Achievement Tests

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Likely to be more relevant to a teacher's instructional objectives.: Classroom
Likely to provide more reliable test scores.: standardized
Technical quality of test items is consistently high.: standardized
Most useful in formative assessment.: classroom
Typically provides the larger spread of scores.: standardized
Best for use in rapidly changing content areas.: classroom
To compare schools on basic skill development.: survey
To describe the specifics skills a student has yet to learn in reading.: diagnostic
To measure achievement in science and social studies.: survey
To detect specific weaknessess in adding fractions.: diagnostic
To determine how a fifth grade class compares to other fifth grade classes in reading.: survey
To determine mastery of particular language skills.: diagnostic
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
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
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
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
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
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
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
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
Indicate which type of test, STANDARDIZED achievement tests or CUSTOMIZED achievement tests, best fits each feature listed below. Most adaptable to changing conditions.: customized
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
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
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
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
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
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
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
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
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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Deck Info

Number of cards 30