Scribd
Upload
99 views3 pages

Sned - 106 Educational Assessment of Students With Additional Needs

The document discusses educational assessment and accountability systems for students with additional needs. It provides a 10 question multiple choice quiz about key aspects of accountability systems, including what they are designed to do, who they hold responsible, and examples of consequences. It also asks students to identify the law that certain accountability provisions are part of, such as requiring assessments and reporting of student performance. Finally, it asks students to define some common acronyms in the field of educational assessment.

Uploaded by

Razelle Angiela Avorque
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
99 views3 pages

Sned - 106 Educational Assessment of Students With Additional Needs

The document discusses educational assessment and accountability systems for students with additional needs. It provides a 10 question multiple choice quiz about key aspects of accountability systems, including what they are designed to do, who they hold responsible, and examples of consequences. It also asks students to identify the law that certain accountability provisions are part of, such as requiring assessments and reporting of student performance. Finally, it asks students to define some common acronyms in the field of educational assessment.

Uploaded by

Razelle Angiela Avorque
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

SNED_106 EDUCATIONAL ASSESSMENT OF STUDENTS WITH ADDITIONAL NEEDS

Avorque, Razelle Angiela A.

I. Multiple Choice. Write the letter of the correct answer.

1. It is designed to improve educational programs, and is the focus of federal


education reform efforts.

A. Accountability systems
B. System/ School Accountability
C. Student Accountability

2. It is designed to motivate students to do their best.

A. Accountability systems
B. System/ School Accountability
C. Student Accountability

3. It hold schools responsible for helping students reach high, challenging


standards, and they provide rewards to schools that reach those standards and sanctions to
schools that do not.

A. Accountability systems
B. System/ School Accountability
C. Student Accountability

4. The consequences exist for individual students and are based on their
individual assessment performance.

A. Accountability systems
B. System/ School Accountability
C. Student Accountability

5. The consequences exist for school systems and are based on the
assessment performance of a group of individuals.

A. Accountability systems
B. System/ School Accountability
C. Student Accountability

6. Schools that did not make AYP in consecutive years experienced the
following, except:

A. After two years of not making AYP, the school had to allow students to
attend a higher performing school in the district.
B. After three years of not making the AYP, the school had to provide
supplemental supports to low-achieving disadvantaged students.
C. After four years of not making the AYP, the school had to take
corrective action that may include replacing school staff or
restructuring the organizational structure of the school.
D. After six years of not making the AYP, the school had to develop and
implement an alternative international plan.

7. These are the statements of the subject-specific knowledge and skills that
schools are expected to teach students, indicating what students should know and be able to
do in reading/language arts, math and science.

A. Content Standards
B. Achievement Standards
C. Assessment Standards

8. These are the specifications of how well students need to know the
academic content standards.

A. Content Standards
B. Achievement Standards
C. Assessment Standards

9. The following are the components of Achievement Standards, except:

A. Specific levels of achievement: States are required to have at least


three levels of achievement- basic, proficient and advanced.
B. Descriptions of what students at each particular level must
demonstrate relative to the task.
C. Examples of student work at each level illustrating the range of
performance within each level.
D. Cut scores clearly separating each performance level.

10. It is the use of assessment results and other data to ensure that schools
are moving in desired directions.

A. Curriculum
B. Accountability
C. IEP

II. Identify the law based on the provision stated. Choose your answer inside the box.
● Reauthorization of the Elementary and Secondary Education Act
● Reauthorization of the Individual with Disabilities Education Act
● No Child Left Behind Act
● Americans with Disabilities Act

1. Involves additional requirements for large-scale assessment and accountability


systems designed to measure the performance and progress of all students toward
high standards were included in the general and special education legislation that
followed, and represented a continued emphasis on promoting high achievement
across all students.

2. Included the requirement that states have assessment and accountability


systems, and report annually on the performance and progress of all students in
reading, math and science.

3. Included provisions specifying that students with disabilities should participate in


states’ assessment systems, and that statewide assessment program reports would include
information on the extent to which all students, including students with disabilities, had
unique assessment standards.

4. Known as the “Improving American Schools Act”.

5. Schools that don’t make adequate yearly progress are subjected to certain
sanctions.

III. Answer what the following acronyms stand for.

1. IDEA
2. IEP
3. NCLB
4. AYP
5. AA- AAS

You might also like