Aligning Assessment

3. An objective

A teacher writes a unit on minerals for fourth-grade students. While writing the unit, the teacher refers to the National Science Standards, then writes the following goal for one of the lessons: The students will explain the process used to differentiate between talc and quartz after evaluating them using Moh's scale of hardness. What is this statement? 1. A domain 2. A standard 3. An objective 4. A benchmark

Achievement test

A test designed to assess what a person has learned

3. test prep

Instructional objectives provide a focus for all of the following except: 1. instruction 2. student learning 3. test prep 4. assessment

2. Benchmark

1. Knows the tools and units used in daily measurements 2. Knows the relationship of units of each measurement tool 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

3. Instructional objective

1.1 Identifies the tools and units used in measuring distance, time, weight, temperature, and volume 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

1. Standard

A broad statement that describes what students should learn 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

3. Use a quiz and a performance assessment that allows students to demonstrate their knowledge of the content.

A fifth-grade teacher is planning a unit on mammals. How can the teacher assess each student's understanding of the content using a variety of appropriate assessments during instruction? 1. Incorporate unit tests to assess each student's understanding of the content. 2. Incorporate a performance assessment and a culminating authentic assessment at the end of the unit. 3. Use a quiz and a performance assessment that allows students to demonstrate their knowledge of the content. 4. Use a summative assessment prior to beginning instruction and a project at the end of the unit that allows students to use authentic assessment.

2. Supply response

A fill-in-the blank and essay test 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance

1. The student will be able to label a diagram of a plant. 4. The student will be able to describe the function of plant components.

A first-grade teacher wants to develop an effective set of objectives that will align with a science standard: Students will understand how plants have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Which two objectives align to the given standard? Choose 2 answers 1. The student will be able to label a diagram of a plant. 2. The student will be able to list the different types of plants. 3. The student will be able to create a fictional story about plants. 4. The student will be able to describe the function of plant components.

1. Students will be able to describe feelings in the stories or poems using words or phrases. 3. Students will be able to identify sensory words in the stories or poems. 4. Students will be able to explain how words in the stories or poems suggest or describe feelings.

A first-grade teacher would like to target the following standard using the lowest levels of Bloom's taxonomy. The standard is: RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Which three objectives would meet this goal? Choose 3 answers 1. Students will be able to describe feelings in the stories or poems using words or phrases. 2. Students will be able to arrange a familiar story's sequence to generate two new scripts. 3. Students will be able to identify sensory words in the stories or poems. 4. Students will be able to explain how words in the stories or poems suggest or describe feelings. 5. Students will be able to create a new version of a familiar story when given three key details from the original version. 6. Students will be able to discriminate between the various characters in two familiar stories and provide their respective points of view.

1. Authentic 3. Achievement

A learning outcome for a fifth-grade science class is to have students conduct scientific experiments testing local soil samples. Which two assessment types measure this learning outcome? Choose 2 answers 1. Authentic 2. Portfolio 3. Achievement 4. Questionnaire

1. Selected response

A multiple-choice, matching, and true-false test 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance

2. Extended performance

Allows for student choice and flexibility. 1. Restricted performance 2. Extended performance

2. Provide feedback that focuses both on what was done well, and where errors need to be corrected, so that the overall message is positive

As you consider how to provide feedback during the solar system unit, which statement regarding the use of feedback is correct? 1. Wait to focus on self-assessment until students have received a lot of teacher feedback, so that the standards and criteria are more clear and the self-assessments will be more accurate 2. Provide feedback that focuses both on what was done well, and where errors need to be corrected, so that the overall message is positive 3. Focus heavily on questions that were missed or on what students did wrong, so that where the students need to improve is clear 4. Wait to give feedback until the unit is over and all of the required content has been addressed, so that students have the "big picture" of the important concepts from the unit

3. Restricted performance

Asking the students to write a paragraph that compares and contrasts Earth and one other planet 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance

4. Extended performance

Assigning students to write a short story about a visit to a planet of their choice. 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance

4. Learning outcome

Can identify tools and units 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

2. Benchmark

Clarifies in broad terms what a standard means 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

3. Instructional objective

Class Level 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

1. Instructional objectives

Describe the intended learning outcomes 1. Instructional objectives 2. Instructional activities 3. Assessments

3. Instructional objective

Describes how students will demonstrate achievement 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

2. Benchmark

District Level 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

1. Restricted performance

Expects all students to respond in the same way 1. Restricted performance 2. Extended performance

1. New standards provide a framework for curriculum development.

How has the adoption of new standards impacted classroom instruction? 1. New standards provide a framework for curriculum development. 2. New standards require specific instructional practices. 3. New standards dictate teachers' approaches to content. 4. New standards require specific lesson plans.

2. verb The verb will help you to determine if you have a lower-level or higher-level thinking skill, and the corresponding level of the assessment to use.

Look at the ____________ within an objective to determine the level on which to teach and assess. 1. content area 2. verb 3. noun(s) 4. standard

3. Close harmony

Objectives help to keep instruction, student learning, and assessment in ___. 1. Separate yet equally important categories 2. Distinct groupings 3. Close harmony 4. Balance during the planning process

3. Selected response 2. Supply response 1. Restricted performance 4. Extended performance

Place in order from least complex to most complex 1. Restricted performance 2. Supply response 3. Selected response 4. Extended performance

3. Assessments

Provide evidence that intended learning outcomes have been achieved 1. Instructional objectives 2. Instructional activities 3. Assessments

2. Instructional activities

Provide the relevant learning 1. Instructional objectives 2. Instructional activities 3. Assessments

1. Standard

State Level 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

4. Learning outcome

Student Level 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

2. Learning outcome

Students create a warm-up plan that can be implementing before exercising. 1. Student performance 2. Learning outcome 3. General objective

1. Student performance

Students create warm-up plans that includes four different warm-up techniques that would be completed for thirty seconds each, for a total of a two-minute warm-up. 1. Student performance 2. Learning outcome 3. General objective

3. General objective

Students understand the importance of warming up before performing physical exercise 1. Student performance 2. Learning outcome 3. General objective

3. A benchmark

The content standard for an art class is to identify major artists from the 20th century. That is followed by a series of instructional statements, one of which is "Students will be able to identify Jackson Pollock's work." What type of instructional statement is this? 1. An instructional objective 2. A standard 3. A benchmark 4. A learning outcome

4. Learning outcome

The terms that describe the specific results of instruction 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

1. Standard

Understands the methods of measurement 1. Standard 2. Benchmark 3. Instructional objective 4. Learning outcome

2. Determination of sanctions 3. Accountability for student academic achievement

What does the Every Student Succeeds Act (ESSA) provide? Choose 2 answers 1. Mandated curriculum 2. Determination of sanctions 3. Accountability for student academic achievement 4. Suggested instructional strategies to use in the classroom

3. Finding a balance by using the most efficient method for assessing the intended learning outcome.

What is most important when selecting assessment methods? 1. Using a selected-response assessment with low complexity of tasks to allow for quick administration. 2. Using an extended performance assessment with high realism of tasks to assess basic learning outcomes. 3. Finding a balance by using the most efficient method for assessing the intended learning outcome.

2. To provide guidelines for planning instructional activities and preparing assessment instruments

What is the purpose of an objective? IMPORTANT 1. To determine the effectiveness of various test items and predict achievement on an assessment 2. To provide guidelines for planning instructional activities and preparing assessment instruments 3. To describe what students should know and be able to do at the end of a specified period of learning 4. To list the specific types of acceptable student performance and show evidence of achievement

4. Benchmarks broadly clarify what students should know and be able to do at the end of a specified period of time.

What is the purpose of benchmarks? Ending is important! 1. Benchmarks specify broad learning weaknesses that are revealed by a variety of instructional assessments. 2. Benchmarks describe in detail what students should know and be able to do at the end of the school year. 3. Benchmarks describe achievement assessment at the end of instruction for the purpose of certifying mastery. 4. Benchmarks broadly clarify what students should know and be able to do at the end of a specified period of time

3. Objective 1. Outcomes 2. Performance

When writing instructional objectives, first list the general _______________ as intended learning _______________. Next, list the specific types of student ___________ that will demonstrate that the outcomes have been achieved. 1. Outcomes 2. Performance 3. Objectives

1. A rubric score of 4 on a persuasive essay

Which of these is a criterion-referenced assessment? 1. A rubric score of 4 on a persuasive essay 2. 90th percentile on the first quarter reading benchmark assessment 3. Winner of the PE Award for most sit-ups and pull-ups in fifth grade

2. Second-place finish in the class Geography Bee

Which of these is a norm-referenced assessment? 1. 75% on the unit test in science 2. Second-place finish in the class Geography Bee 3. Scores of 3/5, 5/5, and 2/5 on the last three reading comprehension checks

3. Objectives say what the students will do to show that the students learned something

Which of these is a reason why a teacher would use an instructional objective? 1. Objectives talk about what the students are going to do today, like a sneak preview. 2. Objectives tell how the teacher will be teaching today 3. Objectives say what the students will do to show that the students learned something 4. Objectives explain how the students are going to learn today's lesson.

3. Restricted performance

_____________ assessments are concerned with the performance of a limited task that is highly structured, such as writing a brief paragraph on a given topic, selecting laboratory equipment, measuring humidity, or locating information with a computer 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance

4. Extended performance

________________ assessments involve more comprehensive and less structured performance tasks, such as writing a short story, conducting a laboratory experiment, predicting weather, or using a computer to solve a problem 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance

2. Supply response

________________ tests require students to respond with a word, short phrase, or complete essay answer 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance

1. Selected response

________________ tests require the student to choose the correct or best answer 1. Selected response 2. Supply response 3. Restricted performance 4. Extended performance