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30 Cards in this Set
- Front
- Back
Likely to be more relevant to a teacher's instructional objectives.
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Classroom
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Likely to provide more reliable test scores.
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standardized
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Technical quality of test items is consistently high.
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standardized
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Most useful in formative assessment.
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classroom
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Typically provides the larger spread of scores.
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standardized
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Best for use in rapidly changing content areas.
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classroom
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To compare schools on basic skill development.
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survey
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To describe the specifics skills a student has yet to learn in reading.
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diagnostic
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To measure achievement in science and social studies.
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survey
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To detect specific weaknessess in adding fractions.
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diagnostic
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To determine how a fifth grade class compares to other fifth grade classes in reading.
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survey
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To determine mastery of particular language skills.
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diagnostic
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Indicate whether each of the functions listed below is measured by reading READINESS tests, by reading SURVEY tests, by BOTH, or by NEITHER.
Auditory discrimination |
readiness
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Indicate whether each of the functions listed below is measured by reading READINESS tests, by reading SURVEY tests, by BOTH, or by NEITHER.
Comprehension of the meaning of words. |
both
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Indicate whether each of the functions listed below is measured by reading READINESS tests, by reading SURVEY tests, by BOTH, or by NEITHER.
Ability to draw inferences. |
survey
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Indicate whether each of the functions listed below is measured by reading READINESS tests, by reading SURVEY tests, by BOTH, or by NEITHER.
Ability to read maps. |
neither
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Indicate whether each of the functions listed below is measured by reading READINESS tests, by reading SURVEY tests, by BOTH, or by NEITHER.
Rate of reading. |
survey
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Indicate whether each of the functions listed below is measured by reading READINESS tests, by reading SURVEY tests, by BOTH, or by NEITHER.
Attitude toward reading. |
neither
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Indicate which type of test, STANDARDIZED achievement tests or CUSTOMIZED achievement tests, best fits each feature listed below.
Are most useful to the classroom teacher. |
customized
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Indicate which type of test, STANDARDIZED achievement tests or CUSTOMIZED achievement tests, best fits each feature listed below.
Have the greatest need for adequate norms. |
standardized
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Indicate which type of test, STANDARDIZED achievement tests or CUSTOMIZED achievement tests, best fits each feature listed below.
Most adaptable to changing conditions. |
customized
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Indicate which type of test, STANDARDIZED achievement tests or CUSTOMIZED achievement tests, best fits each feature listed below.
Most likely to have some content the students have not studied. |
standardized
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Indicate which type of test, STANDARDIZED achievement tests or CUSTOMIZED achievement tests, best fits each feature listed below.
Best for making criterion referenced interpretations. |
customized
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Indicate which type of test, STANDARDIZED achievement tests or CUSTOMIZED achievement tests, best fits each feature listed below.
Likely to provide the most valid measure of local instuctional objectives. |
customized
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For each of the following statements, indicate which type of test would be used.
To test the student's mastery of classroom objectives. |
customized achievement
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For each of the following statements, indicate which type of test would be used.
To test a student who has a learning disability. |
individual achievement
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For each of the following statements, indicate which type of test would be used.
To compare a student's performance in reading and mathematics. |
Achievement Test Battery
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For each of the following statements, indicate which type of test would be used.
To test students at the end of each unit. |
Customized achievement
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For each of the following statements, indicate which type of test would be used.
To determine how a classroom final examination in science compares to a standardized test. |
Separate test of contentq
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For each of the following statements, indicate which type of test would be used.
To measure student progress from one grade level to the next. |
Achievement test battery
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