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RED 4541 Spring 2021 Review Flashcards | StudBud
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RED 4541 Spring 2021 Review
RED 4541 Spring 2021 Review
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1
It is often a good idea to informally assess a student's affective factors towards reading before testing performance.
True
False
2
The MTSS process and the RTI process are the same processes.
False
True
3
Based on the data below, which area(s) of instruction require the most development?
Phonics and Vocabulary at a first/second grade level
None of the above
Comprehension of Literature and Informational Text
Phonological Awareness and Phonics
4
What is the difference between test accommodations and test modifications?
Modifications mean changing the content, while accommodations change access
Modifications mean modifying access, while accommodations do not
There isn't any difference.
They mean the same thing.
5
The other main reason for assessing comprehension is to gauge the degree at which a student comprehended a specific text
True
False
6
Below is a sample of midyear diagnostic data for a 5th grader. Is it true the student is performing on grade level?
False
True
7
What is the main goal as to why teachers assess students?
To get a grade.
To improve learning for all students.
To see what they know.
To identify learning gaps.
8
When assessing morphological analysis skills (aka structural analysis), what word parts are teachers assessing?
Onset/rimes, prefixes only, root words, phonemes
Base words, suffixes only, phonemes, onset/rimes
Phonemes, prefixes, suffixes, root words
Affixes (prefixes/suffixes), base words, roots
9
The Simple View of Writing includes the following three components...
Translation, text generation, and attention to memory
Transcription, translation, and attention to memory
Transcription, text generation, and self-regulation
None of the above
10
One main reason for assessing comprehension is to determine a student's general level of reading proficiency.
False
True
11
There is very little relationship between a student's alphabetic recognition knowledge and phonemic awareness.
False
True
12
Assessment is defined as...
Observing students' responses about how they feel towards a subject
When students take and submit a test to see what they know about a subject
Observing a sample of behavior; inferring about their knowledge/ abilities
None of the above
13
How can a writing CBM be used to measure writing skills?
None of the above
Teachers can monitor student speaking and sentence development
Teachers can monitor oral reading development, as well as word development
Teachers can monitor writing for letter/sound, word, & sentence development
14
The WJ-IV measures academic reading performance in which of the following areas?
Reading Attitude, Reading Competency, Oral Reading Fluency
Personal Interest, Reading Attitude, Self-Perception
Letter-Word Identification, Passage Comp, Oral Reading Fluency
None of the above.
15
According to Helman et al. (2020), universal screening tools...
are only used with Tier II and Tier III students.
None of the above.
are used to identify at risk students; often implemented three times/year.
are the same thing as progress monitoring tools.
16
The four types of tests include the following...
Group/Class; formal/informal; norm/criterion-ref; screening/progress mon.
Progress monitoring/formal/informal; tests/student product; norm/criterion
Group/Individual; formal/informal; norm/criterion-ref; screening/diagnostic
Criterion/norm-refer.; tests/interviews; oral/written; screener/diagnostic
17
Assessment information can be collected through...
Observations of testing procedures and testing results
Record reviews, interviews, observations, tests
Student work products and student portfolios
Testing affective factors, data collection, achievement tests, RTI results
18
When listening to students' oral reading, teachers should note which miscues?
graphophonic, syntactic, and semantic miscues
syntactic miscues, punctuation notations, and speed of reading
silent reading vs oral reading, insertions, and punctuation notations
speed of reading, semantic miscues, insertions
19
Teachers use informal assessments more often on a day-to-day basis than formal assessments.
False
True
20
Curriculum-based measures are often used in progress monitoring a student's performance related to a specific skill.
True
False
21
What are "basal" and "ceiling" rules?
Basic guidelines for implementing an informal test.
Ways to train new students on scoring tests.
Rules designed to know where to begin and end formal testing.
None of the above.
22
The four main types of testing accommodations include: presentation, response, setting, timing/scheduling.
True
False
23
Norm-referenced tests compare test-taker against each other, while criterion-refer. compare to specific sets of criteria
False
True
24
When assessing students' oral reading fluency skills, teachers can use an observational tool, called a fluency scale.
True
False
25
When testing students' affective factors in reading, one is looking at their attitudes, interests, and/or self-concepts.
False
True
26
According to DeVries (2018), what does validity mean
Validity - a test correctly measures what is is purposed to measure
Validity - consistently yields similar results regardless of implementation
It has the same definition as reliability.
There is another definition other than the options provided.
27
Both CLOZE and MAZE assessments are types of assessments used to measure comprehension.
True
False
28
According to Stahl et al. (2020), the three components of fluency are: accuracy, automaticity, and stamina.
False
True
29
When considering progress monitoring, what two overarching questions should be considered?
None of the above
Is the student making good progress to individual goals? State standards?
What does the student not understand? How far below grade level is s/he?
Is the student understanding what is taught? Is the student smart enough?
30
According to Salvia et al. (2017), the purpose of progress monitoring is to...
Test students' likes/dislikes about instruction
Determine the impact of instruction/intervention over a specific time frame
None of the above
See how much students understand