Assessment of Achievement Chapter 9

Questions and Answers

Achievement tests are useful in measuring an individual's:

current knowledge and skills

Which is NOT a purpose of achievement tests?

Making placement decisions

Evaluating instructional objectives

Providing endorsement certification

Diagnosing emotional disabilities (correct)

Teacher-made achievement tests reflect:

learning objectives to a particular course

Standardized achievement tests are developed to cover:

broad content areas Signup and view all the answers

Which is NOT a universal feature of standardized tests?

Group administration Signup and view all the answers

Most achievement test batteries are:

group administered Signup and view all the answers

The California Achievement Test is an example of a(n):

achievement test battery Signup and view all the answers

This test was especially developed to follow an 'easy-hard-easy' format:

Stanford Achievement Test Signup and view all the answers

This individual achievement test is developed to measure achievement in individuals as young as 2 years old:

Woodcock-Johnson III Test of Achievement Signup and view all the answers

Diagnostic tests are used for identifying and diagnosing:

learning disabilities Signup and view all the answers

Individuals from diverse linguistic backgrounds or those experiencing language or communicative difficulties may be assessed using:

Peabody Picture Vocabulary test Signup and view all the answers

An individual's future performance may be predicted using:

subject area tests Signup and view all the answers

Colleges and universities often use these tests to determine advance placement, credits and admission:

Subject area tests Signup and view all the answers

This grade level is not included in the National Assessment of Educational Progress measure of student achievement across the United States:

3 Signup and view all the answers

Which population of students is NOT considered to be appropriate for the administration of the curriculum-based assessment?

Students in special education Signup and view all the answers

The primary issue with high-stakes testing is that they are used to:

promote or retain students Signup and view all the answers

According to this chapter on assessment, high stakes testing increases:

school drop out Signup and view all the answers

An individual's knowledge or skills in a particular content area in which he or she has received instruction is defined as:

Achievement Signup and view all the answers

Informal achievement tests constructed to reflect the learning objectives specific to a particular teacher, course, or unit of instruction are called:

teacher-made tests Signup and view all the answers

Commercially developed tests designed to reflect learning outcomes and content common to the majority of U.S. schools are called:

standardized achievement tests Signup and view all the answers

Standardized achievement tests may be _, _, or both.

norm-referenced, criterion-referenced Signup and view all the answers

An individual's test score is compared to the scores of the normative sample, which enables test users to estimate an individual's position relative to other test takers is known as:

norm-referenced score interpretation Signup and view all the answers

An individual's test score is measured against a specific level of achievement is known as:

criterion-referenced interpretation Signup and view all the answers

Criterion-referenced tests can be used to:

All of the above Signup and view all the answers

Criterion-referenced tests are sometimes called:

domain-referenced tests Signup and view all the answers

The College Basic Academic Subjects Examination (College BASE) is a criterion-referenced test which assesses the degree to which college students have:

mastered particular skills and competencies consistent with the completion of general education coursework Signup and view all the answers

The Criterion Test of Basic Skills (CTOBS-2) is designed to measure:

reading and arithmetic skills in students from grades 6 through 11 Signup and view all the answers

Criterion-referenced tests are often referred to as ______________________________, particularly in education,

minimum-level skills tests Signup and view all the answers

State-developed standardized test used in statewide assessment programs to measure academic achievement across multiple grade levels in elementary, middle, and high school are called:

state achievement tests Signup and view all the answers

The National Assessment of Educational Progress (NAEP) is also known as:

the Nation's Report Card Signup and view all the answers

An alternative approach to student assessment that emphasizes repeated measures, linking of instruction and assessment, and use of material from local curriculum is called:

Curriculum-based assessment (CBA) Signup and view all the answers

A type of curriculum-based assessment often associated with special education is known as:

curriculum-based measurement (CBM) Signup and view all the answers

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills is called:

performance assessment Signup and view all the answers

A type of performance assessment widely used in educational settings as a means for examining and measuring students' progress is called:

portfolio assessment Signup and view all the answers

In-school factors of student achievement include:

rigor of curriculum, teacher knowledge and skills, teacher experience and attendance, class size, technology, school safety Signup and view all the answers

Out-of-school factors of student achievement include:

low birth weight, lead poisoning, hunger and poor nutrition, reading to young children, amount of TV watching, parental involvement, student mobility Signup and view all the answers

Study Notes

Achievement Tests

Assess current knowledge and skills of individuals.
Used for making placement decisions, evaluating instructional objectives, and providing endorsement certification.

Types of Achievement Tests

Teacher-made tests align with specific learning objectives for courses.
Standardized tests are developed to cover broad content areas, ensuring consistency across testing.
Group administration is common among achievement test batteries.

Examples of Achievement Tests

California Achievement Test exemplifies an achievement test battery.
Stanford Achievement Test is designed in an "easy-hard-easy" format.
Woodcock-Johnson III Test of Achievement can measure abilities in individuals as young as 2 years old.

Diagnostic and Criterion-Referenced Tests

Diagnostic tests identify learning disabilities and help design educational interventions.
Criterion-referenced tests assess whether specific academic standards are met.

Test Interpretations

Norm-referenced scoring compares an individual's score against a normative sample.
Criterion-referenced interpretation measures a score against a predefined standard.

Purpose and Application of Tests

Subject area tests predict future performance and determine placement or admission in colleges.
High-stakes testing raises concerns about promoting or retaining students and can contribute to increased dropout rates.

Types of Assessments

Curriculum-based assessments link instruction with assessment using direct observation of student performance.
Performance assessments require students to demonstrate knowledge through real-world tasks.
Portfolio assessments evaluate students' progress through collections of their work.

Factors Influencing Student Achievement

In-school factors include curriculum rigor, teacher experience, class sizes, and school safety.
Out-of-school factors encompass nutritional status, parental involvement, and environmental influences such as lead exposure or mobility.

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Dive into Chapter 9 of your assessment studies with these flashcards. This quiz focuses on understanding the purposes and definitions associated with achievement tests. Perfect for reviewing key concepts and preparation for assessments.