Final Revision

Question 1

What is the main difference between formative and summative assessments?

Answer 1

Formative assessments provide ongoing feedback to guide learning; summative assessments evaluate what students have learned at the end of instruction.

Question 2

What is the difference between formal and informal assessments?

Answer 2

Informal assessments involve subjective judgment (e.g., observations), while formal assessments are standardized and objective.

Question 3

What distinguishes standardized tests from classroom tests?

Answer 3

standardized tests have uniform procedures and scoring (usually summative); classroom tests can vary and may be formative or summative.

Question 4

What are the criteria for high-quality assessments?

Answer 4

Validity, reliability, fairness, and practicality.

Question 5

What are scoring procedures for performance assessments?

Answer 5

Checklists, rating scales, holistic rubrics, analytic rubrics.

Question 6

What are the types of performance assessments?

Answer 6

Portfolios (best work, growth), structured/on-demand tasks, naturally occurring tasks, long-term projects, and simulations.

Question 7

What is the halo effect?

Answer 7

When a teacher’s overall impression influences their evaluation of a student’s work.

Question 8

Describe norm-referenced vs. criterion-referenced grading.

Answer 8

Norm-referenced: compares students to each other (e.g., grading curve).
Criterion-referenced: based on set standards (e.g., total points or percentage).

Question 9

What is self-referenced grading?

Answer 9

Comparing a student’s current performance to their past performance.

Question 10

What is interrater and intrarater reliability?

Answer 10

Interrater: consistency across different scorers.
Intrarater: consistency within the same scorer over time.

Question 10

What are qualities of an effective classroom manager?

Answer 10

Plans proactively, structures space well, manages time, builds relationships, and sets clear rules and procedures.

Question 11

What should be considered when setting up a classroom?

Answer 11

Visibility, ease of movement, student access to materials, effective seating for instruction or collaboration.

Question 12

What’s the difference between rules and procedures?

Answer 12

Rules are behavioral expectations; procedures are routines for tasks.

Question 13

What are the 3 types of routines?

Answer 13

Class-running, lesson-running, and interaction routines.

Question 14

What is academic learning time?

Answer 14

The portion of instructional time in which students are actually engaged in learning (approx. 50%).

Question 14

Why is the first week of school important?

Answer 14

Clear rules and procedures reduce off-task time by 50%, increasing student engagement and achievement.

Question 15

What enhances student engagement?

Answer 15

Supportive teachers, interesting/challenging lessons, flipped classrooms, variety in tasks.

Question 15

How can teachers increase academic learning time?

Answer 15

Maintain flow, manage interruptions, give clear instructions, minimize transitions, and monitor behavior.

Question 16

What are the components of student engagement?

Answer 16

Behavioral, emotional, and cognitive engagement.

Question 17

How can teachers encourage parental involvement?

Answer 17

Invite participation, communicate clearly, and be mindful of cultural differences.

Question 18

Why are teacher-student relationships important?

Answer 18

They affect student behavior, motivation, and learning outcomes.

Question 19

What are key aspects of bullying?

Answer 19

It is intentional, repeated, and involves power imbalance.

Question 20

What are the effects of bullying?

Answer 20

Lower achievement, self-esteem, increased anxiety, depression, suicidal thoughts.

Question 21

How can teachers handle minor misbehaviors?

Answer 21

Praise appropriate behavior, use nonverbal cues, speak calmly, and apply direct consequences.

Question 22

What is content validity?

Answer 22

Whether the test fully reflects the subject matter being taught.

Question 22

What is validity in assessment?

Answer 22

The extent to which a test measures what it’s intended to measure.

Question 23

What is reliability?

Answer 23

The consistency of assessment results

Question 24

What is fairness in testing?

Answer 24

All students have an equal opportunity to demonstrate their knowledge.

Question 25

What is a table of specifications?

Answer 25

A chart that aligns learning objectives with test content and format.

Question 26

What are key parts of a multiple-choice item?

Answer 26

Stem (question), correct answer, distractors (plausible wrong answers).

Question 26

What are selected-response vs. constructed-response items?

Answer 26

Selected-response (e.g., MCQs): choose an answer. Constructed-response: generate an answer (short answer, essay).

Question 27

What are guidelines for matching exercises?

Answer 27

Keep lists short, use common themes, align layout, use more responses than premises.

Question 28

What is item discrimination?

Answer 28

A measure of how well an item distinguishes between high and low performers.

Question 28

What’s the difference between short-answer and completion items?

Answer 28

Short-answer uses direct questions; completion uses fill-in-the-blank statements.

Question 29

What is item difficulty?

Answer 29

The proportion of students who answer an item correctly (0–1.0 scale).

Question 29

What are restricted vs. extended-response essays?

Answer 29

Restricted: limited in scope and format. Extended: open-ended and broad.

Question 30

What is distractor analysis?

Answer 30

Evaluates the effectiveness of incorrect options in multiple-choice items.

Question 31

What is the optimal difficulty index for multiple-choice questions with 4 alternatives?

Answer 31

0.625.

Question 32

What are narrative reports in report cards?

Answer 32

Narrative reports are written descriptions of a student’s performance but can be time-consuming and subjective.

Question 33

Why are standards-based grades considered more effective?

Answer 33

They help parents better understand what students are expected to know and do based on learning standards.

Question 33

What is the “grading on the curve” method?

Answer 33

A grading method where student grades are distributed along a normal curve, meaning most students receive average grades.

Question 34

How does the standard deviation method work in grading?

Answer 34

Grades are assigned based on how far scores deviate from the class average, using standard deviations.

Question 35

Where should a teacher’s desk be placed in the classroom?

Answer 35

On the opposite end of the classroom from the whiteboard for proximity to all students.

Question 35

How should classroom walls and bulletin boards be designed?

Answer 35

They should not be overstimulating; a visually calm environment helps reduce distractions.

Question 36

What is the “praise-and-ignore” strategy?

Answer 36

A behavior management technique where appropriate behavior is praised and minor misbehaviors are ignored.

Question 37

What is “withitness” in classroom management?

Answer 37

A teacher’s ability to be aware of everything happening in the classroom at all times.

Question 38

How does time-on-task relate to academic achievement?

Answer 38

Higher time-on-task is associated with better academic performance.

Question 39

What is the carryover effect in test scoring?

Answer 39

When a teacher’s judgment on earlier answers influences how they score later responses, especially in essays.

Question 40

Why is it useful to ask students for feedback on tests?

Answer 40

It helps identify confusing or unfair questions and improve future assessments.

Question 41

What is the adjusted optimal item difficulty for a true-false test?

Answer 41

0.75

Question 42

What is the adjusted optimal item difficulty for essay questions?

Answer 42

0.50

Question 43

What is the adjusted optimal item difficulty for a 5-option multiple choice question?

Answer 43

0.60

Question 44

What is the adjusted optimal item difficulty for a 3-option multiple choice question?

Answer 44

0.67

Question 45

Your students are constantly fidgeting during group work. What classroom setup principle might you have ignored?

Answer 45

Room arrangement that allows easy transitions and access to materials.

Question 46

You walk into a new classroom on the first day. What’s the first thing you should do to reduce misbehavior?

Answer 46

Clearly establish and teach rules and procedures from the very beginning.

Question 47

A student frequently doodles during lessons. How would you increase their engagement without calling them out?

Answer 47

Use interesting, varied tasks, ask interactive questions, and consider their emotional and cognitive engagement needs.

Question 48

You’re teaching a class that includes frequent transitions. How can you maintain learning momentum?

Answer 48

Minimize downtime with efficient routines, clear instructions, and withitness to monitor student behavior.

Question 49

You're designing a multiple-choice test. How can you spot a bad distractor?

Answer 49

If almost no students choose it, it likely doesn’t seem plausible and should be revised.

Question 50

A colleague gives a test where every student scores between 80–100%. What’s a potential issue?

Answer 50

Item difficulty is too low and the test may not distinguish mastery levels well enough.

Question 51

You write an essay question and realize students might answer it in many different ways. What should you prepare in advance?

Answer 51

A rubric to fairly and consistently evaluate different responses.

Question 52

You notice that two students answered similarly, but one gets a lower grade because of your previous frustration with them. What’s this called?

Answer 52

ntrarater inconsistency or bias which is a reminder to stay objective.