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1. The concept of vertical equity is focused on which of the following?
a. Equal access to textbooks
b. Highly qualified teachers in all classrooms
c. Mastery of academic content standards
d. Access to food during the school day
2. McLeskey, Landers, Williamson, & Hoppey (2010) conducted research on the placement of
students with disabilities in the last 15 years and found the following:
a. Large increases in general education placement and large increases in resource room
placement.
b. Large increases in general education placement and large decreases in self-contained
placement.
c. Large decreases in general education placement and large decreases in resource room
placement.
d. Large increases in general education placement and large decreases in resource room
placement.
3. Which of the following supports must be in place for data-based decision making in schools
to be effective?
a. Professional development focused on data-based decision making skills.
b. Complex technological software that supports the analysis of data.
c. Evaluation requirements related to data-based decision making to hold them accountable.
d. Degrees in data-based decision making and statistical analysis of learning data.
4. According to Mandinach & Jackson (2013), which of the following is a major reason that
there is limited research related to data-based decision making?
a. School districts do not allow researchers to come into their buildings to study data-based
decision-making.
b. Data-based decision making is a generic tool that crosses contents and levels, making it
difficult to design studies related to its impact.
c. There is not enough interest from public education institutions to implement data-based
decision making practices in schools.
d. Preliminary reports indicate data-based decision making is not effective, so teachers do
not want to use the framework.
5. The validity of data is related to:
a. The process through which it is communicated to stakeholders.
b. The usefulness of the data to the teacher.
c. The concept that every time an assessment is given, it yields similar results.
d. The idea that the data is appropriate for what it is being used for.
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6. According to Mandinach and Jackson (2013), during which stage of Easton’s Cycle of
Inquiry would teachers develop evidence-based interventions to support student needs
identified during data analysis?
a. Use data to identify problem
b. Identify possible solutions
c. Monitor continuous progress
d. Use research to examine impact
7. According to Mandinach and Jackson (2013), during which stage of Easton’s Cycle of
Inquiry would teachers use standards-based assessments to ensure that their intervention is
working?
a. Use data to identify problem
b. Identify possible solutions
c. Monitor continuous progress
d. Use research to examine impact
8. Which of the following is a common barrier to the use of data by classroom teachers?
a. Classroom teachers think data is unimportant for the work that they do.
b. Classroom teachers do not have any data to be reviewing to inform their practice.
c. Student data that is collected is not always useful in informing instructional practice.
d. Collected student data is protected by privacy laws that teachers have to navigate.
9. Hamilton et al. (2009) recommends that data and feedback related to assessments be given to
students in a timely fashion so that students:
a. Can clearly understand their areas of strength and weakness related to the content
standard to direct their learning.
b. Do not have to wait too long to receive their grades, because waiting causes much anxiety
that is not good for students.
c. Can discuss their learning with their parents and make home-based plans for homework
in the evening.
d. Can participate in lunch rewards programs related to good marks on their formative
assessments.
10. To ensure that school and district leaders involve all stakeholders in education and clearly
articulate the requirements of student assessment data, Hamilton et al. (2009) recommend
that administrators:
a. Provide teachers an extra preparation period to discuss data.
b. Develop and maintain a districtwide data system.
c. Hold regular parent-teacher association meetings.
d. Purchase technology to support the use of data in classrooms.
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11. According to Smith, Smith, and Haring (1977), the essential point of entry to mastery of a
behavior is fundamentally based on a student’s:
a. Prerequisite knowledge.
b. Motivation to learn.
c. Mastery of new component skills.
d. Relationship to the teacher during instruction.
12. According to Smith, Smith, and Haring (1977), the ridgeline is:
a. The specific skill to be analyzed into component parts.
b. The behavior that is placed in a box in the upper right corner.
c. The major component parts placed in sequential order.
d. The statement of prerequisite requirements for mastery.
13. What purpose does field-testing of the lattice task analysis serve (Smith, Smith, & Haring,
1977)?
a. Field-testing allows teachers to determine a student’s level of prerequisite knowledge.
b. Field-testing allows teachers to ensure that the lattice they have developed is valid.
c. Field-testing allows teachers to determine the best format of instruction related to the
lattice task analysis.
d. Field-testing allows teachers to practice with materials prior to implementation with a
larger group of students.
14. The Common Core State Standards (CCSS) were primarily developed to:
a. Create harder assessments for students in K-12 education.
b. Develop expert, independent, and flexible learners.
c. Satisfy a federal requirement for national content standards.
d. Provide specific strategies for students with disabilities and English learners.
15. The Common Core State Standards (CCSS) in mathematics contain a series of mathematical
practice standards that are designed to:
a. Teach students basic mathematical concepts (e.g., addition, subtraction, multiplication,
division).
b. Teach students higher-level math skills (e.g., algebra, geometry, calculus, trigonometry).
c. Differentiate instruction for all learners in a classroom environment to support the
achievement of culturally and linguistically diverse students.
d. Teach students a variety of processes and proficiencies so they have a variety of options
for solving math problems and understand their meaning.
16. The Common Core State Standards (CCSS) in English Language Arts are all anchored in a
specific set of standards, called:
a. Vertically Aligned Standards
b. College and Career Readiness Standards
c. Postsecondary Education Readiness Standards
d. Ultimate Learning Outcomes and Standards
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17. One of the major issues faced by teachers in determining the best ways to teach academic
content standards is the standards are:
a. Too specific, and it is hard to create year-long instructional plans anchored in standards.
b. Lack a discussion of the component skills that students must have before mastering the
overall unit of instruction.
c. Differentiated to an extent that makes it difficult to determine which standard to use for
specific groups of students.
d. Focused on learning processes instead of content-area pedagogy, making it difficult to
ensure mastery of content.
18. The development of a lattice task analysis of academic content standards supports teachers
by providing:
a. Specific lesson plans that can be taught to support instruction related to the content
standard.
b. Plans for co-teaching in a content area classroom and the assignment of specific roles and
responsibilities of teachers.
c. Guidelines for unit projects that can be assigned at the end of instruction to determine
overall mastery.
d. A systematic format for instruction that allows knowledge to be expanded and refined.
19. According to Morgan et al. (in press) and Ainsworth (2003), the first stage of unwrapping an
academic content standard is to:
a. Code the standard.
b. Identify the facts needed.
c. Create a lattice task analysis.
d. Write the essential questions.
20. The ultimate purpose of considering Depths of Knowledge (DOK) is to:
a. Hold students to rigorous, college- and career-ready expectations.
b. Refine student learning so they can use knowledge in new situations.
c. Ask high-quality and purposeful group questions to engage students in instruction.
d. Provide a framework for observable, measurable verbs to be used in instructional
objectives.
21. At which depth of knowledge level would a student be operating if they were discussing
basic facts and ideas related to a concept or skills?
a. DOK 1
b. DOK 2
c. DOK 3
d. DOK 4
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22. Which of the following would be a good example of a Depth of Knowledge 3 level activity?
a. Students are challenged with incorporating knowledge from several different standards to
create a new model or framework.
b. Students are given a variety of vocabulary words and are challenged with writing a
paragraph using the vocabulary words.
c. Students are expected to tell the names of famous scholars in a particulary content area
and describe their contributions.
d. Students are expected to read two pieces of writing and discuss specific themes or trends
that occur in both pieces.
23. According to Ainsworth (2003), an essential question is one that is:
a. Written in multiple-choice format with only one correct answer.
b. Requires at least a week to answer and extensive writing.
c. Simply worded, but challenges students to think on a higher level.
d. Requires research and the development of an innovative project.
24. Learning maps (Knight, 2013) are useful to students because they:
a. Are motivating to create and get students engaged with the topic at hand.
b. Show clear connections between ideas and concepts that are being learned.
c. Provide specific differentiation information so that students know exactly how to ask for
help.
d. Look interesting and capture student’s attention when they are presented.
25. ____________ are a carefully selected subset of the total list of the grade-specific and
course-specific standards within each content area that educators deem as the most essential
for student learning moving forward?
a. Efficiency Standards
b. Quality Standards
c. Supporting Standards
d. Priority Standards
26. According to Scherer (2001), what is the biggest impediment to implementing standards?
a. High population of students with disabilities and ELL students
b. The number of standards
c. Teacher shortages
d. Inexperienced administrators
27. Giving a student a one-minute oral reading fluency assessment is which of the following:
a. Formative Assessment
b. Summative Assessment
c. Common Core Assessment
d. Diagnostic Assessment
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28. Having a broader sampling of the content area, higher reliability, and greater efficiency are
considered benefits of using:
a. Common Core Standards
b. Informal assessments
c. Selected-response format
d. Constructed-response format
29. Students generating a response of their own, providing authentic evidence of learning, and
being more likely to be used to inform instructional next-steps are benefits of using:
a. Common Core Standards
b. Informal assessments
c. Selected-response format
d. Constructed-response format
30. Why is it a good idea to use scoring guides?
a. Scoring guides enhance student engagement
b. Scoring guides make the performance expectations and success criteria explicit
c. Scoring guides increase the likelihood of student success
d. Scoring guides allow for subjectivity
31. Which of the following indicates the assessment items are not biased by factors outside of
student understanding of the standards being assessed.
a. Reliability
b. Fairness
c. Evidence-based
d. Validity
32. Which term refers to the ability of an assessment to measure what it was designed to
measure?
a. Reliability
b. Fairness
c. Evidence-based
d. Validity
33. Which term refers to the ability of an assessment to consistently measure a targeted variable
over time?
a. Fairness
b. Evidence-based
c. Reliability
d. Validity
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34. Which of the following is a key component to data-based decision making at the school
level?
a. A distributed leadership that help staff use data
b. A principal who embraces data usage to inform practice
c. A data coach who models effective data usage
d. A philosophy of data discussions at multiple leadership levels.
35. Which of the following describes the appropriate type of process teachers should use for a
systematic framework of data analysis?
a. Cyclical
b. Linear
c. Top-down
d. Bottom-up
36. What is the first step in using data to individualize instruction?
a. Parent involvement in a systematic inquiry process
b. A formative assessment
c. A collection of data to identify a deficit
d. Demonstration and application of key terminology
37. In order to develop an intervention plan, teachers must examine which of the following?
a. The standard to identify specific skills a student struggles to master.
b. The summative district data to identify a systematic remediation plan.
c. Data generation techniques.
d. The approach of their collaborative team members with a clear vision of data usage.
38. Which of the following options provide multiple means of engagement?
a. Physical action
b. Auditory information
c. Language, mathematical expression, and symbols
d. Choice and autonomy
39. According to Graham-Day et. al., (2014), which of the following is an advantageous use of
summative data?
a. Measuring the student’s individual growth.
b. Making curricula adoption decision
c. Providing ongoing instructional feedback
d. Remediating targeted deficit areas
40. Evidence-based practices to differentiate reading comprehension include all of the following
EXCEPT:
a. Using graphic organizers
b. Self-questioning techniques during reading
c. Silent sustained reading
d. Direct and explicit instruction of text components
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41. A specific lesson activity to implement DOK 3 includes:
a. Grouping information into categories
b. Providing vocabulary instruction
c. Identifying an organizational pattern
d. Support ideas with details and examples
42. Assigning students to create a Venn Diagram is an example of
a. DOK 1
b. DOK 2
c. DOK 3
d. DOK 4
43. All of the following are functions of a Data Coach EXCEPT:
a. Assist colleagues to integrate data use into a school
b. Evaluate teachers based on their use of data-based interventions
c. Create collaborative data teams
d. Model effective data use
44. Joseph et. al 2004 - Direct observation, daily entrance and exit slips, teacher-made tests, and
rubrics are all examples of:
a. Methods of collecting evidence
b. Methods of direct instruction
c. Methods of documenting and Tracking evidence
d. Methods of modifying the curriculum
45. Why is it important to teach students to track their own progress?
a. Students will be able to explain the purpose of their assessments.
b. Students will understand where the teacher’s instruction should be improved.
c. Students will be able to set a mastery target of the standard.
d. Students will understand where they are in relation to mastery of the standard.
46. Classroom data tracking systems achieve which of the following goals?
a. Allow students to see their progress.
b. Analyze large groups of student data.
c. Provide the exact academic growth level of students.
d. Determine the level of support needed to access grade level text.
47. According to the UDL framework, when should the curriculum design be considered for all
learners?
a. Once pre-assessment data has been analyzed to determine entry points.
b. Once post-assessment data has been analyzed to determine individual growth
c. At the beginning.
d. At the end.
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48. Differentiated instruction includes which of the following?
a. Decreased rigor of content.
b. Fixed grouping students according to ability level.
c. Targeted instruction based on individual needs.
d. Individualized instruction.
49. According to Reeves (2001), Standards-Based Assessments:
a. Focus on the end score rather than student improvement
b. Are compared to other students rather than a standard
c. Have clear expectations for outcomes
d. Allow students to focus on improving their grades
50. In order to write a high-quality assessment, one should:
a. Refrain from using diagrams or tables
b. Write the stem as a complete sentence
c. Use language that attempts to trick students
d. Include some unnecessary information in the stem