Copyright © 2004 Glenna R. Shaw & FTC Publishing Chapter 10 Curriculum Standards, Assessment, &...

Copyright © 2004 Glenna R. Shaw & FTC Publishing

Chapter 10Curriculum Standards,

Assessment, & Student Learning

Chapter 10Curriculum Standards,

Assessment, & Student Learning

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OneOne

Students’ scores on high-stakes test rising faster than their scores on other standardized tests given at the same time and measuring the same objectives is called…

Students’ scores on high-stakes test rising faster than their scores on other standardized tests given at the same time and measuring the same objectives is called…

Score inflationScore inflation



TwoTwo

According to the authors of your text, a society like the US, “rich in ethnicities, religions, nationalities, and language groups,”needs standards that are…

As diverse as the population

Easy to accomplish in order to promote a sense of “I can do it” in all students

Rigorous and unique to each societal group

Rigorous and common to all

According to the authors of your text, a society like the US, “rich in ethnicities, religions, nationalities, and language groups,”needs standards that are…

As diverse as the population

Easy to accomplish in order to promote a sense of “I can do it” in all students

Rigorous and unique to each societal group






ThreeThree

According to the authors of your text, when children move from one major city in the US to another, they should find in the new location a curriculum that is…

Unique to their old home

Unique to their new home

Recognizable from their previous school experience

Based on local concepts of truth and justice

According to the authors of your text, when children move from one major city in the US to another, they should find in the new location a curriculum that is…

Unique to their old home

Unique to their new home

Recognizable from their previous school experience






FourFour

The authors of our textbook argue that sanctions imposed on low-performing schools will…

Ensure that students in those schools will progress equally.Not ensure that low-performing schools will be taken over by the federal governmentNot ensure that students in those schools are not left behindResult in overall gains among students

The authors of our textbook argue that sanctions imposed on low-performing schools will…

Ensure that students in those schools will progress equally.Not ensure that low-performing schools will be taken over by the federal governmentNot ensure that students in those schools are not left behindResult in overall gains among students

Not ensure that students in those schools are not left behind

Not ensure that students in those schools are not left behind



FiveFive

Opponents of adopting “world class” standards in U.S. schools believe that…

Benchmarks created fro the standards are too strongly coordinated with students’ developmental levelsThe scope and sequence of what students should learn are too rigid.Standards will deter teachers from teaching to the test.Standards too frequently describe learning activities rather than the knowledge and skills students are expected to learn

Opponents of adopting “world class” standards in U.S. schools believe that…

Benchmarks created fro the standards are too strongly coordinated with students’ developmental levelsThe scope and sequence of what students should learn are too rigid.Standards will deter teachers from teaching to the test.Standards too frequently describe learning activities rather than the knowledge and skills students are expected to learn

Standards too frequently describe learning activities rather than the knowledge and skills students are expected to learn

Standards too frequently describe learning activities rather than the knowledge and skills students are expected to learn



SixSix

Which of the following is not a “guiding principle” associated with development of classroom assessment?

Assessments accomplished by effective communicationClear and appropriate targetsQuantitative not qualitative analysisRecognition that accurate measurement is a must

Which of the following is not a “guiding principle” associated with development of classroom assessment?

Assessments accomplished by effective communicationClear and appropriate targetsQuantitative not qualitative analysisRecognition that accurate measurement is a must

Quantitative not qualitative analysis

Quantitative not qualitative analysis



SevenSeven

Which of the following is not a “work habits”disposition as defined by the Coalition of Essential Schools?

Willingness to work hardDeveloping dependence on othersReflecting critically on one’s own workAbility to manage time effectively

Which of the following is not a “work habits”disposition as defined by the Coalition of Essential Schools?

Willingness to work hardDeveloping dependence on othersReflecting critically on one’s own workAbility to manage time effectively

Developing dependence on others

Developing dependence on others



EightEight

Classroom assessment provides information teachers use in all of the following ways except…

To determine if students have reached certain levels of performance.

To develop strategies for improving teacher effectiveness.

To determine how well students are learning the material being taught

To regularize feedback to students to save time for teachers.

Classroom assessment provides information teachers use in all of the following ways except…

To determine if students have reached certain levels of performance.

To develop strategies for improving teacher effectiveness.

To determine how well students are learning the material being taught






NineNine

The movement to assess student learning with ever-increasing numbers of tests have been brought on by…

International comparisons of students achievement.Declining test scores.Calls to hold teachers more accountable.All of the above.

The movement to assess student learning with ever-increasing numbers of tests have been brought on by…

International comparisons of students achievement.Declining test scores.Calls to hold teachers more accountable.All of the above.

All of the above.All of the above.



TenTen

When teachers measure students’ attainment of knowledge and skills for the purpose of making decisions about their teaching, they are engaged in…

Measurement

Alternative assessment

Formative evaluation

Summative evaluation

When teachers measure students’ attainment of knowledge and skills for the purpose of making decisions about their teaching, they are engaged in…

Measurement

Alternative assessment

Formative evaluation

Summative evaluation

Formative evaluation.Formative evaluation.



ElevenEleven

Which of the following is not an example of authentic assessment?

Producing a video about the community

Making a map

Writing a brochure promoting a local school

Writing the formula for area of a rectangle on a test

Which of the following is not an example of authentic assessment?

Producing a video about the community

Making a map

Writing a brochure promoting a local school






TwelveTwelve

“Telling the story of a learner’s growth in proficiency, long-term achievement, and significant accomplishments in a given academic area” exemplify the benefits of which of the following?

Performance-based assessmentFormative assessmentPre-test evaluationPortfolio assessment

“Telling the story of a learner’s growth in proficiency, long-term achievement, and significant accomplishments in a given academic area” exemplify the benefits of which of the following?

Performance-based assessmentFormative assessmentPre-test evaluationPortfolio assessment

Portfolio assessmentPortfolio assessment



ThirteenThirteen

Performance-based assessment focuses on students’ ability to…

Recall previously learned material.

Create new products

Apply knowledge, skills, and work habits.

Judge the value of material based on specific criteria.

Performance-based assessment focuses on students’ ability to…

Recall previously learned material.

Create new products


Judge the value of material based on specific criteria.





FourteenFourteen

Most assessment approaches seek to answer the question, “Do students know content?” Performance-based assessment helps to answer what other important question?

How well can students use what they know?Do students commit information to memory efficiently?Can students reproduce what they know on tests?Are students capable of creative thought?

Most assessment approaches seek to answer the question, “Do students know content?” Performance-based assessment helps to answer what other important question?

How well can students use what they know?Do students commit information to memory efficiently?Can students reproduce what they know on tests?Are students capable of creative thought?

How well can students use what they know?

How well can students use what they know?



FifteenFifteen

Which of the following is not something promoted by use of “project-based learning?”

Student engagement with learningImproved memorization skillsImproved cooperative learning skillsBetter school attendance

Which of the following is not something promoted by use of “project-based learning?”

Student engagement with learningImproved memorization skillsImproved cooperative learning skillsBetter school attendance

Improved memorization skills

Improved memorization skills

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Copyright © 2004 Glenna R. Shaw & FTC Publishing Chapter 10 Curriculum Standards, Assessment, &...

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