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Chapter 13: Interpreting Assessment for Educational Intervention

Multiple Choice

Multiple Choice

This activity contains 25 questions.

	The major markers that provide evidence of a student’s progress toward annual goals.   Short-term Objectives Benchmarks Present Levels of Performance Goals

	Which of the following is NOT true about goals and objectives, as outlined by IDEA 2004?   Goals and objectives must both be measurable. Objectives are broad indicators of student achievement, whereas goals are more specific and if mastered will lead to attainment of the objectives. Objectives are no longer required on IEPs unless the student is going to take an alternate exam on the state- or district-wide assessment. Goals and objectives should be in alignment with the present levels of performance.

	Which population of students would most likely have individualized educational objectives included in their IEP? Why?   Students with ADHD Students with mental retardation, because they are likely to take alternative high-stakes assessments. Students with emotional disturbance Students with learning disabilities.

	Which component of the following objective would be the condition? Given a first-grade reading passage, Joey will independently decode 58 WCPM with 96% accuracy.   Given a first-grade reading passage 58 WCPM with 96% accuracy Joey will independently decode

	What’s missing from the following objective? During Mrs. Hogate’s math class, Ella will write her name, with no more than two physical prompts,   The condition. The level of support. The measure. The observable (verb) component.

	Mrs. Hernandez is comparing Jose’s pre-test to his post-test in math to determine what skills he has mastered. This type of evaluation is called ____.   cross-battery assessment benchmarking intra-individual interpretation inter-individual interpretation

	Mr. William is taking Sarah’s raw scores on the WISC-IV and determining derived scores. This type of evaluation is called _____.   intra-individual interpretation cross-battery assessment inter-individual interpretation benchmarking

	Christopher is being evaluated for a learning disability. Which of the following criteria is most likely NOT going to be a part of his comprehensive evaluation?   Adaptive Behavior Assessments WISC-IV CBAs & CBMs WJ-R

	Emotional disturbance and ADHD typically utilize this manual to determine the presence of clinical conditions that could be considered disabilities under IDEA.   DSM-IV Adaptive Behavior Assessments Intelligence Tests Achievement Tests

	The first step in evaluating a student with a disability is:   conduct intelligence and achievement testing. secure parental permission. complete behavioral assessments and FBAs conduct parental, teacher and student interviews.

	When considering test results, which of the following is NOT considered relevant?   The student’s peer group. Sensory problems and/or speech problems Home conflicts or if students speak a language other than English. Academic history and current educational conditions.

	Who is typically responsible for administering intelligence tests during the evaluation process?   Classroom Teacher School Psychologist Guidance Counselor Principal

	Evaluating the differences between different areas of abilities or reasoning is called   inter-individual interpretation intra-individual interpretation Error Analysis Patterns of Functioning

	Mrs. Tono notices that Jerry’s scores across several math tests (i.e., CBAs, CBMs and standardized achievement tests) indicate that he consistently is displaying problems with multiplication and this therefore, hindering his progress with division. This type of analysis is called.   intra-individual interpretation benchmarking inter-individual interpretation cross-battery assessment

	Data provided on norm tables enables an examiner to determine how a student compares with   males and females in the class. same age or grade peers. the rest of the school. the rest of the class.

	Margot scored in the 98th percentile on a measure of achievement in math. How does this information translate to the practice of the classroom teacher?   The teacher will need to provide Margot with additional materials; possibly work above her current age/grade level. The teacher won’t need to do anything as Margot is right on track and will do fine with the current curriculum. The teacher will need to refer Margot for special education services. teacher will need to provide Margot with remedial materials.

	What percentile is considered to be average?   25th percentile 90th percentile 50th percentile 75th percentile

	In which section of the psychoeducational report would the meaning of standardized testing data be found?   Test results Summary and conclusions Test interpretation Identifying data and background information

	Following IDEA 2004 amendments, which of the following statements about reevaluations is true?   Re-evaluations are no longer required. The student must be given a psychoeducational evaluation every year. The IEP team determines which domains should be reevaluated every 3 years. The student must be given a comprehensive evaluation every 3 years.

	Which of the following would be the best written recommendation on a comprehensive assessment report?   The teacher should motivate the student to practice reading at home. The teacher should help to improve the student’s reading to grade level. The repeated reading technique should be integrated into the student’s reading program to help the student improve reading fluency. The student needs to work harder to improve his reading skills.

	Which of the following would be a meaningful recommendation for parents on a comprehensive assessment report?   Parents should discipline their child in accordance with school-based rules. Parents should communicate with their child’s teacher. Parents should sign and return their child’s homework assignment sheet every night. Parents should help their child with her or his homework.

	Which of the following is NOT a typical purpose for student assessment?   To determine student achievement levels. To determine eligibility for special education services. To determine student progress. To determine specific placement once identified for special education services

	When testing students to determine if they are eligible for special education services, it is important that results   are described as both norm-referenced data and criterion-referenced data. are reported in percentiles. are meaningful for teachers and parents. contribute to annual yearly progress data.

	Which of the following is NOT likely to be a typical data source for a comprehensive assessment?   Language proficiency data Anecdotal records of the teacher Parent interview Student observation

	Which of the following is NOT an identifying factor for children with mental retardation?   student must demonstrate subaverage intelligence. The mental retardation must occur during the developmental period. The student must have deficits in two or more adaptive behaviors areas. The student must not be able to function in the general education classroom.

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