A) To assist students in preparing for college.
B) As a motivator to help students see mathematical connections.
C) To identify the best teachers in the district.
D) To satisfy the needs of parents who frequently request standardized tests.
E) To determine the effectiveness of a mathematics program.
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Multiple Choice
A) The student knows that he/she earned 80% of the points on the question.
B) The student has been given partial credit for the answer.
C) The student is aware of the category into which the response falls.
D) The student knows that he/she scored as well as at least half of the rest of the class.
E) The student has earned a "C" for that particular response.
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A) Structure.
B) Validity.
C) Reliability.
D) Formativity.
E) Alignment.
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A) Volume.
B) Pythagorean Theorem.
C) Angle measurement.
D) Properties of triangles.
E) Perimeter.
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A) A method of assigning partial credit.
B) A generalized scoring standard.
C) A statement of beliefs.
D) A problem-solving task.
E) A record of student responses.
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A) Evaluating Achievement.
B) Determining Final Grades.
C) Standardizing Test Results.
D) Making Instructional Decisions.
E) All of these.
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A) To get students to review notes and make connections with the content.
B) To obtain numerical scores that can be used in determining grades.
C) To put closure to a chapter or unit.
D) To determine whether students have met the objectives for the unit.
E) To meet the expectations of parents and school boards for written tests.
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Multiple Choice
A) Prohibited.
B) Required.
C) Recommended.
D) Strongly discouraged.
E) Unnecessary.
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A) Administering a written unit test.
B) Informally interviewing students about their homework.
C) Observing students explaining problems at the chalkboard.
D) Checking homework papers.
E) Reading student journal entries early in the unit.
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Multiple Choice
A) Gathering information.
B) Passing/failing.
C) Testing.
D) Giving grades.
E) Evaluating.
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Multiple Choice
A) Students will still need plenty of drill to develop concepts adequately.
B) Projects are very difficult to grade.
C) Students do not gain the experience of "doing" the mathematics.
D) Identifying worthwhile projects can be time-consuming for teachers.
E) Written tests are more valid indicators of student learning than projects.
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Multiple Choice
A) Ordinarily, students should either receive all of the credit or none of the credit on a problem.
B) Standards mandate the manner in which to score test items.only.
C) There is no such thing as a test item that has only one acceptable answer.
D) Students should receive credit for demonstrating mathematical thinking on a test.
E) Partial credit is subjective on the part of the teacher and should be avoided.
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Multiple Choice
A) PARCC.
B) ITBS.
C) SAT.
D) PSAT.
E) ACT.
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A) To determine final grades.
B) To set goals for IEPs for special education students.
C) To report results to a district office and the community.
D) To assist the teacher in making instructional decisions.
E) To determine the need for curricular materials for a district.
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A) A formative question.
B) A free-response question.
C) A valid question.
D) A prompt.
E) A complex task.
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Multiple Choice
A) The process of assigning grades.
B) The collection of data.
C) The analysis of recorded scores.
D) The final judgment of a student's performance.
E) The process of providing feedback to students.
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Multiple Choice
A) Better attitudes towards mathematics.
B) Improvement of communication skills.
C) Enhanced ability to raise important questions.
D) Higher academic achievement.20.For instructor use only.
E) Increased attention given to homework assignments.
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