests
    • A. 

      Use formative and summative data to assign grades. The combination of formative and summative assessment includes more evidence gathered over time, and more accuracy. Having self-, peer, and teacher assessment provides more objectivity than just the teacher.

    • B. 

      Integrate formative assessment with instruction; every classroom activity is potentially a formative data gathering opportunity.

    • C. 

      Help students develop critical skills, such as problem solving and critical thinking –these skills can be applied to answering standardized test questions.

    • D. 

      Share detailed rubric scores on and products to explain how the student is doing.

  • 56. 
    Directions:  Items 56 to 60 is about a Grade 6 science teacher who addresses all assessment purposes during her unit on insects where students take on the role of entomologists working in various professional fields. Match each assessment purpose in Column A with the classroom activity scenario in Column B. Demonstrating understanding
    • A. 

      At the beginning of the unit, students in small groups brainstorm the characteristics of insects. They use this to set learning goals.

    • B. 

      . At the end of first week of the project, students use a checklist to self-assess how well they worked with their members and took responsibility for their own learning.

    • C. 

      The teacher meets with each group frequently during the project to help students make sure they are on track for completing their project.

    • D. 

      Throughout the project, students frequently their thinking and learning process and assess how effective they are at accomplishing their goals.

    • E. 

      Student show what they have learned about insects by creating a presentation as if they were entomologists working in various professional fields.

  • 57. 
    Checking understanding and encouraging metacognition
    • A. 

      At the beginning of the unit, students in small groups brainstorm the characteristics of insects. They use this to set learning goals.

    • B. 

      At the end of first week of the project, students use a checklist to self-assess how well they worked with their members and took responsibility for their own learning.

    • C. 

      The teacher meets with each group frequently during the project to help students make sure they are on track for completing their project.

    • D. 

      Throughout the project, students frequently their thinking and learning process and assess how effective they are at accomplishing their goals.

    • E. 

      Student show what they have learned about insects by creating a presentation as if they were entomologists working in various professional fields.

  • 58. 
    Gauging student needs
    • A. 

      At the beginning of the unit, students in small groups brainstorm the characteristics of insects. They use this to set learning goals.

    • B. 

      At the end of first week of the project, students use a checklist to self-assess how well they worked with their members and took responsibility for their own learning.

    • C. 

      The teacher meets with each group frequently during the project to help students make sure they are on track for completing their project.

    • D. 

      Throughout the project, students frequently their thinking and learning process and assess how effective they are at accomplishing their goals.

    • E. 

      Student show what they have learned about insects by creating a presentation as if they were entomologists working in various professional fields.

  • 59. 
    Encouraging self-direction and collaboration
    • A. 

      At the beginning of the unit, students in small groups brainstorm the characteristics of insects. They use this to set learning goals.

    • B. 

      At the end of first week of the project, students use a checklist to self-assess how well they worked with their members and took responsibility for their own learning.

    • C. 

      The teacher meets with each group frequently during the project to help students make sure they are on track for completing their project.

    • D. 

      Throughout the project, students frequently their thinking and learning process and assess how effective they are at accomplishing their goals.

    • E. 

      Student show what they have learned about insects by creating a presentation as if they were entomologists working in various professional fields.

  • 60. 
    Monitoring progress
    • A. 

      At the beginning of the unit, students in small groups brainstorm the characteristics of insects. They use this to set learning goals.

    • B. 

      At the end of first week of the project, students use a checklist to self-assess how well they worked with their members and took responsibility for their own learning.

    • C. 

      The teacher meets with each group frequently during the project to help students make sure they are on track for completing their project.

    • D. 

      Throughout the project, students frequently their thinking and learning process and assess how effective they are at accomplishing their goals.

    • E. 

      Student show what they have learned about insects by creating a presentation as if they were entomologists working in various professional fields.