Chapter 1
The
Definition of Assessment
MUL
TIPLE-CHOICE QUESTIONS
1.Which of
the following is not a purpose of educational assessment?
a. Program
planning
b.
Determining eligibility for special services
c.
Establishing the cause of a disability
d.
Monitoring student progress
2. Results
of norm-referenced tests may be expressed as
3. 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
4. All of
the following are major considerations in the assessment of students with
disabilities except
d. What is
the etiology of the disability?
5. Which of
the following is not a new goal proposed by the amendments of IDEA 1997?
a. Positive
behavioral interventions and supports must be provided for students with
behavior problems.
b. The need
for assistive technology devices and services must be explored.
c. Due
process procedures are mandated to protect parents and their students.
6.
Norm-referenced tests are
test’s normative
group
7.
Criterion-referenced tests compare a student's performance to
d. other
students in the same class
8.
Normative information is required to establish a disability in the area of
a. mental
retardation
b.
emotional disturbance/behavioral disorders
c. learning
disabilities
d all of the above
9.
Assessment of adaptive behavior is stressed for identifying students with which
of the following disabilities?
a. Mental
retardation
b.
Emotional disturbance/behavioral disorders
c. Mild
physical disabilities
d. All mild
disabilities
10. According
to federal laws, IEPs for students with disabilities must be
reviewed at
least
a.
biannually
b.
quarterly
c. annually
d. every
three years
11.
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 as disabled
d.
performed only by school psychologists
12.
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
13. 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
14.
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.
15. The
least restrictive environment for a student with a disability should be
determined
by
a. the services offered by the student's district
b. the student's age and grade level
c. the number, nature, and severity of the student's needs
d. both a and c
16.
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
17.
Curriculum-based assessment
a. compares a student's performance to the curricular goals of
his or
her classroom
b. typically uses group tests to probe mastery of school
subjects
c. is a way to assess the quality of the teacher's instruction
d. none of the above
18.
What technique is used to study the correct and incorrect responses
students make? ___________________________________________
20. Which professional would be responsible for gathering assessment
information about the student's academic performance?
21. Portfolios may include
TRUE-FALSE
QUESTIONS
01. The
needs of the student influence the membership of the assessment team.
02.
Generally the assessment team functions best if it includes representatives
from every discipline.
03.
Accurate assessment information is less important for making decisions
about
students with mild disabilities than for decisions about students with
severe
disabilities.
04. The intent of
laws such as PL 94-142 and IDEA is to involve students and
their parents in
the decision-making process.
05. Special
education programs are based upon the type of disability students have, not the
needs of individual students.
06. Group tests
are more efficient than individual tests and are recommended for use with
students with mild disabilities.
07. Past
abuses of assessment include the use of tests that were invalid, unreliable,
and discriminatory.
08.
Students with Attention Deficit Hyperactivity Disorder can be qualified for
special education under the Other Health Impaired category.
09. Parents
are the team members who participate least in assessment decisions.
10. Under
PL 105-17, infants and preschoolers who are experiencing
developmental
delays may receive special education services without being labeled as having a
specific disability.
11. Task
analysis is a procedure used to determine if a student has an instructional
objective.
12.
Students identified as mentally retarded must show poor intellectal functioning
and deficits in adaptive behavior.
13. In the
prereferral stage of assessment, team members gather de information about the
student's disability.
14.
Professionals who gather assessment information about motor development include
adaptive physical education teachers, phy: therapists, and occupational
therapists.
15. The
assessment question used to guide the team in gathering in to design the
student's educational program is "Is there a school performance problem?"
16. The
multidisciplinary team must include representatives from edl psychology,
medicine, and speech-Ianguage pathology.
17. The
"Individuals with Disabilities Education Act," PL 105-17 (IDEA) is the
current amendment to PL 94-142.
COMPLETION
QUESTIONS
01.
Educational assessment is the systematic process of gathering data to make
legal and instructional __________
02. Two
ways used to identify students with possible educational problems who may be in
need of further study are ____________________and the __________________________.
03. Once it
is established that a student has a school performance profile that is related
to a disability, the student is considered _________________________________.
04. One
reason for assessment is to __________the progress that students make in the
special education program. __________
05.
Achievement tests assess how much students have learned when
________________tests assess potential for learning.
06. In
special education, the preferred type of test administration is. ______________
07. The
assessment procedure called is used to identify an instructional sequence.
_________________
8. ____________________ tests are used to
compare a student's performance to that of a normative group.
09. A(n)
____________________is a disorder in one or more of the basic psychological
processes involved in understanding or using language.
10. The
professional who assesses the communication skills of students with possible
school problems is the ______________________.
11
.According to your text, it is important to determine the least restrictive and
most ______________________ educational environment for each student identified
as disabled.
12. In
assessing students' educational needs, the team asks "What is the level of
achievement and strengths and _____________________in reading, math, oral
language, and written language?"
13.
Assessment results help the team formulate the annual goals and instructional
_________________ of the IEP.
14. The
team member best able to provide information on the student's developmental
history and ability to function in the community is the
_________________________.
15. Special
education assessment takes place when a student is ___________________by a
teacher or parent.
16. ____________________ portfolios are used to
gather samples of student work to display change in over time.
17. ___________________ services may include
instruction, community experience, and the development of employment and other
post-school adult living objectives.