MTLE Pedagogy- Secondary Subtest 2
Which of the following explanations accurately describes the principle of reliability with
regard to assessment?
A.
... [Show More] the consistency with which an assessment measures the targeted content
B. the degree to which an assessment accurately predicts an individual's future
academic success
C. the accuracy with which an assessment measures the targeted content
D. the relationship between an individual's scores on two different kinds of assessments
- Correct Answer-A. THE CONSISTENCY WITH WHICH AN ASSESSMENT
MEASURES THE TARGETED CONTENT. Reliability refers to how dependably or
consistently a test measures a characteristic. A test that yields similar scores for a
person who repeats the test is said to measure a characteristic reliably. Reliable
assessment tools produce dependable, repeatable, and consistent information.
A high school physics teacher wants to assess students' perceptions and attitudes
about physics learning. Which of the following assessments would provide the teacher
with the most useful information in this area?
A. individual behavior checklist
B. academic aptitude test
C. anonymous self-report inventory
D. task-specific rubric - Correct Answer-C. ANONYMOUS SELF-REPORT
INVENTORIES are typically affective assessments, used to gather information about
attitudes, interests, or values. Self-report inventories usually involve filling out a survey
or questionnaire, and anonymity encourages those completing the inventory to be
honest in their responses. In a classroom context, the results of a self-report inventory
can help a teacher detect and positively influence a student's feelings about learning.
A middle school mathematics teacher's classes include a number of English language
learners. When creating tests, the teacher makes a special effort to use simple,
straightforward language in directions and word problems. When administering class
tests, the teacher gives English language learners extra testing time and allows them to
use a bilingual dictionary. These actions demonstrate the teacher's understanding of
how to:
A. integrate assessment with instruction to promote English language learners' access
to authentic learning opportunities.
B. use classroom assessment to facilitate students' development of English language
proficiency.
C. employ a variety of assessment methods to obtain an accurate measure of English
language learners' academic progress.
D. minimize the effect of students' limited English language proficiency on their
assessment performance. - Correct Answer-D. MINIMIZE THE EFFECT OF
STUDENTS' LIMITED ENGLISH LANGUAGE PROFICIENCY ON THEIR
ASSESSMENT PERFORMANCE - Teacher-created tests may not measure the
learning of English language learners accurately unless the test directions and
questions are comprehensible. If students are not proficient in English, they may answer
questions incorrectly due to misunderstanding of language used in the questions, a
situation that reduces the overall accuracy and validity of the assessment. English
language learners' understanding of academic subjects must be assessed in a way that
allows them to demonstrate their knowledge independent of their fluency in English.
Which of the following teacher actions is the best example of utilizing formative
assessment in instruction?
A. Using the results of weekly quizzes, a mathematics teacher provides additional
instruction to individual or small groups of students as needed.
B. A social studies teacher compares students' performance on a pretest given at the
beginning of an instructional unit with their performance on the same test at the end of
the unit.
C. When assigning grades, a science teacher averages each student's scores on the
tests provided with the textbook used for instruction.
D. A language arts teacher forms long-term instructional groups according to students'
scores on a standardized reading test given at the end of the previous year. - Correct
Answer-A. USING THE RESULTS OF WEEKLY QUIZZES, A MATHEMATICS
TEACHER PROVIDES ADDITIONAL INSTRUCTION TO INDIVIDUAL OR SMALL
GROUPS OF STUDENTS AS NEEDED. Assessment that is integrated into the
instructional process provides the teacher with ongoing feedback and information about
student understanding. Formative assessment that occurs throughout instruction
provides this information at a time when adjustments to strategies, materials, or
grouping practices can be made to address specific student needs and help ensure that
all students achieve targeted objectives.
A sixth-grade language arts teacher wants to incorporate peer assessment activities as
part of students' writing instruction. The teacher can promote the success of peer
assessment activities most effectively by taking which of the following steps?
A. allowing students to select their own partners for peer assessment activities
B. providing students with explicit instruction and practice in offering constructive
feedback
C. assigning students permanent partners who will review their work throughout the
school year
D. developing a script for students to follow during peer assessment activities - Correct
Answer-B. The primary goal of peer assessment is for students to provide one another
with valuable feedback, allowing them to learn from and support one another. It is easy
to criticize without providing constructive suggestions and even easier to take criticism
personally. Students do not automatically know how to provide constructive feedback;
emotions and loyalties can intrude and teaching them how to deliver feedback in
respectful language that is specific and relevant enhances the effectiveness of peer
assessment activities in promoting students' growth and learning.
Which of the following assessment strategies is likely to be most effective in helping a
mathematics teacher plan instruction that will promote all students' learning?
A. pretesting students at the beginning of each new unit to determine their current
knowledge and skills in the targeted area
B. including several different question formats (e.g., essay, true/false) on each
classroom assessment
C. meeting regularly with individual students to help them evaluate their performance on
class activities and assessments
D. applying a weighting system in calculating final grades (e.g., homework counts 10
percent, quizzes count 30 percent) - Correct Answer-A. Classrooms are always diverse
with regard to how students learn and how much they know. Teachers should not spend
instructional time on topics that students already know well, nor should they assume
that all students should be taught all standards with equal intensity or in the same
manner. Pretests are given to students before a lesson or unit to assess what they do
and do not know. Teachers can use pretest results to refine and differentiate instruction
to address individual and group strengths and needs.
Screening assessments are most appropriately used for which of the following
purposes?
A. organizing students into groups for classroom instruction
B. developing intervention plans to address students' specific learning needs
C. determining the correct point for beginning instruction on a topic
D. identifying students who may require additional evaluation or intervention - Correct
Answer-D. Screening assessments are used to determine whether students may need
specialized assistance or services, or whether they are ready to begin a course, grade
level, or academic program. Screening assessments may take a wide variety of forms in
educational settings, and they may be developmental, physical, cognitive, or academic.
A preschool screening test, for example, may be used to determine whether a young
child is physically, emotionally, socially, and intellectually ready to begin preschool.
An eighth-grade teacher plans to have students keep portfolios as one way to document
their learning progress. Students will be able to select the work they want to include in
their portfolios and will share them with parents/guardians during student-led
conferences. The teacher can best enhance the effectiveness of the portfolios by taking
which of the following actions?
A. storing students' portfolios in an area where students have access to review their
work at any time
B. having students reflect on and write a brief rationale for the inclusion of each piece of
work they choose for their portfolios
C. allowing students to determine the format they will use when assembling their
portfolios
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