1.
Which of the following factors is NOT a
significant advantage of a standardized test over-to-day teacher-made test?
A. The
standardized test is cost-effective.
B. The
standardized test is more valid.
C. The
standardized test is more reliable.
D. The
standardized test is based on national norms.
E. The
standardized test provides standard scores and percentage score.
Answer: A
In many districts,
the cost of standardized tests makes them unaffordable for frequent use as
measures of achievement in the content areas. Therefore, teacher-made test tend
to be used on a daily basis.
2.
A teacher is concerned about sixth-grade
students who have problem in inter personal relations. Which of the following devices
should she use with these students?
A. A
sociodrama
B. A
poetry-writing assignment
C. A
sociogram
D. An
interest interview
E. A
personality questionnaire
Answer: A
Social learning
are based on examples and experiences. The sociodrama and the role-play are
particularly effective ways to focus such learning. Children can both
participate in and discuss interaction they have experienced in the classroom,
home, or playground.
3.
Some parents object to the administration of
intelligence tests to their children on the ground(s) that:
A. Such
tests are inaccurate measurements of ability.
B. Such
tests discriminate against children from a lower socio-economic background.
C. The
vocabulary in these tests is unfamiliar.
D. Such
tests do not measure aptitude or creativity.
E. All
of the above.
Answer: E`
Parents object to
testing on many grounds.
4.
Interest inventories are valuable for counseling
secondary school students because the results are given:
A. In
percentiles.
B. In
the form of career advice.
C. In
the form of a psychological profile.
D. In
stains scores.
E. To
prospective employers.
Answer: A
Interest
inventories are useful because they indicate the testee’s percentile rank by
comparison with occupational and professional groups sharing similar interests.
A student’s career choice can be aided by such information.
5.
The ratio of “exceptional” children in general
population is about
A. 1
: 8
B. 1
: 20
C. 1
: 4
D. 1
: 10
E. 1
: 100
Answer: A
About one out of
every eight children in the general population is classified as “exceptional”
6.
Care must be taken when evaluating the
capabilities of any child who may be labeled “handicapped” because:
A. It
costs too much to educate such a child in the public schools.
B. The
child and the parents may not understand the meaning of the label “handicapped.”
C. Such
a label could be emotionally damaging to a child.
D. A
and C above.
E. B
and C above.
Answer: E
Labeling children
has an emotional impact so it must be done by the school with caution, and
explained. Parents and children do not like to be classified as different from
others, even though needed assistance may be a consequence of the appropriate
classification.
7.
Instructors often think the intellectually
gifted children does not need special attention because such a child:
A. Has
more assets than the other children.
B. Should
be able to help him-or herself.
C. Probably
knows more than the teacher.
D. Usually
doesn’t want help.
E. Would
resent teacher “interference.”
Answer: B
Gifted children
are often neglected because they seem self-directed. They may appear busy, but
may not be operating at the level of challenge appropriate to their talents.
8.
Under which of the following conditions is a
child’s IQ more likely to increase?
A. If
the emotional climate in the classroom improves.
B. If
the children is given a large “research” project.
C. If
the child enjoys problem solving and is given ample opportunity for it.
D. If
all of the above are true.
E. If
A and C are true.
Answer: E
If the emotional
climate of the home or the classroom improves, a child’s IQ may increase by a
few points. Nurturing a child’s curiosity and interest in solving problems can
have the same effect. In and of itself, though, a research assignment will not
spur an increase in IQ.
9.
The teacher who writes a summative academic
evaluation would probably derive the appropriate information from:
A. A surprise qulz
B. A
weekly test
C. Personal
observation
D. A final examination
E. A
parent conference
Answer: D
A summative report
requires more information about the child’s productivity than a single test or
short quiz can yield.
10.
High school that require minimum competency
testing for graduation base their pupil evaluation on:
A. The
proficiency levels set for certain courses such as English, social studies,
and/or mathematics.
B. The
mean of scores obtained by the upper 10 percent of the class
C. The
percentile ranking of students in the junior class.
D. The
mean of the scores obtained by the upper half of the senior class.
E. The
student’s ability to read at the tenth-grade level.
Answer: A
The mastery
learning concept requires that a child perform according to certain proficiency
standards. If these qualifications are not met, he or she cannot go on to the
next lesson. Competency testing based on the mastery concept is sometimes used
for promotion or graduation requirements.
11.
The movement toward accountability in education
is significant because it holds:
A. Pupils
responsible for their own learning.
B. Parents
and pupils responsible for the children’s annual progress.
C. Administrators
and teachers responsible for students’ learning outcomes.
D. School
principal responsible for their students’ achievement of national norms.
E. Local
boards of education responsible for setting standards for competency testing.
Answer: C
Under
“accountability”, teachers and administrators are responsible for the learning outcomes
in their school. Communities are increasingly concerned about achievement-test
scores, placement of seniors on the SAT, and other indices of achievement by
their graduates. Some parents have sued teachers or school districts because
their children were given diplomas, even though they could not read.
12.
Which of the following is useful for a teachers
involved in a “mastery learning” program?
A. Summative
testing over several units.
B. Formative
testing during instruction.
C. Diagnostic
testing.
D. Smaller
classes and individual instruction.
E. All
of the above.
Answer: E
Mastery learning
requires many kinds of evaluation. Diagnostic, formative, and summative reports
are very useful to both the teacher and the pupil as they plan continuing
progress.
13.
When constructing a teacher-made test, it is
most important for the teacher to:
A. Develop
one-fourth of the questions at the level of challenge appropriate for the
tested.
B. Ask
questions based on both factual and conceptual leanings.
C. Ask
students to express their point of view.
D. Stress
the objectives used during the lesson.
E. Have
one question to test pupils’ integrative abilities
Answer: D
Every examination
should be related to the objectives of the course, unit, or lesson. Otherwise
trhe test results will not be valid.
14.
when teaching concepts at the elementary grade
level, it is most helpful to provide pupils with
A. examples
and non-examples of the concept
B. a
cluster of concepts at one time
C. a
definition of the concept
D. disjunctive
concepts
E. a
story to illustrate the concept
Answer: A
Examples and
non-examples help children classify and discriminate as they place objects,
ideas, principles, and concepts into categories.
15.
A junior high school principal wants to evaluate
the science program. What is the first steps he should take?
A. Analyze
pupil achievement scores
B. Look
at national norms for achievements in the sciences.
C. Confer
with parents
D. Review
and, if necessary, revise objectives for the program.
E. Give
standardized test
Answer: D
Local needs a may
differ from national test emphases, so evaluation of the science program should
with the needs of pupils in the school. From this, objectives can be set be
benefit each and all. Then the national norms should be utilized to determine
what is being thought in the sciences and what is appropriate at the local
level.
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