What role do item discrimination values from an item analysis play in our use of classroom assessments?
a. They tell us whether items distinguish between high-scoring and low-scoring students.
b. They give students feedback about how well they did on different kinds of test items.
c. They tell us whether each item assesses lower-level or complex thinking skills.
d. They tell us how many students in the class got each item correct.
a
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Girls are always more coordinated than boys
a. True b. False
What can students do to improve their retention of content area material read?
a. Discuss the assignment with a classmate b. Apply concepts present in the assignment as soon as possible c. Use mnemonic devices d. All of the above
The prevalence of students with emotional or behavioral problems has been estimated to be between ________ by several different sources.
A. 50 and 100% B. 70 and 80% C. 15 and 30% D. 2 and 7%
Answer the following statements true (T) or false (F)
1. Dispositions involve having knowledge about the content and teaching techniques. 2. Studies correlating a teacher’s test of basic skills and college entrance exams with their students’ scores on standardized tests found that high-scoring teachers are no more likely to elicit significant gains in student achievement than their lower-scoring counterparts. 3. Teaching experience appears to have an influence on student achievement. 4. State licensure requirements for teachers are rarely related to or based upon standards developed by professional teaching organizations, such as the InTASC standards. 5. The term skills refers to the necessary values, commitments, and professional ethics that influence teacher behaviors.