Practice Quiz

MTEL Foundations of Reading - Question List

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71.
Considerations of validity in test construction relate most closely to:
  1. How a particular examinee's test performance relates to a preestablished standard.
  2. Whether the test questions effectively measure their specified content.
  3. How a particular examinee's test performance compares to the performance of other examinees.
  4. Whether the test results are likely to be repeatable with a similar examinee test group.
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72.
If a standardized test is said to lack reliability, the test:
  1. Is not measuring what it is supposed to measure.
  2. Has not proven to be useful as an instructional intervention.
  3. Gives fluctuating scores in different administrations.
  4. Has poor predictive value relative to students' classroom performance.
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73.
Use the information below to answer the questions that follow.

A third-grade teacher notes that students' vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests.

The type of reading assessment described in the scenario that compares students' reading performance to the performance of students in a national sample group can best be categorized as:

  1. Summative.
  2. Norm referenced.
  3. Curriculum based.
  4. Benchmark.
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74.
Use the information below to answer the question that follow.
 
A third-grade teacher notes that students' vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests.

In response to students' performance on the vocabulary measure, the teacher plans to take a more systematic and robust approach to vocabulary instruction. The teacher's use of the data best underscores the importance of which of the following approaches to reading assessment?
  1. Conducting both formal and informal reading-related assessments to plan instruction.
  2. Demonstrating knowledge of evidence-based strategies for assessing the major components of reading.
  3. Using results from reading assessments to guide instructional decision making.
  4. Determining students' current skills with respect to specific state grade-level standards.
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75.
Use the information below to answer the question that follow.
 
A third-grade teacher notes that students' vocabulary scores on a school-wide standardized achievement test are below the national average and below their performance on the comprehension and decoding subtests.

The teacher decides to collect ongoing data related to vocabulary instruction. The teacher records examples of students' use of new vocabulary during class discussions and has students turn in weekly examples of how they use new words in their writing. The teacher also has students maintain a vocabulary journal in which they develop definitions for new Tier Two and Tier Three vocabulary in their own words, make visual representations of word meanings, and analyze changes to a word's form and meaning when affixes are added. This approach to informal assessment benefits literacy instruction primarily by allowing the teacher to:
  1. Monitor various dimensions of students' vocabulary development across multiple language modes.
  2. Use anecdotal and theoretical data for tracking students' vocabulary learning and evaluating their progress.
  3. Monitor students' learning progress in ways that can be easily quantified and charted.
  4. Use portfolio assessment to evaluate students' progress in each essential component of reading.
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