How does "classification consistency" differ conceptually from more traditional indicators of test reliability?
A. Classification-consistency approaches are focused more on capturing the degree of students' consistent categorizations rather than supplying only numerical indices of students' score consistency.
B. Classification-consistency approaches do not employ numerical indicators of an assessment's consistency, unlike traditional reliability procedures.
C. In contrast to traditional reliability approaches, if there are no actual decisions linked to a test's use, it is impossible to determine a test's classification consistency.
D. Whereas the three traditional forms of reliability evidence are largely interchangeable, classification-consistency approaches to reliability are truly distinctive.
A
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a. allows them the freedom to do whatever they want because they probably are not allowed to exercise much autonomy at home. b. strictly enforces rules and allows no deviation from these. c. is structured and predictable. d. All of these answers.
Individuals with the consensus view of schools agree that the purpose of school is to provide intellectual talent and skill needed to keep social institutions in their present form
Indicate whether the statement is true or false.
When students use language to evaluate, question, and think critically about their learning experiences, they are demonstrating
a. reflective interpretation. b. creative communication c. personal expression d. aesthetic appreciation.
Effective teachers help students focus upon the big ideas as they read by using:
a) flashcards b) assessments c) word chains d) graphic organizers