For some teachers, the majority of assessment data is collected through an end-of-the-unit test. What is the greatest error that the teacher is making in doing this?
a. Students have forgotten many of the important details by the end of the unit.
b. The workload of grading papers is overwhelming when intense unit tests are given.
c. The teacher finds out too late that students need intervention.
d. The final grades are invalid since students are asked to demonstrate too many skills on one exam.
e. Research has shown that several quizzes throughout a unit are more accurate for assessment than one unit test at the end.
C
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As a member of a teaching team, status is
A) earned. B) granted quickly. C) reserved for paid staff. D) used to show acceptance. E) desired, but rarely attained by a student teacher.
What is the best approach to take if one of the interventions the team is considering for a student with autism is backed by little to no research involving participants with characteristics and goals similar to those of your student?
What will be an ideal response?
Epistemological beliefs refer to beliefs about the
a. development of academic success b. role of human ability in learning c. nature and acquisition of knowledge d. role of moral development
Informal and formal evaluation form a continuum of judgment, which may include more than methods and rules. As a program evaluator, one must focus on which of the following elements:
a. judgments of previous instructors b. structured framework to analyze the data c. private interpretations based upon experience d. past practice