Lauralee Johnson
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BIO 400 Azusa Pacific University

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Chapter 5 Quiz

Chapter 5 Quiz

Question 1 of 24

1

Assessment is:

Select one of the following:

  • final

  • a process of gathering information about student learning for decision making.

  • focused on what has been learned

  • used to arrive at an overall grade or score for the purpose of judging quality

Explanation

Question 2 of 24

1

Evaluation is:

Select one of the following:

  • ongoing

  • focused on how learning is going

  • about using data in judging student performance and making decisions about learning and
    instruction.

  • used to identify what needs improvement for the purpose of improving learning

Explanation

Question 3 of 24

1

Which line of the chart accurately relates the types of assessment with when they should occur?

Select one of the following:

  • Before : Formative
    During: Diagnostic
    After: Summative
    End of year: Confirmatory

  • Before: Summative
    During: Confirmatory
    After: Diagnostic
    End of year: Formative

  • Before: Diagnostic
    During: Formative
    After: Summative
    End of year: Confirmatory

  • Before: Confirmatory
    During: Summative
    After: Formative
    End of year: Diagnostic

  • Before: Formative
    During: Summative
    After: Confirmatory
    End of year: Diagnostic

Explanation

Question 4 of 24

1

Each day students are expected to write one thing they learned and one question they still have in their
science journals. The teacher reads their entries to determine the effectiveness of the activities and what
needs to be addressed again. This is an example of:

Select one of the following:

  • diagnostic assessment

  • formative assessment

  • summative assessment

  • confirmatory assessment

  • none of the above

Explanation

Question 5 of 24

1

On the first day of their study of electricity, students working in small groups are asked to create a concept
map showing what they already know about the topic. This is an example of:

Select one of the following:

  • diagnostic assessment

  • formative assessment

  • summative assessment

  • confirmatory assessment

  • none of the above

Explanation

Question 6 of 24

1

After observing mealworms for several months, students are asked to draw and label sketches that illustrate
the sequence of this organism’s life cycle. To objectively determine grades, the teacher uses a rubric to
determine to what extent each student mastered the learning objectives. This is an example of:

Select one of the following:

  • diagnostic assessment

  • formative assessment

  • summative assessment

  • confirmatory assessment

  • none of the above

Explanation

Question 7 of 24

1

Which of the following statements about “constructed response” items is NOT true?

Select one of the following:

  • Constructed response items are easier to grade than forced-choice or selected response items

  • Constructed response items can be part of a paper and pencil test.

  • Essay tests are made up of constructed response items

  • Constructed response items require the test taker to develop his/her answer rather than just pick
    one from a list

  • Fill-in-the blank items are constructed response items, unless a word bank is provided

Explanation

Question 8 of 24

1

Which of the following would you NOT expect to find on a “traditional assessment”?

Select one of the following:

  • authentic items

  • essay items

  • multiple-choice items

  • short-answer items

  • true-false items

Explanation

Question 9 of 24

1

“Selected response” items:

Select one of the following:

  • enable you to measure a wide range of knowledge over a short period of time

  • are challenging to administer.

  • are quick to score and allow for prompt feedback.

  • require students to show their reasoning.

  • A & C

Explanation

Question 10 of 24

1

“Traditional assessment” items can be effectively used to assess:

Select one of the following:

  • knowledge of science facts, concepts, principles, and procedures.

  • understanding of conceptual knowledge in science.

  • application of concepts and principles.

  • application of science processes and inquiry procedures

  • all of the above.

Explanation

Question 11 of 24

1

Developing “performance assessment“ tasks involves determining each of the following EXCEPT:

Select one of the following:

  • focus

  • context

  • directions

  • authenticity

  • scoring guides

Explanation

Question 12 of 24

1

Authentic performance assessments:

Select one of the following:

  • are particularly relevant for inquiry science.

  • simulate tasks that scientists, students, or other citizens might do in real-world contexts

  • can be scored effectively with dell designed rubrics

  • all of the above

  • none of the above

Explanation

Question 13 of 24

1

Rubrics are most appropriate to use for:

Select one of the following:

  • scoring performance assessments.

  • scoring true-false tests.

  • scoring multiple-choice tests.

  • designing assessment strategies.

  • reporting grades.

Explanation

Question 14 of 24

1

Which of the following statements does NOT describe a rubric?

Select one of the following:

  • a set of criteria that students may be given before the activity that spells out what is expected in
    process and/or product.

  • a scoring guide that helps teachers objectively grade student work.

  • a scoring guide that describes levels of achievement

  • a checklist indicating if a behavior is observed but not how well it is accomplished

Explanation

Question 15 of 24

1

Which of the following is NOT true of formal assessment?

Select one of the following:

  • Formal assessments are events, such as tests, quizzes lab reports essays, or projects

  • Checklists are best used in formal assessment

  • Students are expected to study or prepare for them.

  • Formal assessments are preplanned and scheduled in advance.

Explanation

Question 16 of 24

1

What are some common methods used in informally assessing students’ conceptual knowledge and
understanding?

Select one of the following:

  • Student record pages such as a science notebook with many forms of notes, such as drawings,
    narratives, charts, and graphs.

  • Checklists of specific key elements you plan to consider in judging a student performance or
    product.

  • Teacher questioning is crucial in helping students make connections and learn important science
    concepts

  • A, B, & C

  • A & B only

Explanation

Question 17 of 24

1

Attitudes, values, and habits of mind are especially relevant to successful inquiry in elementary and middle
school classrooms. It is difficult to measure:

Select one of the following:

  • being curious and insisting on evidence

  • seeking to apply science knowledge and being willing to critically evaluate ideas.

  • the use of a mnemonic device in recall the names of all the planets in our solar system

  • working cooperatively

  • A, B, & D

Explanation

Question 18 of 24

1

Which of the following is NOT a disadvantage of constructed-response items for assessment?

Select one of the following:

  • Writing a constructed response essay is easier.

  • Poor writing skills can mask the student’s science understanding

  • Time needed for the teacher to read and evaluate will take longer.

  • A & B

  • B & C

Explanation

Question 19 of 24

1

Focus:

Select one of the following:

  • present a question centered on the problem and provide background

  • means for judging the quality of the performance or product

  • what students are expected to learn and how they can demonstrate that they
    have learned it

  • explain what students are expected to do and should describe the final performance
    or product to be assessed.

Explanation

Question 20 of 24

1

Context:

Select one of the following:

  • present a question centered on the problem and provide background

  • means for judging the quality of the performance or product

  • what students are expected to learn and how they can demonstrate that they
    have learned it

  • explain what students are expected to do and should describe the final performance
    or product to be assessed.

Explanation

Question 21 of 24

1

Directions:

Select one of the following:

  • present a question centered on the problem and provide background

  • means for judging the quality of the performance or product

  • what students are expected to learn and how they can demonstrate that they
    have learned it.

  • explain what students are expected to do and should describe the final performance
    or product to be assessed.

Explanation

Question 22 of 24

1

Scoring Guide:

Select one of the following:

  • present a question centered on the problem and provide background

  • means for judging the quality of the performance or product.

  • what students are expected to learn and how they can demonstrate that they
    have learned it.

  • explain what students are expected to do and should describe the final performance
    or product to be assessed.

Explanation

Question 23 of 24

1

Students’ concept maps:

Select one of the following:

  • can be used by teachers to provide feedback to students

  • are useful tools for assessing science understanding

  • are visual representations of major concepts and their connections to subsidiary concepts

  • when examined by teachers before or during instruction can help teachers discover learners’
    conceptual understandings and their misconceptions

  • all of the above

Explanation

Question 24 of 24

1

Large-scale assessments administered at district, state, national, international levels provide evidence
needed to make fair, high-stakes decisions about:

Select one of the following:

  • a redesign of professional development opportunities for teachers

  • a district’s need to modify its science programs

  • students

  • teachers

  • all of the above

Explanation

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