Practice Test

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Chapter 6

Practice Test

Building Assessment into Instruction

This activity contains 9 questions.

All of the following are purposes of assessment EXCEPT

Monitoring student progressEvaluating student achievementEvaluating programsDetermining students' grades

The _______ Standard from the NCTM Assessment book sets high expectations for all students and recognizes students' unique natures.

Learning StandardOpenness StandardEquity StandardMathematics Standard

A quality assessment program will assess knowledge of all of the following EXCEPT

programsproceduresprocessesconcepts

Deciding on a performance at different levels of your rubric requires all EXCEPT

Knowing what ideas children will not use as they perform the taskYour insights on the task and on the ideas it involvesExperience with children at that levelPast experiences with children working on the same task

	A good assessment program will allow students to demonstrate how they understand the concepts.

	True False

	A rubric is a scale used to judge performance on a series of exercises.

	True False

	It is good to write out indicators of performance tasks after you use the task in class.

	True False

	After sorting into the double piles of those who do and do not understand, write a description of the on target behavior and file specific examples for future use.

	True False

Give examples of a performance assessment task that would provide open and ample opportunities for students to learn.

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Practice Test

All of the following are purposes of assessment EXCEPT

The _______ Standard from the NCTM Assessment book sets high expectations for all students and recognizes students' unique natures.

A quality assessment program will assess knowledge of all of the following EXCEPT

Deciding on a performance at different levels of your rubric requires all EXCEPT

A good assessment program will allow students to demonstrate how they understand the concepts.

A rubric is a scale used to judge performance on a series of exercises.

It is good to write out indicators of performance tasks after you use the task in class.

After sorting into the double piles of those who do and do not understand, write a description of the on target behavior and file specific examples for future use.

Give examples of a performance assessment task that would provide open and ample opportunities for students to learn.