Test Bank Assessing Students with Special Needs, 8th Edition Effie P. Kritikos A+

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Test Bank Assessing Students with Special Needs, 8th Edition Effie P. Kritikos A+

Test Bank Assessing Students with Special Needs, 8th Edition Effie P. Kritikos A+

$0.00

Which of the following is not a purpose of educational assessment?

a. Program planning

b. Determining eligibility for special education services

c. Establishing the cause of a disability

d. Monitoring student progress

2. Norm-referenced tests are designed to

a. compare a student’s performance to the student’s own past performance

b. compare a student’s performance to other student’s in the classroom

c. compare a student’s performance to a curriculum goal

d. compare a student’s performance to the performance of a normative sample

3. The team approach is

a. generally not used in special education

b. mandated by federal laws such as PL 94-142 and IDEA

c. a relatively new phenomenon in education

d. not necessary when students are re-evaluated for special education placement

4. All of the following are major considerations in the assessment of students with disabilities except

a. Is the school performance problem related to a disability?

b. What are the student's educational needs?

c. Is there a school performance problem?

d. What is the etiology of the disability?

5. Which of the following is not a goal included in IDEA 2004?

a. Consideration of behavioral interventions and supports needed by students with disabilities.

b. The need for assistive technology devices and services must be explored.

c. Assessment of all student using assessment tools in the English language

d. Mandated due process procedures to protect parents and their students.

6. Norm-referenced tests are

a. considered informal assessment tools

b. used to compare a student's performance with that of persons in the test's normative group

c. the best type of measure for all assessment purposes

d. always discriminatory

7. Special education assessment

a. occurs at one point in time during the school year

b. only needs to occur before and after instruction

c. is an ongoing process

d. none of the above

8. According to federal laws, IEPs for students with disabilities must be reviewed at least

a. biannually

b. quarterly

c. annually

d. every three years

9. Educational assessment, testing, and diagnosis are

a. related but not synonymous

b. procedures used only with students currently receiving special education services

c. designed to help label students with a disability

d. performed only by school psychologists

10. Controversy over the nature of intelligence centers on whether intelligence is

a. testable

b. one factor or many

c. changeable

d. answers b and c

11. To receive special education services, a student must

a. confer with his or her parents, teacher, and the school social worker

b. show evidence of a behavior problem

c. meet both federal and state eligibility requirements

d. perform poorly in reading

12. Which statement best describes formal tests?

a. There are explicit directions for administration and scoring.

b. They are administered individually.

c. Observation is one example.

d. They are criterion-referenced.

13. Supplementary aids, services, modifications and supports are

a. intended to make educational environments more accessible to students with disabilities

b. intended to enhance the home environments of students with disabilities

c. intended to allow student with disabilities to be educated with students without disabilities to the maximum extent appropriate

d. both a and c

14. Which of the following statements is false?

a. Federal law mandates a multidisciplinary assessment team.

b. Educational assessment is concerned only with students in kindergarten through grade 12.

c. The IEP is a plan for the student's special education program.

d. One major purpose of assessment is identification of the student's specific educational needs.

15. Individually administered tests are usually preferred for the assessment of students with disabilities because

a. they usually required fewer prerequisite skills such as writing

b. they permit the development of rapport between the student and the assessor

c. they measure individual skills separately

d. all of the above

16. Informal assessment procedures

a. compare a student’s performance to a normative group

b. are typically commercially prepared

c. have standardized administration, scoring, and interpretation procedures

d. have a clear connection to the curriculum of students

17. According to IDEA 2004, students with ADD and ADHD

a. are not eligible for special education services

b. may qualify for special education services under the disability category “learning disabilities”

c. may qualify for special education services under the disability category “other health impairments”

d. none of the above

18. Which professional would be responsible for gathering assessment information about the student's academic performance?

a. Adaptive physical education teacher

b. School psychologist

c. Speech-language clinician

d. Educator

19. Curriculum-based assessments include

a. criterion-referenced assessment

b. curriculum-based measurement

c. portfolios

d. all of the above

20. Which of the following is not an abuse of assessment procedures?

a. comparing a student's performance to peers in his or her classroom

b. administration by untrained or poorly trained individuals

c. using tests that are not in the student’s primary language

d. inappropriate use of results

21. Educational decision-making teams

a. should include representatives from every discipline

b. should include various individuals depending on the needs of the student

c. should include various individuals based on the type of decision being made by the team

d. b and c are correct

22. The professional(s) who gather(s) assessment information about motor development include

a. adaptive physical education teachers

b. physical therapists

c. occupational therapists

d. all of the above

23. The assessment question used to guide the team in gathering information to design the student's IEP is

a. Is the school performance problem related to a disability?

b. What are the student's educational needs?

c. Is there a school performance problem?

d. What educational program is required to meet the student’s needs?

24. Students’ eligibility for special education services must be evaluated

a. every year

b. every two years

c. every three years

d. only once

25. For young children to qualify for special education services, delays must be documented in one of more of the following areas

a. physical, cognitive, communication, social or emotional, or adaptive development

b. physical, cognitive, communication, basic academic skills, or adaptive development

c. physical, cognitive, personality, social or emotional, or adaptive development

d. none of the above

SHORT ANSWER QUESTIONS

1. IDEA 2004 requires teams of people to make four types of decisions regarding the provision of special education services. List these four decisions.

2. The intent of laws such as PL 94-142 and IDEA 2004 is to involve students and their parents in the decision-making process. Describe the unique perspective parents can offer to educational decision-making teams.

3. Educational assessment is the systematic process of gathering information to make___________________ and ___________________ decisions.

4. List the disability categories that are considered “mild disabilities”.

5. List 2 of the 4 major goals of the education initiative, “No Child Left Behind”.

ESSAY QUESTIONS

  1. Assessment is an important skill for all teachers. Why is it a particularly important skill for special education teachers?

  1. Assessment practices have changed from focusing on students and their deficits to focusing on students’ performances in the school environment. What are the benefits of this change in focus for students?

3. Why is it important to use formal and informal assessment procedures for the various decisions made in special education?

  1. Elaborate on this statement: Assessment does not end when instruction begins.

  1. Three important members of the assessment team are the parents, students and general education teachers. How does each of their perspectives add to the thoroughness of the assessment process?

Answer Key for Chapter 1

Answers to Multiple Choice Questions for Chapter 1

1. C

2. D

3. B

4. D

5. C

6. B

7. C

8. C

9. A

10. D

11. C

12. A

13. D

14. B

15. D

16. D

17. C

18. D

19. D

20. A

21. D

22. D

23. D

24. C

25. A

Answers to Short Answer Questions for Chapter 1

1. Evaluation of the eligibility of students for special education and related services.

Formulation of Individualized Education Programs (IEP’s).

Evaluation and modification of IEP’s

Periodic review of the need for special education and related services

2. Parents have a unique perspective of the student’s performance because their observations take place in the home, neighborhood, and community. Parents can also contribute information about the student’s past educational experiences, health history, and progress through the stages of development.

3. legal; instructional

4. Intellectual disabilities, emotional disturbance, and learning disabilities

5. Two of the following:

Increase accountability for student performance

Focus on what works

Reduce bureaucracy and increase flexibility

Empower parents

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