Assessment in Special Education- Final

When planning the use of portfolio assessments, it is important to a. determine the purpose of the portfolio and set goals b. allow students to choose the assignments that will be included c. include responses to a set of formal assignments d. include only the student's best work

A.

Adaptive skills a. should not change as a person ages b. include personal independence and social responsibility c. are only skills demonstrated in the school environment d. are identical across different cultures

B

All of the following are types of measurement scales except a. nominal b. percentile c. ratio d. ordinal

B

For young children to qualify for special education services, delays must be documented in one of more of the following areas a. physical, cognitive, communication, social or emotional, or adaptive development b. physical, cognitive, communication, basic academic skills, or adaptive development c. physical, cognitive, personality, social or emotional, or adaptive development d. none of the above

A

In evaluating the reliability of a test, your text suggests looking for a minimum correlation coefficient of a. .80 b. .85 c. .90 d. .95

A

Work samples can a. provide information about a student's stamina in a work situation b. determine students' interests and preferences over a wide range of career opportunities c. assist in the coordination of job planning with other agencies and services d. all of the abov

A

The least accurate method of observation is a. momentary time sampling b. whole interval recording c. event recording d. all of the above are accurate methods

A.

All of the following is correct about the memory EXCEPT a. Many different types of memory are required in the classroom. b. Norm-referenced tests of memory usually assess long-term recall of familiar information c. A digit span task in which the student listens to and attempts to repeat a series of numbers is an example of a serial recall task. d. Memory is often separated into two separate abilities.

B

Which of the following is not a purpose of educational assessment? a. Program planning b. Determining eligibility for special education services c. Establishing the cause of a disability d. Monitoring student progress

C

Which type of reliability is concerned with a measure's internal consistency? a. Test-retest b. Predictive c. Split half d. Construct

C

A student must be able to read silently, work independently, and record answers on a separate answer sheet on the a. WRMT-III b. GORT-5 c. TORC-4 d. none of the above

C.

According to your text, interrater reliability for observations should be at least a. 60% b. 70% c. 80% d. 90%

C.

This informal classroom assessment is also an instructional technique a. observation b. response analysis c. task analysis d. diagnostic probes

C.

What broad assessment question guides assessment for instructional planning in reading? a. At what grade level is the student functioning? b. Is the student functioning at least two years below grade level? c. What are the student's educational needs? d. What assessment tools will best describe the student's problem in reading?

C.

What is the major purpose for assessing reading skills in special education assessment? a. To determine if a disability is present. b. To find out if a student has the skills to be mainstreamed. c.To determine whether a student shows poor performance in reading in relation to grade peers.

C.

Which is not an advantage of informal classroom assessment techniques? a. They help in the selection of instructional goals and objectives. b. They document student progress. c. They are accurate predictors of student achievement. d. They may indicate the need for further assessment.

C.

Which of the following statements is false? a. Curriculum-based assessment tools use the school's curriculum as the standard of comparison. b. Some informal classroom assessments are curriculum-based. c. The major purpose of curriculum-based assessment is comparison of one student's performance to that of grade peers. d. Most experts recommend that curriculum-based assessment be a frequent occurrence so that pupil progress can be monitored.

C.

A student's general learning aptitude may be evaluated by looking at information sources such as a. individual and group intelligence tests b. social and developmental histories c. records of school grades d. all of the above

D

According to your text, which is the best type of score for reporting test results? a. Age equivalent b. Grade equivalent c. Stanine d. Standard score

D

Adaptive behavior is typically assessed by a. administration of individual norm-referenced tests b. administration of criterion-referenced tests c. use of culture-free or culture-fair inventories d. questionnaires and interviews with parents and teachers

D

All of the following are nonverbal measures of intelligence except a. Leiter-3 b. TONI-4 c. Raven Progressive Matrices d. SOMPA

D

Assessment of specific learning abilities is used a. only with students suspected of having specific learning disabilities b. only with students suspected of having behavior disorders c. only with student suspected of having low intellectual performance d. none of the above

D

Educational decision-making teams a. should include representatives from every discipline b. should include various individuals depending on the needs of the student c. should include various individuals based on the type of decision being made by the team d. b and c are correct

D

Individually administered tests are usually preferred for the assessment of students with disabilities because a. they usually required fewer prerequisite skills such as writing b. they permit the development of rapport between the student and the assessor c. they measure individual skills separately d. all of the above

D

Informal assessment procedures a. compare a student's performance to a normative group b. are typically commercially prepared c. have standardized administration, scoring, and interpretation procedures d. have a clear connection to the curriculum of students

D

It is acceptable to say " " while administering a standardized test: a. have you thought about all the possible answers b. are you sure that is your answer? c. maybe you should look at that one again d. I like how you are answering all of my questions

D

Job readiness skills include a. interviewing skills b. punctuality c. responses to authority d. all of the above

D

Measures of vocational aptitude generally measure all of the following a. motor skills b. dexterity c. communication skills d. all of the above

D

Norm-referenced tests are designed to a. compare a student's performance to the student's own past performance b. compare a student's performance to other student's in the classroom c. compare a student's performance to a curriculum goal d. compare a student's performance to the performance of a normative sample

D

Placement in the least restrictive environment refers to a. the type of curriculum used in special education b. the severity of the disability c. the length of time special services will be needed d. the type of class or classes in which the student is placed

D

Preparing students to enter the job market requires surveying the work community to determine a. the types of jobs available b. the perceptions of employers working with students with disabilities c. accommodations that may be needed by students with disabilities d. all of the above

D

Which step in the assessment process follows design of the IAP? a. Referral b. Parental permission for assessment c. Reporting results d. Deciding eligibility for special education

B

For the school year that a student will turn ___ years old and for every school year thereafter, the IEP team is required to provide a statement of needed transition services, interagency responsibilities, and links between the two? a. 14 b. 15 c. 16 d. 18

C

The Adaptive Behavior Assessment System-3 is a(n) a. interview b. questionnaire c. rating scale d. narrative response

C

When requesting parental permission for assessment for the determination of eligibility a. the request must be clearly written in understandable language b. the request must be translated into the parents' native language, if needed c. the educational agency needs to carefully document that they have followed legal procedures d. all of the above are applicable to requesting parental permission for assessment

D

Which Woodcock-Johnson IV cognitive factor includes the Visual Matching and Decision Speed subtests? a. Auditory Processing b. Comprehension-Knowledge c. Fluid Reasoning d. Processing Speed

D

Which factor is not considered in evaluating a measure's technical adequacy? a. Reliability b. Validity c. Standardization sample or other standard of comparison d. Whether the measure fits the purpose of assessment

D

Which of the following are typically included in assessments of aptitude? a. spatial skills b. verbal skills c. manual dexterity d. all of the above

D

Which of the following assessment tools measure concrete tasks, such as folding, stapling, collating, and assembling? a. Your Employment Selections (YES) b. Brigance® Employability Skills Inventory c. Reading-Free Vocational Interest Inventory-2 (R-FVII-2) d. The Wide Range Employability Sample Test (WREST

D

ESSAY: Why might it be a good idea to assess oral reading, silent reading and listening levels for students with specific learning disabilities in the area of reading?

I'm writing up essay answers for chapter 13, will enter them soon - Rena

Which measure relies most heavily on multiple-choice tasks? a. PIAT-R/NU b. WRAT4 c. Woodcock-Johnson IV d. DAB-4

6

A continuum of alternative placements refers to: a. the various settings where services are provided b. the individualized goals for a student c. the resource room d. none of the above

A

Students with normal hearing ability should be able to detect sounds at intensities somewhere between a. 0 and 10 dB b. 10 and 20 dB c. 20 and 30 dB d. 30 and 40 dB

A

On which measure are older students asked to write a composition? a. Woodcock-Johnson IV b. PIAT-R/NU c. WRAT4 d. K-TEA-3

b

The test containing 20 subtests grouped into a standard battery and a supplementary battery is the a. WIAT II b. DAB-4 c. Woodcock-Johnson IV d. WRAT4

c

Which statement is true? a. Students read isolated words aloud on the WRAT4. b. On the PIAT-R/NU, students select the correctly spelled word from four choices. c. Students can use paper and pencil on most Woodcock-Johnson IV math subtests. d. All of the above

d

Each model of service delivery has both pros and cons. However, one main goal is to place the student a. in a special education program b. in a school near to the student's home c. in the least restrictive environment d. with a teacher who volunteers to instruct students with disabilities

C

Special education assessment a. occurs at one point in time during the school year b. only needs to occur before and after instruction c. is an ongoing process d. none of the above

C

The term "learning strategy" is usually reserved for a. results of standardized tests of achievement b. student skills and aptitudes in adaptive behavior c. general cognitive strategies applied to learning tasks d. specific learning abilities such as memory and attention

C

Which of the following is not a goal included in IDEA 2004? a. Consideration of behavioral interventions and supports needed by students with disabilities. b. The need for assistive technology devices and services must be explored. c. Assessment of all student using assessment tools in the English language d. Mandated due process procedures to protect parents and their students.

C

The Individual Assessment Plan is concerned with a. specific learning tasks b. the student's skills and abilities c. learning environment d. all of the above

D

The professional(s) who gather(s) assessment information about motor development include a. adaptive physical education teachers b. physical therapists c. occupational therapists d. all of the above

D

There has been much debate about learning disabilities including controversy about a. the definition of this disability b. the effectiveness of the preferred modality and the deficit remediation approaches c. the poor technical quality of older tests designed to assess specific abilities d. all of the above

D

To establish eligibility for services for students with intellectual disabilities, it is necessary to show a significantly reduced rate of learning as well as a. poor school achievement b. impaired adaptive behavior c. perceptual problems d. both a and b

D

Which individual test is the most comprehensive achievement measure? a. Woodcock-Johnson IV b. PIAT-R/NU c. WRAT4 d. WIAT III

a

Consideration of behavioral interventions and supports needed by students with disabilities. a. considered informal assessment tools b. used to compare a student's performance with that of persons in the test's normative group c. the best type of measure for all assessment purposes d. always discriminatory

B

Determining whether a student is eligible for special education is a(n) a. instructional decision b. legal decision c. medical decision d. evaluation decision

B

Eligibility for special education services must be re-evaluated every a. two years b. three years c. four years d. year

B

An IEP includes all of the following except a plan for a. an individualized curriculum b. termination of services c. evaluation of student progress d. implementation of services

B

Which of the following statements is false? a. Federal law mandates a multidisciplinary assessment team. b. Educational assessment is concerned only with students in kindergarten through grade 12. c. The IEP is a plan for the student's special education program. d. One major purpose of assessment is identification of the student's specific educational needs.

B

Which of the following tests is one of the best known measures of auditory perceptual ability? a. Purdue Perceptual-Motor Survey b. Auditory Discrimination Test-2 c. Motor-Free Visual Perception Test-3 d. Developmental Test of Visual Perception-3

B

According to IDEA 2004, students with ADD and ADHD a. are not eligible for special education services b. may qualify for special education services under the disability category "learning disabilities" c. may qualify for special education services under the disability category "other health impairments" d. none of the above

C

An appropriate instrument for assessing specific cognitive abilities of a 17-year-old student would be the a. ITPA-3 b. MVPT-3 c. DTLA-4 d. none of the above

C

An impartial due process hearing a. may be requested by the parents but not the school system b. may be requested by the school system but not by the parents c. may be requested by either the parents or the school system d. none of the above

C

Instructional decisions include all of the following except: a. development of an IEP b. evaluation of student progress toward annual goals c. determination of eligibility d. revision of the IEP

C

Rather than attempting to assess the perceptual process as a whole, measures of perception tend to focus on a. discrimination b. memory c. either visual or auditory perception d. either fine or gross motor perception

C

Students' eligibility for special education services must be evaluated a. every year b. every two years c. every three years d. only once

C

The assessment question used to guide the team in gathering information to design the student's IEP is a. Is the school performance problem related to a disability? b. What are the student's educational needs? c. Is there a school performance problem? d. What educational program is required to meet the student's needs?

C

To determine if a student is responsive to instruction, educators must do all of the following except a. document what methods have been used b. evaluate the types of interventions that have been tried c. rely on ability-achievement discrepancies d. use progress-monitoring measures when interventions are used

C

To document the presence of intellectual disabilities, it is necessary to identify: a. low to average intellectual performance b. above average to high average intellectual performance c. very low to low average intellectual performance d. no measure of intellectual performance must be made

C

To encourage parents to attend IEP meetings, districts must a. conduct meetings in the parents' home b. provide babysitters c. make interpreters available to parents who do not speak English d. provide transportation to and from the meetings

C

To receive special education services, a student must a. confer with his or her parents, teacher, and the school social worker b. show evidence of a behavior problem c. meet both federal and state eligibility requirements d. perform poorly in reading

C

All of the following are major considerations in the assessment of students with disabilities except a. Is the school performance problem related to a disability? b. What are the student's educational needs? c. Is there a school performance problem? d. What is the etiology of the disability?

D

All of the following statements about the Study Skills Counseling Evaluation are true except a. it addresses five study skill areas b. it identifies study skill weaknesses c. it is a normed instrument d. it is appropriate for middle school students

D

An IAP is: a. an individualized assessment plan b. required by federal law c. good professional practice d. a and c

D

An IEP must be developed a. before meeting with the parents b. within 15 days after placement c. within 30 days after placement d. before the student begins to receive special services

D

An appropriate instrument for measuring fine and gross motor skills is a. Bender Visual-Motor Gestalt Test II b. Developmental Test of Visual-Motor Integration-5 c. Slosson Drawing Coordination Test d. Bruininks-Oseretsky-2

D

Assessment involves a. the systematic gathering of information b. design of an IAP to guide the data collection process c. the use of both formal and informal tools d. all of the above

D

Benefits of using tests with built-in systems for discrepancy analysis include a. the availability of tests of both cognitive abilities and school achievement b. computer programs that come with them to assist with scoring and discrepancy analysis c. saving administration time d. a and b

D

Curriculum-based assessments include a. criterion-referenced assessment b. curriculum-based measurement c. portfolios d. all of the above

D

In learning disabilities assessment, assessment teams should a. avoid measures with poor technical quality b. approach discrepancy analysis with care c. use informal strategies and study skills measures to assess learning strategies d. all of the above

D

Parents of students who have been assessed a. must have results reported to them if the child is eligible for special services b. must have results reported to them if the child is not eligible for special services c. must give permission before the child is placed in special education d. all of the above

D

Results of the DTLA-4 include scores for a. Linguistic, Attentional, and Motoric Domains b. Verbal Scale and Performance Scale c. Simultaneous and Successive Processing d. all of the above

D

Students are considered legally blind when visual acuity in the better eye is a. 20/20 b. 20/50 c. 20/100 d. 20/200

D

Supplementary aids, services, modifications and supports are a. intended to make educational environments more accessible to students with disabilities b. intended to enhance the home environments of students with disabilities c. intended to allow student with disabilities to be educated with students without disabilities to the maximum extent appropriate d. both a and c

D

The Bruininks-Oseretsky is an individual, norm-referenced test that measures a. handwriting skills b. fine motor skills such as walking and running c. auditory speed and agility d. gross and fine motor skills

D

The DTLA-4 a. is designed to assess a variety of specific cognitive abilities b. is appropriate for students ages 6-0 to 17-11 c. contains 10 subtests d. all of the above

D

Which professional would be responsible for gathering assessment information about the student's academic performance? a. Adaptive physical education teacher b. School psychologist c. Speech-language clinician d. Educator

D

IDEA 2004 requires states to a. require schools to use the combination of discrepancy analysis and RTI to determine the presence of a learning disability b. permit schools to the use RTI as a substitution of the use of the discrepancy analysis to determine the presence of a learning disability c. require schools to only use discrepancy analysis to determine the presence of a learning disability d. none of the above

B

Individual intelligence tests are often used to gather information about specific cognitive abilities because a. several such tests are available b. many early tests of specific learning abilities were technically inadequate c. they typically offer measures of listening, speaking, reading, and writing d. results include global IQ scores

B

Informal assessment procedures are used for all of the following purposes except a. to evaluate the special education program b. to determine general intellectual functioning c. to make instructional decisions d. to collect ongoing data frequently

B

The most common method for screening vision problems is the a. Keystone Telebinocular b. Snellen Chart c. Titmus Vision Tester d. Bausch and Lomb Orthorater

B

The team approach is a. generally not used in special education b. mandated by federal laws such as PL 94-142 and IDEA c. a relatively new phenomenon in education d. not necessary when students are re-evaluated for special education placement

B

When a student is referred for special education assessment, what is the first question the assessment team asks? a. Is there a school performance problem? b. Is the student functioning two years below grade level? c. Is there a disability? d. Is there a cultural bias?

a

Which measure assesses spelling with a dictation test? a. WRAT4 b. PIAT-R/NU c. Both of the above d. None of the above

a

As a general rule, group tests of academic achievement will a. accurately estimate school performance abilities of students with academic problems b. underestimate school performance abilities of students with academic problems c. estimate school performance abilities of students with academic problems above their actual abilities d. none of the above

b

Considering the nature of the tasks on different achievement tests is important because a. they may not look like classroom tasks. b. they may not comprehensively measure the subject. c. they may take a long time to administer. d. All of the above

b

Criterion-referenced tests provide a. relative standing information b. skill mastery information c. progress monitoring information d. none of the above

b

Curriculum-based measures are most valuable for a. comparing a student's performance to that of age or grade peers b. monitoring student progress c. evaluation of teacher performance d. assessing students' attitudes toward school

b

The Woodcock Johnson IV a. group b. collected data on a new norm sample c. are dramatically different from the old norms d. none of the above

b

The achievement test that looks most like typical classroom tasks is the a. PIAT-R/NU b. WRAT4 c. Woodcock-Johnson IV d. DAB-4

b

Which statement about the WRAT4 is false? a. It contains two levels, one for younger students, one for older students. b. It only offers both age norms. c. Its subtests are Reading, Spelling, and Arithmetic. d. It is difficult to administer correctly.

b

Which statement about the Woodcock-Johnson IV Tests of Achievement is true? a. It includes an academic skill battery and a readiness battery. b. Three forms are available. c. It is quite easy to administer, score, and interpret. d. Norms are available for ages 5 to 95.

b

On which measure are most test tasks timed? a. Woodcock-Johnson IV b. K-TEA/NU/NU c. WRAT4 d. WIAT II

c

On which Woodcock-Johnson IV subtest are students asked to detect and correct errors? a. Dictation b. Quantitative Concepts c. Word Attack d. Proofing

d

When testing accommodations are used, the one used least often is a. changes in timing b. changes in setting c. changes in presentation modes d. changes in response modes d

d

Which individual achievement tests assess composition skills? a. PIAT-R/NU and WRAT4 b. WRAT4 and DAB-4 c. K-TEA/NU and Woodcock-Johnson IV d. Woodcock-Johnson IV and WIAT II

d

Which of the following statements regarding academic achievement tests is not true? a. Academic achievement tests may contribute information for instructional decisions. b. Academic achievement tests can help determine if a student has the skills to be mainstreamed. c. Academic achievement tests may reveal a school performance problem. d. Academic achievement tests alone determine the student's placement.

d

SHORT ANSWER: The way a text is structured affects how easy it is to read; generally, ___________ text is easier to read than ________ text.

narrative; expository

SHORT ANSWER: List the 5 components of evidence-based instruction in the area of reading identified in the Report of the National Reading Panel: Teaching Children to Read.

-Phonemic awareness -Phonics -Fluency and guided oral reading -Vocabulary -Text comprehension

A student with a vision problem that could be corrected surgically should be treated by an a. ophthalmologist b. optician c. optometrist d. any of the above

A

A student's birthday is February 22nd, 1990. The testing date was October 20, 2007. The students chronological age at the time of testing was: a. 17 years, 7 months, 28 days b. 16 years, 8 months, 2 days c. 17 years, 8 months, 2 days d. none of the above

A

According to your text, what is the least appropriate type of score for reporting test results? a. age or grade equivalent b. percentile rank c. standard score d. stanine

A

As the variability of the scores of an assessment device increases, error a. increases b. decreases c. stays the same d. may increase or decrease

A

Determining if support, accommodations or instruction are needed to assist the individual in meeting the requirements of the job is called a. job analysis b. job identification c. job inventory d. none of the above

A

Measures of central tendency are a. mean, mode, and median b. variability, range, and standard deviation c. distributed evenly d. answers a and b

A

Most individual tests of intellectual performance include measures of a. both verbal and nonverbal reasoning b. reading skills as well as speaking skills c. nonverbal performance only d. both verbalization and talking skills

A

Recently, the emphasis in assessment has shifted from a. the study of isolated specific abilities to consideration of learning strategies b. the study of isolated learning strategies to consideration of specific abilities c. the study of isolated sensory abilities to consideration of learning strategies d. the study of isolated specific abilities to consideration of study strategies

A

Sitlington et al. (1997) argued that transition assessment should be ongoing and emphasize the a. preferences, interests, and needs of the student with respect to current and future environments b. preferences, interests, and needs of the parents with respect to current and future environments of the student c. school district's secondary education goals d. none of the above

A

Tests of intelligence are best viewed as measures of a. scholastic aptitude b. general aptitude c. learning potential d. innate potential

A

The Diagnostic Adaptive Living Skills assessment is for individuals ages a. infants to mature adults b. K-12 c. 4-0 to 18-0 d. 3-21

A

The following is true of transition assessment except a. transition planning is a static process b. transition planning is an ongoing process c. transition planning requires a futuristic perspective d. transition planning requires continuous updatin

A

The goal in test administration is to: a. obtain the best possible sample of behavior under standard conditions b. accomodate the needs of the tester as much as possible c. to demonstrate what the student does not know d. all of the above

A

The test that assesses simultaneous and sequential mental processing is a. KABC-III b. Stanford-Binet (5th ed.) c. Woodcock-Johnson IV d. TONI-4

A

Under which conditions would you want to have an estimate of interscorer/interrater reliability for a particular assessment tool? a. When responses could have more than one interpretation. b. When the same examiner is unable to administer all parts of a test. c. When the examiner is concerned about the internal consistency of a test. d. None of the above.

A

When calculating a student's chronological age, the tester: a. subtracts the student's birthdate from the date of testing b. subtracts the date of testing from the student's birthdate c. ask the student to tell his or her age d. reports CA in years, months and days

A

When the test administration procedures are modified, test results are called: a. alternate scores b. latency scores c. percentile scores d. derived scores

A

Which of the following is true? a. raw scores are used to determine derived scores b. a student's raw score indicates his or her performance in relation to age or grade peers. c. Derived scores are used to determine raw scores d. among the most common raw scores are percentile ranks and standard scores

A

Which type of reliability is an index of how consistent test results are over time? a. Test-retest b. Predictive c. Split half d. Construct

A

the purpose of demonstration items is to: a. acquaint the student with the type of test tasks he or she is expected to complete b. determine if the student is easily confused c. allow the tester time to observe the student's behavior d. provide a series of easy questions so that the basal can be established

A

An alternate method of error analysis that takes into account the nature of the errors the reader makes is called a. qualitative analysis b. response analysis c. anaphoric analysis d. criterion error count procedure

A.

Grading a student in relation to pre-established performance standards is called a. criterion-referenced grading b. norm-referenced grading c. self-referenced grading d. objective grading

A.

Informants are used in assessment for all of the following purposes except to provide a. objective information b. information about attitudes c. opinions and interpretations d. historical perspective

A.

The act of reading consists of two stages: a. decoding and assigning meaning b. letter recognition and word recognition c. decoding and sound blending d. structural analysis and visualization

A.

The basal on the WRMT-III is established by a. six consecutive correct responses beginning with the first item on the page b. six consecutive errors ending with the last item of the page c. success on five out of seven consecutively-numbered items d. three correct responses in a row

A.

Tips for managing student data include all of the following except a. Save many examples of student work to show changes over time. b. Make students responsible for collecting data on a regular basis. c. Initially, use portfolios only with students who need intensive monitoring. d. Stagger collection of data from a few students each week.

A.

Using best practice policies, student's grades can be based on any of the following except a. the student's effort considering his or her learning disabilities b. how much the individual has progressed compared to past performance c. how well the student achieved compared to his or her peers d. district, state, and federal policies regarding grading

A.

Which is the most direct means of gathering information about a student's strategies for attacking and completing a task? a. Clinical interview b. Diagnostic probe c. Task analysis by developmental sequence d. Work sample analysis

A.

Which measure would you select to determine if a student's reading comprehension skills were within the average range for his or her grade? a. TORC-4 b. Informal reading inventory c. Brigance® Diagnostic Inventory d.Word Identification subtest, WRMT-III

A.

Which of the following types of assessment would most likely be used to determine a student's ability to write an essay regarding a current event? a. portfolio assessment b. curriculum based measures c. assessment using informants d. checklists

A.

Which would you select if you wanted general information about a student's skill level in a curriculum area? a. Informal inventory b. Criterion-referenced test c. Diagnostic probe d. Diagnostic teaching

A.

Which would you select if you were interested in how long a behavior occurs? a. Duration recording b. Event recording c. Continuous recording d. Rate and frequency measures

A.

Work sample analysis is most often used in the assessment of a. academic skills b. employment readiness c. on-task behavior d. none of the above

A.

A percentile rank of 73 indicates a. the student answered 73% of the questions correctly b. the student's performance equaled or exceeded that of 73% of the norm group c. the student's performance was inferior to that of 73% of the norm group d. the student's performance falls within the range associated with intellectual disabilities

B

A scaled score of 6 on a WISC-V subtest would fall in the a. below average range b. low average range c. average range d. high average range

B

A student observed score is 100 and the standard error of measurement is 5. If the desired confidence level is 90%, the standard error of measurement will be multiplied by : a. 1.00 b. 1.64 c. 2.00 d. 2.58

B

A test's standard error of measurement a. increases as the test's standard deviation decreases b. increases as the test's reliability decreases c. decreases as the test's mean increases d. stays the same no matter what the test's standard deviation is

B

Identify the statement that would be acceptable to say while administering a test to a student? a. "good job. you got that one right!" b."nice job working so hard" c. "nice try, but that was wrong" d. none of the above

B

If a second grade student scores a grade equivalent of 4.7 in arithmetic, we can assume the student: a. has the prerequisites for fourth grade math b. did not score equal to the mean of students in 2nd grade c. scored in the above average range for 2nd graders d. none of the above

B

If a student earns a standard score of 78 on a test with a standard error of measurement of 4 standard score units, which of the following is the most appropriate conclusion: a. the students true score will fall in the range of standard score 74 to standard score 82 99% of the time. b. the students true score will fall in the range of standard score 74 to standard score 82 68% of the time. c. the students true score will fall in the range of standard score 74 to standard score 86 99% of the time. d. the students true score will fall in the range of standard score 74 to standard score 86 68% of the time.

B

In preparing the student for testing, the tester should NOT a. schedule testing at an optimal time b. invite the student's parents or teacher to observe in the testing room c. make sure the student's physical needs are attended to d. explain what types of activities the student will be doing

B

Learning aptitude is a a. relatively changeable characteristic b. relatively stable characteristic c. too unpredictable to assess d. is the same as adaptive behavior

B

On a test with a standard score mean of 100 and a standard deviation of 15, which range of standard scores would indicate average performance? a. 70 to 84 b. 85 to 115 c. 116 to 130 d. 131 to 145

B

Reliability a. refers to whether a test measures what it purports to measure b. refers to whether a test is a consistent measure c. is more important than validity d. is not a concern with informal assessment tools

B

The 5th edition of the Stanford-Binet a. is divided into age levels rather than subtests b. includes measures of fluid reasoning and quantitative reasoning c. is essentially a test of verbal ability d. produces only one score, Mental Age

B

The National Council on Disability (2000) reported that a. post-high school outcomes for students with disabilities is improving for some groups of students b. post-high school outcomes for students with disabilities is poor c. post-high school outcomes require additional funding d. all of the above

B

The WISC-V is one of a family of tests; other tests in the family are a. WISC and WRAT b. WAIS and WPPSI c. WRAT and WRIOT d. WISA and WISP

B

The best source of information about the characteristics of the standardization sample of a particular test is a. Mental Measurements Yearbook series b. the manual that accompanies the test c. professional journals d. Tests in Print

B

The content across measures of adaptive behavior is a. quite diverse b. quite similar c. always school related d. answers a and c

B

The following interest survey uses pictures rather than text to determine student vocational interests. a. Self-Directed Search b. Reading-Free Vocational Interest Inventory-2 (R-FVII-2) c. Occupational Aptitude Survey and Interest Schedule (3rd ed. AS) (OASIS-3 AS) d. Brigance® Transition Skills Inventor

B

The level at which we can assume that the student would answer all easier items correctly, where these are administered, is the: a. ceiling b. basal c. starting point d. instructional level

B

The procedure for determining the specific skills required for a job is called a. Work sample b. Job analysis c. Simulated job station d. Situational assessment

B

The process that involves the family and student as equal participants in documenting the student's strengths, dreams, resources and interests in post-school outcomes is called a. family-centered planning b. person-centered planning c. student-centered planning d. individual-centered planning

B

The results of a reading inventory state that the student reads at the fifth grade level. This is an example of a. a grade equivalent b. grade referencing c. a percentile d. none of the above

B

The type of measure that does not produce interval data is a. classroom quizzes b. checklists c. Likert-type rating scales d. inventories

B

What percent of postsecondary school students are identified as having a disability according to recent federal data? a. 10 b. 11 c. 12 d. 13

B

Which individual achievement test would you select to assess a student's spoken language skills? a. PIAT-R/NU b. DAB-4 c. WRAT4 d. All of the above

B

Which measure assesses student performance from medical, social system, and pluralistic perspectives? a. LPAD b. SOMPA c. ABS-S:2 d. Vineland-II

B

Which measure would you select to assess both long-term retrieval and short-term memory? a. WISC-V b. Woodcock-Johnson IV c. KABC-III d. SOMPA

B

Which of the following statements are true about students with learning disabilities entering college? a. It is the responsibility of the university or college to identify students who may have learning disabilities and make modifications for these students. b. Some students are not aware they have a learning disability until they are in college. c. Less than 5% of college students have documented learning disabilities. d. There is a consistently used battery of tests to determine eligibility for services for learning disabilities on college campuses

B

Which of the following statements is true? a. If a test is reliable, it is also valid. b. If a test is valid, it is also reliable. c. If a test is valid, it might be reliable. d. All of the above is true.

B

Which statement below is correct with regard to intelligence testing? a. There is a universally accepted operational definition of intelligence. b. Intelligence can't be measured directly, only samples of behavior are measured with IQ tests. c. Intelligence test scores tell us the exact learning potential of an individual. d. None of the above

B

grade equivalents: a. accurately reflect the progress the student has made in his or her classroom curriculum b. appear simple to interpret but are quite difficult c. are the most appropriate score for reporting results to parents and teachers d. none of the above

B

A method in which every 5th word is omitted from a reading passage so that students can fill in the blanks with the missing words is called: a. maze procedure b. cloze procedure c. miscue analysis d. criterion-referenced assessment

B.

An informant reads descriptions of student behaviors and marks those that describe the student being assessed. What type of informal classroom assessment is being used? a. Questionnaire b. Checklist c. Rating scale d. Continuous ranking

B.

Curriculum based measures are unique because they involve a. measurement of curricular areas b. frequent direct probes c. performance based measures d. direct measurement of specific skills

B.

Identify a norm-referenced assessment that measures oral reading fluency and comprehension of passages a. curriculum-based measurement b. GORT-5 c. WRMT-III d. IRI

B.

If a student earns a grade 4 instructional level on an IRI, that level relates to the student's a. silent reading ability b. oral reading ability c. comprehension ability d.decoding ability

B.

If results of an informal inventory indicate a potential problem, the next step is a. administration of a second inventory for confirmation b. assessment with a more specific tool such as a criterion-referenced test c. retesting in a month d. identification of the student with a disability

B.

The GORT-5 assesses students' ability to a. read silently and write answers to comprehension questions b. read aloud and answer comprehension questions orally c. blend sounds into words d. decode nonsense words

B.

Traditional reading assessment measures are product-oriented and based upon which approach to reading? a. Top-down b. Bottom-up c. Interaction d.Spontaneous

B.

What assessment strategy would you use to study the interaction between the reader and the text he or she is reading? a. Miscue analysis b. Clinical reading interview c. Cloze procedure d.Readability graph

B.

When analyzing a task such as two-digit by two-digit addition with regrouping, which type of task analysis would be most appropriate? a. Analysis by temporal order b. Analysis by developmental sequence c. Response analysis d. Error analysis

B.

When conducting an error analysis of a student's oral reading, the assessor indicates an omission by a. slashing through the word on the assessor's copy of the text b. circling the word on the assessor's copy of the text c. underlining the word on the assessor's copy of the text d.none of the above

B.

Which measure assesses knowledge of vocabulary in specific content areas? a. Survival Reading List b. TORC-4 c. GORT-5 d. None of the above

B.

Which measure would you select to determine a student's Reading Comprehension Quotient? a. WRMT-III b. TORC-4 c. GORT-5 d. ARI

B.

Which of the following may be a type of informal classroom assessment? a. Group administered norm referenced tests b. Criterion referenced tests c. District-wide achievement tests d. High-stakes testing

B.

Which of the following types of assessment would most likely be used to determine a student's ability to read 100 words per minute with no errors? a. portfolio assessment b. curriculum based measures c. assessment using informants d. checklists

B.

Which statement about the WRMT-III is incorrect? a. The test yields a wide variety of scores. b. All subtests must be administered. c. Norms extend from kindergarten through college. d.No writing is required

B.

A good working relationship between the tester and student is facilitated by: a. meeting one or two days before the test to get acquainted b. taking practice tests to familiarize the student with the testing format c. discussing the purpose of the test first, the types of activities, time requirements, and difficulty levels d. fully explaining the answer to each question and what the student missed

C

A tester begins administration with item 10. The basal is 5 consecutively-numbered correct responses. The student answers items 10 and 11 correctly, then misses item 12. What should the tester do? a. administer item 13 b. administer item 10 c. administer item 9 d. discontinue testing

C

According to federal laws, IEPs for students with disabilities must be reviewed at least a. biannually b. quarterly c. annually d. every three years

C

Age and grade equivalents are a. interval data b. ratio data c. ordinal data d. all of the above

C

Dexterity measures can be frustrating to students with a. academic problems b. gross motor problems c. fine motor problems d. sensory problems

C

Federal laws such as PL 94-142 and IDEA do not attempt to regulate a. the use of intelligence tests b. selection of assessment tools and their administration c. classroom assessment for instructional decisions d. communication with parents during the assessment process

C

If a test's mean is 50 and its standard deviation is 10, how would you classify a score of 38? a. above average performance b, high average performance c. low average performance d. below average performance

C

If you wanted to establish the validity of a new test of gourmet cooking skills, what would be the best procedure? a. Give the test once, then give it again 6 weeks later to the same group of students b. Give the test and compare students' performance on odd-numbered items to performance on even-numbered items c. Give the test and, at the same time, give another test of gourmet cooking skills that has already been established as valid d. Have experts look at the test items

C

In the 1960s and 1970s, special education assessment practices were heavily criticized because a. IQ tests were administered by untrained personnel b. group IQ tests were used instead of individually-administered tests c. disproportionate numbers of students from diverse groups were placed in special classes d. all of the above

C

Methods to reduce bias present in assessment instruments include a. presenting all tasks in multiple choice format b. using tests created for individuals from specific cultural backgrounds c. translating measures into the individual's native language d. using only standardized measures

C

Reading is required on the following assessment tool. a. Wide Range Interest-Opinion Test (WRIOT) b. Talent Assessment Program c. Self-Directed Search d. Social and Prevocational Information Battery-Revised (SPIB-R)

C

The Social and Prevocational Information Battery-Revised (SPIB-R) assesses all of the following areas except a. home management b. self sufficiency c. continuing educational goals d. communication skills

C

The four types of measurement scales are a. aptitude, attitude, achievement, and adaptation b. standardized, normed, referenced, and criterion c. nominal, ordinal, interval, and ratio d. formal, informal, survey, and observation

C

When selecting tools to assess vocational interests and preferences, professionals must consider the student's a. fine and gross motor skills b. cognitive and fine motor skills c. cognitive and communication skills d. adaptive and fine motor skills

C

When the confidence level is increased (from 68% to 90%), the width of the confidence interval: a. decreases b. stays the same c. increases d. is not affected

C

Which of the following assessment measures gives information about a student's work and study habits? a. Occupational Aptitude Survey and Interest Schedule (3rd ed. AS) (OASIS-3 AS) b. The Aptitude Survey c. The Brigance® Transition Skills Inventory d. Talent Assessment Progra

C

Which of the following statements about the Woodcock-Johnson IV Tests of Cognitive Ability is incorrect? a. No reading is required. b. A prerequisite skill is discrimination of colors. c. All 20 subtests must be administered. d. English language skills are a necessity.

C

Which statement about the WISC-V is not correct? a. It requires the use of fine-motor skills. b. It requires verbalizations from the student. c. It requires basic reading skills. d. It requires English language competence

C

Which statement about the results of standardized tests is false? a. test results can be used to document changes in student performance b. the data produced are comparative in nature c. test behavior is not relevant to the results obtained. d. performance is contrasted with performance of age or grade peers.

C

Asking students to demonstrate their knowledge of a topic by evaluating and presenting samples of their work is an example of a. response analysis b. criterion based assessment c. portfolio assessment d. curriculum-based measurement

C.

Checklists and rating scales are examples of informal classroom assessment techniques that are a. direct and obtrusive b. direct and unobtrusive c. indirect and obtrusive d. indirect and unobtrusive

C.

IRIs are all of the following except a. arranged in order of difficulty according to grade levels b. grade-referenced measures c. designed to assess comprehension skills only d. commercially prepared or teacher-made

C.

In response analysis a. the student's errors are analyzed b. the task in which the student experiences difficulty is analyzed c. both correct and incorrect answers are analyzed d. only correct answers are analyzed

C.

Parents of students in special education must receive information about their child's progress at least a. weekly b. every six weeks c. as often as general education students d. at the annual review of IEP goals

C.

Which statement is false? a. Informal reading inventories provide information about the student's independent, instructional, and frustration reading levels. b. Miscue analysis is a form of error analysis in which the student's reading errors are studied to determine if they alter the meaning of the passage. c. High frequency word lists such as the Dolch Basic Sight Word List are used to assess students' skills in reading content subject textbooks. d.The cloze procedure can be used to determine if a textbook is within a student's instructional reading level

C.

Which type of observation is used to identify target behaviors? a. Duration recording b. Event recording c. Continuous recording d. Rate and frequency measures

C.

After leaving school, when compared to individuals without disabilities, individuals with disabilities experience a. higher work satisfaction b. more participation in leisure activities c. higher employment d. none of the abov

D

All of the following are examples of work samples related to specific jobs, except a. The Wide Range Employability Sample Test (WREST) b. Singer Vocational Evaluation System (VES) c. Locally developed situational assessments d. The Life Centered Career Education (LCCE) Competency Assessment Knowledge Batteries

D

Components of self-determination include all the following except a. self-awareness b. goal-setting skills c. choice-making skills d. reading skills

D

Controversy over the nature of intelligence centers on whether intelligence is a. testable b. one factor or many c. changeable d. answers b and c

D

Guiding questions for effective transition assessment include a. What curricular and instructional opportunities, activities, and strategies must be employed? b. What are the student's and his/her family's needs, preferences, interests, priorities, and expectations? c. What performance criteria or standards may be established as measures or benchmarks for the student? d. all of the above

D

If a measure has a mean of 100, standard deviation of 15, and scores are normally distributed, a score of 70 would fall a. two standard deviations above the mean b. within one standard deviation of the mean c. one standard deviation below the mean d. two standard deviations below the mean

D

If a student responds to a test question with an answer that the tester is unable to score, the tester should: a. score the item incorrect and move on b. skip the item and come back to it at the end of the test c. tell the student that the answer is unsatisfactory and ask for another answer d. repeat the student's answer and say "tell me more about it"

D

In analyzing the student's test behavior, the tester should look at: a. the length of time the student takes to respond b. how the student indicates he or she does not know the answer c. the student's ability to put the tester at ease d. answers a and b

D

In response to concern about the fair assessment of students from culturally and linguistically diverse backgrounds a. measures stressing figural reasoning were developed b. traditional measures such as IQ test have been used in nonstandard ways c. nonverbal tests of intellectual performance were developed d. all of the above have been done to achieve fair assessment of students from culturally and linguistically diverse backgrounds

D

SEM: a. is the same as the normal curve equivalent b. when it is small, we can be more confident of a score because there is less error involved c. the more reliable a test is, the smaller the SEM d. b and c are correct

D

The Woodcock-Johnson IV Tests of Cognitive Abilities evaluates a. academic achievement b. scholastic aptitude c. cognitive factors d. all of the above

D

The manual that accompanies an assessment tool should contain information about a. the purpose of the measure b. how the measure was constructed c. norming, reliability, and validity studies d. all of the above

D

To document intellectual disabilities, the assessment must show that a. intellectual performance is below average b. adaptive behavior is below average c. reading, writing, and mathematics skills are below average d. both intellectual performance and adaptive behavior are below average

D

When beginning administration of a standardized test, the tester should explain a. the test activities that will be used b. the length of the test c. parts of the test that have time limitations d. all of the above

D

When determining whether an assessment instrument is appropriate for an individual student, educators need to consider a. the content of the tool b. the methods of test task presentation c. the way the student is asked to respond to test tasks d. all of the above

D

Which statement about the LPAD is incorrect? a. It uses a test-teach-test format. b. It assesses cognitive modifiability. c. It is primarily a clinical measure. d. It yields age and grade scores.

D

Which statement about the Woodcock-Johnson IV Tests of Cognitive Ability is incorrect? a. Seven cognitive factors are assessed. b. Standard scores are distributed with a mean of 100 and a standard deviation of 15. c. Norms extend from age 2 to age 90+. d. It yields a Performance IQ, a Verbal IQ, and a Full Scale IQ.

D

a test may need to be readministered if: a. results are needed to assess growth (september-June) b. the original test was invalidated by tester errors c. the student was ill during the first administration d. all of the above

D

A criterion-referenced test of reading skills can be used to a. assess mastery of specific skills b. evaluate curriculum effectiveness c. help develop an IEP d.all of the above

D.

Advantages of curriculum-based measurement include all of the following except a. immediate feedback to students and teachers b. data showing the effectiveness of different intervention strategies c. documentation of rapid positive or negative changes in student growth d. identification of reasons for students successes or failures

D.

An example of a norm-referenced formal reading test is a. Cloze Test b. Analytical Reading Inventory c. Brigance® Diagnostic Inventory d. Woodcock Reading Mastery Tests-III

D.

Clinical interviews are a special type of assessment tool because a. the student is the informant b. the tester observes and interviews c. the tester may intervene with a diagnostic probe d. all of the above

D.

In reading assessment, it is important to consider a. silent and oral reading b. decoding and comprehension c. ability to use reading in everyday situations d.all of the above

D.

Observational data are usually reported via a. videotapes of student behaviors b. written reports c. test profiles d. charts or graphs

D.

Phonemic awareness is a. the sounds associated with letters and blending the sequence of sounds into a word b. reading text aloud quickly and with few errors c. word recognition skills d. the ability to recognize that words are composed of individual sounds within the word

D.

Portfolios may include a. photos and art work b. written work c. self-evaluations d. all of the above

D.

Reading skills are assessed because a. reading is an easy skill to assess b. reading is an important component of school achievement c. reading is a minimum competency for grade advancement for most schools d.b and c

D.

The WRMT-III is a reading assessment that is a. administered to groups or individually b. for grades 1 through 9 c. used when conducting clinical reading interviews d.norm-referenced

D.

When assessing students' behavior, which of the following should be considered? a. setting events b. antecedents and consequences c. skill deficits d. all of the above

D.

When interpreting the results of a criterion-referenced test, the teacher should consider a. the age of the student b. the importance of the skill assessed in relation to other skills c. the age-appropriateness of the skill d. all of the above

D.

Which would you select to assess attitudes toward school in a student with poor reading skills? a. Questionnaire b. Rating scale c. Checklist d. Interview

D.

SHORT ANSWER: What skills are usually assessed by formal reading tests and inventories

Formal reading tests and inventories usually contain measures of decoding and comprehension skills.

ESSAY: Describe the purpose and results of a clinical reading interview.

I'm writing up essay answers for chapter 13, will enter them soon - Rena

ESSAY: Explain to a parent what a RPI score of 50/90 on a subtest of the WRMT-III means.

I'm writing up essay answers for chapter 13, will enter them soon - Rena

ESSAY: Why are norm-reference tests insufficient in determining a student's strengths and weaknesses in the area of reading? What other assessment tools would be useful and why?

I'm writing up essay answers for chapter 13, will enter them soon - Rena

ESSAY: Explain the differences between independent reading levels, instructional reading levels and frustrational reading levels.

I'm writing up essay answers for chapter 13, will enter them soon - Rena -Independent: Requires no help -- at or below reading level so that the student may easily read, enjoy, and comprehend the text they are reading. -Instructional: requires minimal help-- the highest level at which a reader is not independent, but has adequate background knowledge for a topic, and can access text quickly and with no or few errors -Frustrational: requires moderate to extensive help -- requires text for which a reader does not have adequate background level for a topic and/or cannot meet criteria for instructional levels of accuracy and rate. Causes frustration to the reader

SHORT ANSWER: Provide at least 3 examples of possible contents of reading portfolios

Measures that reflect and analyze students' decoding, vocabulary, or comprehension skills, measures that require students to write as a reaction to reading across content areas with different forms of text and for different purposes, measures of students; reading interests and attitudes, lists and logs of students' actual reading experiences, projects or products that are the products of reading assignments, teachers' progress notes, conference notes or observational notes about the student when the student is engaged in reading activities, and/or appraisal of the students' reading skills outside the school environment.

SHORT ANSWER: Explain why some reading tests require students to read nonsense words.

Some reading tests require students to read nonsense words so that they must rely upon their phonic analysis skills rather than their sight word vocabulary.

A teacher needs an assessment that will provide data at the planning stage before instruction begins, immediately after instruction to determine whether mastery has occurred, and periodically throughout the year to evaluate long-term retention, you suggest a. curriculum-based measurement b. criterion-referenced tests c. norm-referenced tests d. group administered tests

a

Current school reform efforts include all but the following a. back-to-basics movement b. alternative assessments c. school restructuring d. focus on higher order thinking skills

a

A surrogate parent can be a. assigned by the state to represent the student b. assigned by the school system to represent the student c. an employee of the school district d. assigned to represent the student even if the parents are available

A

An IEP must be written when a. a student is found eligible for special education b. a teacher refers a student for special education assessment c. a parent requests an IEP for his or her child d. norm-referenced testing begins

A

Educational assessment, testing, and diagnosis are a. related but not synonymous b. procedures used only with students currently receiving special education services c. designed to help label students with a disability d. performed only by school psychologists

A

If a student does not progress as expected: a. the parent may request a meeting to revise the IEP b. the IEP can not be changed until the following year c. the student can request a meeting to revise the IEP d. the principal must request a meeting to revise the IEP

A

Learning strategies can be described as a. the ways that individuals utilize specific learning abilities in situations that require the acquisition of new skills or information b. techniques, principles, or rules that will facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings c. methods employed by the individual to interact with the demands of the learning task d. all of the above

A

The AAMR Adaptive Behavior Scale-School (2nd ed.) a. can be used as a questionnaire or interview b. provides norms for students with intellectual disabilities and those with behavior disorders c. is designed for ages 10 to 21 d. is a measure of vocational readiness

A

The IEP must include a. annual goals and objectives for the student's program b. estimated costs of providing services to the student c. a schedule for phasing the student back into the general education classroom d. all of the above

A

The results of assessments collected for the determination of eligibility must inform parents: a. whether or not the student is found eligible b. the cause of the student's identified disability c. the people who will provide services d. a and b

A

The type(s) of memory usually assessed on standardized tests is/are a. short-term recall, usually in the serial mode b. paired-associate memory c. short- and long-term recall of visual images d. long-term recall of numerical information

A

When parents and the school disagree about a child's placement, hearings are held and the child a. remains in his or her current placement b. is placed in a regular classroom with peers of the same skill level c. is moved to a special school d. is placed in a regular classroom with peers of the same age

A

Which area is not typically studied in the assessment of specific learning abilities? a. Speech b. Memory c. Attention d. Perception

A

Which of the following is not an abuse of assessment procedures? a. comparing a student's performance to peers in his or her classroom b. administration by untrained or poorly trained individuals c. using tests that are not in the student's primary language d. inappropriate use of results

A

Which statement best describes formal tests? a. There are explicit directions for administration and scoring. b. They are administered individually. c. Observation is one example. d. They are criterion-referenced.

A

If an assessment team found that a student showed adequate achievement in basic school skills, what would be the next step in assessment? a. Identification of the disability b. Exploration of the possibility of giftedness c. Consultation with the referring teacher about possible classroom modifications d. Referral for hearing and vision screening

c

If the assessment team desires to know how the student uses his/her skills in the home of community environment, the best person(s) to provide this is a. the teacher b. the student c. the parent d. others

c