Student Assessment & Evaluation Flashcards
7 cards from real PTC practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Student Assessment & Evaluation flashcards as text
A teacher notices a student consistently scores well on multiple-choice tests but struggles to explain concepts verbally. Which assessment approach best addresses this discrepancy?
Answer: Use a performance-based assessment requiring verbal explanation
Performance-based assessments reveal how students apply and communicate knowledge, uncovering gaps that selected-response tests may miss.
Which of the following best describes criterion-referenced assessment?
Answer: Measuring student performance against a fixed set of learning standards
Criterion-referenced assessment evaluates whether students have mastered specific standards, independent of how peers perform.
A teacher uses exit tickets at the end of each lesson. This is an example of which type of assessment?
Answer: Formative assessment
Exit tickets are a formative assessment tool used to gauge student understanding during the learning process so instruction can be adjusted.
When interpreting standardized test results, a student's percentile rank of 72 means:
Answer: The student scored higher than 72% of students in the norming group
A percentile rank indicates the percentage of students in the norming group who scored at or below that student's score.
Which assessment modification would be most appropriate for an ELL student who has strong math skills but limited English proficiency?
Answer: Provide the test in the student's native language or with visual supports
Providing assessments with native language support or visual aids allows ELL students to demonstrate content knowledge without being penalized for language barriers.
A rubric that uses terms like 'always,' 'sometimes,' and 'rarely' to describe performance levels is called a:
Answer: Frequency-based rubric
Frequency-based rubrics describe how often a behavior or skill is demonstrated, using terms like always, sometimes, and rarely.
Which scenario represents a threat to internal validity in a classroom assessment?
Answer: Students receiving extra instruction between a pretest and posttest
Intervening events like extra instruction between pre- and post-testing can confound results, making it unclear whether gains are due to the measured variable.