Multiple Choice
Identify the
choice that best completes the statement or answers the question.
|
|
|
1.
|
The purpose of grading is to measure the knowledge, skill, and:
a. | incapacity of the learner. | b. | integrity of the learner. | c. | ineptitude of the
learner. | d. | confidence of the learner. |
|
|
|
2.
|
Performance skills are to be graded by:
a. | a consistent set of criteria developed by the institution or accrediting
agency. | b. | each educator using his or her own set of grading criteria. | c. | each educator using
different grading criteria for each skill being evaluated. | d. | some educators using
pass/fail grading systems while others use a numeric grading system. |
|
|
|
3.
|
Practical skills are evaluated according to text procedures, standards
established by the state licensing agency, and those:
a. | established skill requirements given verbally by the educator. | b. | established skill
requirements on the chalkboard. | c. | established skills performed by the learner
with no set criteria. | d. | established skill requirements in the skills
performance criteria. |
|
|
|
4.
|
Practical skills and attitudes are assessed using performance evaluation methods
such as:
a. | true/false questions. | b. | matching exercises. | c. | essay
questioning. | d. | the Likert scale. |
|
|
|
5.
|
The process of assigning grades at established checkpoints or upon completion of
the first phase of study is referred to as:
a. | educational evaluation. | b. | functional evaluation. | c. | outcome
evaluation. | d. | summative evaluation. |
|
|
|
6.
|
When grading, of importance to the educator and the learner is:
a. | consistency. | b. | prejudice. | c. | favoritism. | d. | irregularity. |
|
|
|
7.
|
When an educator ignores the predetermined performance criteria established for
grading and automatically gives all students a lower grade based on a mood, either good or bad, this
is:
a. | grading in absentia. | b. | grading by spite. | c. | grading by pet
peeve. | d. | grading by disposition. |
|
|
|
8.
|
When the educator unconsciously gives learners a higher score, especially on
essay questions, this is referred to as:
a. | grading in absentia. | b. | grading by assumption. | c. | grading by pet
peeve. | d. | grading by improvement. |
|
|
|
9.
|
When educators must agree on the content that will be covered by the test, it is
referred to as the:
a. | pretest. | b. | draft test. | c. | test
plan. | d. | test outline. |
|
|
|
10.
|
The ultimate goal in testing is to:
a. | design a power test with an objective format. | b. | design a power test
with a subjective format. | c. | design a power test with a cumulative
format. | d. | design a power test with a summative format. |
|
|
|
11.
|
The items used for matching tests should:
a. | not exceed the problems. | b. | be more that 15 items. | c. | be common to each
other. | d. | be on odd pages. |
|
|
|
12.
|
A disadvantage of essay-type questions is that the educator’s impressions
of the learner’s ability may affect his or her judgment; this may result in:
a. | grading by spite. | b. | grading by assumption. | c. | grading in
absentia. | d. | grading with warm fuzzies. |
|
|
|
13.
|
A disadvantage of fill-in-the-blank or completion questions is:
a. | the stem of the question or statement may give hints about the correct answer in
order to ensure that multiple responses are not possible. | b. | there can only be
one answer when constructed correctly. | c. | the questions are used to measure the
students’ recall of learning. | d. | the stem of the question or statement may not
give hints about the correct answer in order to ensure that multiple responses are not
possible. |
|
|
|
14.
|
In multiple-choice questions the incorrect answer choices are referred to
as:
a. | agitators or distracters. | b. | foils or agitators. | c. | distracters or
foils. | d. | distracters or spoilers. |
|
|
|
15.
|
When writing a multiple-choice test question, the master educator will be sure
to:
a. | ensure the stem of the question is the largest portion of the
question. | b. | make the incorrect answers humorous and ridiculous. | c. | use mostly negative
remarks in the stem of the question. | d. | use the terms always or never
whenever possible in the answers. |
|
|
|
16.
|
The master educator will be responsible for the evaluation of students in their
practical skills; this is accomplished by:
a. | performance evaluation. | b. | paper-and-pencil testing. | c. | pictures. | d. | client
recommendation. |
|
|
|
17.
|
A five-point rating scale ranging from “strongly agree” to
“strongly disagree” or from “poor” to “excellent” is known as
a:
a. | performance checklist. | b. | rubric. | c. | Likert
scale. | d. | rating scale. |
|
|
|
18.
|
The evaluation scale that can be used to compare a student’s performance
or behavior with that of other students is referred to as a:
a. | performance scale. | b. | rubric. | c. | Likert
scale. | d. | rating scale. |
|
|
|
19.
|
The evaluation scale that is more factual and objective and uses performance
criteria, which removes the opinion of the educator from the rating, is the:
a. | performance checklist. | b. | rubric. | c. | Likert
scale. | d. | rating scale. |
|
|
|
20.
|
The method of evaluation that assigns a specific weight to each of the criteria,
which allows the educator to place emphasis on the more important tasks to be completed, is
the:
a. | performance checklist. | b. | Likert scale. | c. | rubric. | d. | point grading
evaluation. |
|
|
|
21.
|
Master educators should schedule sessions to meet with students to
summarize:
a. | progress in verbal performance, theoretical performance, and progress toward
completion. | b. | progress in skills performance, deportment, and progress toward
completion. | c. | progress in good grooming, theoretical performance, and progress toward
completion. | d. | progress in practical skills performance, written or theoretical performance, and
progress toward completion. |
|
|
|
22.
|
When holding a conference, the master educator should:
a. | carefully prepare for the conference. | b. | identify specific areas for
improvement. | c. | establish concrete goals for improvement. | d. | all of the
above. |
|
|
|
23.
|
When students violate classroom rules repeatedly, one strategy you may want to
employ is:
a. | academic advisement. | b. | a written contract. | c. | a code of
discipline. | d. | an accommodation plan. |
|
|
|
24.
|
A contract signed by the educator and the student will:
a. | carry no commitment from the learner. | b. | have no conditions. | c. | add meaning to the
agreement. | d. | not have any limit on length of time. |
|
|
|
25.
|
During the conference the educator will ask sufficient questions to obtain the
learner’s view of the circumstances and practice effective:
a. | practical skills. | b. | verbal skills. | c. | presentation
skills. | d. | listening skills. |
|