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This activity contains 10 questions.

Question 1.
If the assessment procedure is appropriate for the age, grade, and ability level of the student, then its technical quality is not a consideration.

End of Question 1

Question 2.
Trained professionals must be available to administer, score, and interpret the assessment.

End of Question 2

Question 3.
Assessment devices must be selected and administered so they are not racially or culturally discriminatory.

End of Question 3

Question 4.
The regulations for IDEA 2004 provide a recommended list of tests and other procedures for use in special education assessment.

End of Question 4

Question 5.
Results of informal measures such as inventories are often expressed as frequency counts (for example, the number of items the student answers correctly).

End of Question 5

Question 6.
Age and grade equivalents are useful scores because they are easy to understand and are rarely misinterpreted.

End of Question 6

Question 7.
Percentile ranks are comparative scores that allow the student's performance to be contrasted with the performance of same-age or grade peers in the norm group.

End of Question 7

Question 8.
When standard scores are based on a normal distribution, they are easily converted into percentile ranks, stanines, and other types of standard scores.

End of Question 8

Question 9.
The technical adequacy of an assessment tool refers to the skills of the assessor.

End of Question 9

Question 10.
Criterion-referenced tests compare a student's performance to the performance of other students of the same age or grade.

End of Question 10

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