CRI Assessment & Evaluation Techniques 2 — Questions and Answers
Question 1: Which type of realtime feedback is most useful for helping a reporter student identify speed-related errors during a dictation?
- Summative grade at the end of the semester
- Immediate stroke-by-stroke audio playback with transcript comparison (Correct answer)
- A written narrative evaluation submitted the following week
- Peer review of finished transcripts only
Correct answer: Immediate stroke-by-stroke audio playback with transcript comparison
Immediate playback with transcript comparison lets students correlate specific audio segments with their errors in real time.
Question 2: A CRI wants to evaluate a student's readback accuracy. Which scenario best isolates that specific skill?
- Having the student transcribe a take and self-grade it
- Asking the student to read back a completed transcript aloud without re-stroking (Correct answer)
- Grading the student's speed on a cold take
- Reviewing fingernail length and hand position
Correct answer: Asking the student to read back a completed transcript aloud without re-stroking
Reading back a completed transcript without re-stroking directly tests the student's ability to interpret and orally deliver their own notes.
Question 3: When constructing a dictation rubric for court reporting students, which criterion is LEAST appropriate to include?
- Accuracy percentage on a verbatim take
- Consistency of stroke production under timed conditions
- Subjective opinion of the student's study habits outside class (Correct answer)
- Number of untranslates per 100 words
Correct answer: Subjective opinion of the student's study habits outside class
Study habits outside class are not directly observable or objectively measurable within a dictation rubric.
Question 4: A student consistently passes 95% takes at 180 wpm but fails cold takes. Which assessment approach best diagnoses this issue?
- Increase the number of warm-up takes at 180 wpm
- Administer a series of cold takes at varying speeds and analyze error patterns (Correct answer)
- Move the student to a lower speed and repeat warm takes
- Have the student memorize common Q&A patterns
Correct answer: Administer a series of cold takes at varying speeds and analyze error patterns
Cold takes at varying speeds reveal whether the problem is speed-specific or related to reliance on repeated material.
Question 5: In a CRI context, formative assessment differs from summative assessment primarily in that formative assessment is:
- Used only at the end of a course to assign final grades
- Ongoing and intended to guide instruction and student improvement (Correct answer)
- Always administered by a third-party proctor
- Based solely on standardized NCRA test formats
Correct answer: Ongoing and intended to guide instruction and student improvement
Formative assessment is continuous, designed to inform teaching decisions and provide corrective feedback before final evaluation.
Question 6: A reporter student earns 96% on a literary take but only 88% on a jury charge. What is the most instructionally relevant conclusion?
- The student is ready to advance to the next speed level
- The student has a material-specific weakness that requires targeted practice on legal terminology (Correct answer)
- The grading criteria for jury charges must be incorrect
- The student should repeat the literary take until they reach 99%
Correct answer: The student has a material-specific weakness that requires targeted practice on legal terminology
A performance gap across material types indicates the student needs focused exposure to the more challenging material category.
Question 7: Which error analysis technique helps a CRI determine whether a student's mistakes are random or systematic?
- Averaging error counts across all material types without categorizing them
- Categorizing errors by type (e.g., untranslate, dropped word, phonetic error) across multiple takes (Correct answer)
- Retesting the student immediately on the same take
- Observing the student's body posture during dictation
Correct answer: Categorizing errors by type (e.g., untranslate, dropped word, phonetic error) across multiple takes
Categorizing errors across multiple takes reveals patterns that distinguish systematic skill gaps from isolated mistakes.
CRI Assessment & Evaluation Techniques 2
Which type of realtime feedback is most useful for helping a reporter student identify speed-related errors during a dictation?