Copyright © 2004 Glenna R. Shaw & FTC Publishing Chapter 10 Curriculum Standards, Assessment, & Student Learning Dingo!

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Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing One Students’ scores on high-stakes test rising faster than their scores on other standardized tests given at the same time and measuring the same objectives is called… Score inflation

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Two According to the authors of your text, a society like the US, “rich in ethnicities, religions, nationalities, and language groups,”needs standards that are… As diverse as the population Easy to accomplish in order to promote a sense of “I can do it” in all students Rigorous and unique to each societal group Rigorous and common to all According to the authors of your text, a society like the US, “rich in ethnicities, religions, nationalities, and language groups,”needs standards that are… As diverse as the population Easy to accomplish in order to promote a sense of “I can do it” in all students Rigorous and unique to each societal group Rigorous and common to all

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Three According to the authors of your text, when children move from one major city in the US to another, they should find in the new location a curriculum that is… Unique to their old home Unique to their new home Recognizable from their previous school experience Based on local concepts of truth and justice According to the authors of your text, when children move from one major city in the US to another, they should find in the new location a curriculum that is… Unique to their old home Unique to their new home Recognizable from their previous school experience Based on local concepts of truth and justice

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Four The authors of our textbook argue that sanctions imposed on low-performing schools will… Ensure that students in those schools will progress equally. Not ensure that low-performing schools will be taken over by the federal government Not ensure that students in those schools are not left behind Result in overall gains among students The authors of our textbook argue that sanctions imposed on low-performing schools will… Ensure that students in those schools will progress equally. Not ensure that low-performing schools will be taken over by the federal government Not ensure that students in those schools are not left behind Result in overall gains among students Not ensure that students in those schools are not left behind

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Five Opponents of adopting “world class” standards in U.S. schools believe that… Benchmarks created fro the standards are too strongly coordinated with students’ developmental levels The scope and sequence of what students should learn are too rigid. Standards will deter teachers from teaching to the test. Standards too frequently describe learning activities rather than the knowledge and skills students are expected to learn Opponents of adopting “world class” standards in U.S. schools believe that… Benchmarks created fro the standards are too strongly coordinated with students’ developmental levels The scope and sequence of what students should learn are too rigid. Standards will deter teachers from teaching to the test. Standards too frequently describe learning activities rather than the knowledge and skills students are expected to learn

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Six Which of the following is not a “guiding principle” associated with development of classroom assessment? Assessments accomplished by effective communication Clear and appropriate targets Quantitative not qualitative analysis Recognition that accurate measurement is a must Which of the following is not a “guiding principle” associated with development of classroom assessment? Assessments accomplished by effective communication Clear and appropriate targets Quantitative not qualitative analysis Recognition that accurate measurement is a must Quantitative not qualitative analysis

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Seven Which of the following is not a “work habits”disposition as defined by the Coalition of Essential Schools? Willingness to work hard Developing dependence on others Reflecting critically on one’s own work Ability to manage time effectively Which of the following is not a “work habits”disposition as defined by the Coalition of Essential Schools? Willingness to work hard Developing dependence on others Reflecting critically on one’s own work Ability to manage time effectively Developing dependence on others

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Eight Classroom assessment provides information teachers use in all of the following ways except… To determine if students have reached certain levels of performance. To develop strategies for improving teacher effectiveness. To determine how well students are learning the material being taught To regularize feedback to students to save time for teachers. Classroom assessment provides information teachers use in all of the following ways except… To determine if students have reached certain levels of performance. To develop strategies for improving teacher effectiveness. To determine how well students are learning the material being taught To regularize feedback to students to save time for teachers.

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Nine The movement to assess student learning with ever- increasing numbers of tests have been brought on by… International comparisons of students achievement. Declining test scores. Calls to hold teachers more accountable. All of the above. The movement to assess student learning with ever- increasing numbers of tests have been brought on by… International comparisons of students achievement. Declining test scores. Calls to hold teachers more accountable. All of the above.

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Ten When teachers measure students’ attainment of knowledge and skills for the purpose of making decisions about their teaching, they are engaged in… Measurement Alternative assessment Formative evaluation Summative evaluation When teachers measure students’ attainment of knowledge and skills for the purpose of making decisions about their teaching, they are engaged in… Measurement Alternative assessment Formative evaluation Summative evaluation Formative evaluation.

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Eleven Which of the following is not an example of authentic assessment? Producing a video about the community Making a map Writing a brochure promoting a local school Writing the formula for area of a rectangle on a test Which of the following is not an example of authentic assessment? Producing a video about the community Making a map Writing a brochure promoting a local school Writing the formula for area of a rectangle on a test

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Twelve “Telling the story of a learner’s growth in proficiency, long-term achievement, and significant accomplishments in a given academic area” exemplify the benefits of which of the following? Performance-based assessment Formative assessment Pre-test evaluation Portfolio assessment “Telling the story of a learner’s growth in proficiency, long-term achievement, and significant accomplishments in a given academic area” exemplify the benefits of which of the following? Performance-based assessment Formative assessment Pre-test evaluation Portfolio assessment

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Thirteen Performance-based assessment focuses on students’ ability to… Recall previously learned material. Create new products Apply knowledge, skills, and work habits. Judge the value of material based on specific criteria. Performance-based assessment focuses on students’ ability to… Recall previously learned material. Create new products Apply knowledge, skills, and work habits. Judge the value of material based on specific criteria. Apply knowledge, skills, and work habits.

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Fourteen Most assessment approaches seek to answer the question, “Do students know content?” Performance-based assessment helps to answer what other important question? How well can students use what they know? Do students commit information to memory efficiently? Can students reproduce what they know on tests? Are students capable of creative thought? Most assessment approaches seek to answer the question, “Do students know content?” Performance-based assessment helps to answer what other important question? How well can students use what they know? Do students commit information to memory efficiently? Can students reproduce what they know on tests? Are students capable of creative thought? How well can students use what they know?

Game Board Copyright © 2004 Glenna R. Shaw & FTC Publishing Fifteen Which of the following is not something promoted by use of “project-based learning?” Student engagement with learning Improved memorization skills Improved cooperative learning skills Better school attendance Which of the following is not something promoted by use of “project-based learning?” Student engagement with learning Improved memorization skills Improved cooperative learning skills Better school attendance Improved memorization skills

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