Quiz – Classroom Assessment Literacy Measure

Classroom Assessment Literacy Measure

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Classroom Assessment Literacy Measure (CALM)

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Assessment Domains and Subdomains

Assessment Purpose 0%
Learning Expectations 0%
Assessment Design 0%
Student Engagement 0%
Assessment Preparation 0%
Informed Students & Relevant Stakeholders 0%
Analysis of Student Performance 0%
Effective Feedback 0%
Instructional Follow-Up 0%
Grades, Summary Comments & Reporting 0%
Diversity, Equ(al)ity & Inclusion 0%
Unbiased, Fair & Ethical Assessment 0%
Validity & Reliability 0%
Practicality, Washback & Impact 0%
Reflection 0%

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Question 1 of 48

1. Question
Scenario 1

Mrs. Brown wants to assess her students’ abilities to apply what they have studied to real-life situations. Therefore, she designs a classroom assessment, requiring students to give a problem-cause-solution presentation of their choice. She divides students into groups of three and instructs them to work collaboratively. Besides, she encourages individual accountability as each student should discuss one aspect of the problem. She declares the assessment is scored but not used for summative purposes.

1- Which assessment purpose is LEAST important to her?
1 point(s)
- Cultivating 21st-century skills
- Grading students’ performance
- Informing instructional decisions
- Monitoring student achievement
Question 2 of 48

2. Question
2- What type of assessment is this?
1 point(s)
- a) Authentic
- b) Proficiency
- c) Norm-referenced
- d) Selected-response
Question 3 of 48

3. Question
3- When engaging students in the assessment process, which of the following is INADVISABLE for her to do?
1 point(s)
- Adding a mark to cooperative students
- Negotiating the success criteria with students
- Coaching students to become assessment users
- Involving students in developing a scoring strategy
Question 4 of 48

4. Question
4- How could she fairly and consistently score student presentations?
1 point(s)
- a) Adopt a world-recognized scoring strategy
- b) Depend on her expectations of students’ performance
- c) Use the scoring strategy she has established beforehand
- d) Develop a fair, flexible scoring strategy while listening to students
Question 5 of 48

5. Question
5- When providing feedback to students, which of the following should she do?
1 point(s)
- a) Correct each student’s errors
- b) Focus on students more than their performance
- c) Write a detailed feedback report for each student
- d) Highlight areas for improvement in student performance and provide tips
Question 6 of 48

6. Question
6- What should her main aim of instructional follow-up activities be?
1 point(s)
- a) Engaging assessment users in the educational process
- b) Seeking students’ input in deciding instructional follow-up activities
- c) Closing the gap between individual student’s current level and goals
- d) Following the same instructional follow-up activities for all students to ensure equality
Question 7 of 48

7. Question
7- How should she assign grades for student presentations?
1 point(s)
- a) A grade to each group on group performance
- b) A grade to each student in the group on individual performance
- c) A bigger part of the grade on group performance and a smaller part on individual production
- d) A smaller part of the grade on group performance and a bigger part on individual production
Question 8 of 48

8. Question
8- Regarding both exceptional and special education students, which practice below is INAPPROPRIATE for her to do?
1 point(s)
- a) Denying test accommodations for them to assure assessment fairness
- b) Differentiating assessments to help students better showcase their skills
- c) Promoting equal access to academic content standards regardless of students’ varied strengths and needs
- d) Consulting these students and their parents when making decisions about classroom assessment accommodations
Question 9 of 48

9. Question
9- How could she make her classroom assessment more reliable?
1 point(s)
- a) Deducting one mark for low motivation
- b) Penalizing students for fatigue or anxiety that could affect performance
- c) Informing students about the important materials to review for the assessment
- d) Paying more attention to students near the cut score than others to help them pass
Question 10 of 48

10. Question
10- What should her main aim of instructional follow-up activities be?
1 point(s)
- a) Reflect the instructional content
- b) Provide evidence that standards are being achieved
- c) Use assessment results to guide instructional decisions
- d) Elicit various evidence of student learning over a period of time
Question 11 of 48

11. Question
11- To bring about positive consequences, which assessment practice below is she advised to do?
1 point(s)
- a) Fuelling competitive behaviour among students
- b) Using peer assessment as 10% of the presentation grade
- c) Narrowing the curriculum by focusing on the assessed topics and skills
- d) Helping students adapt their studying strategies to meet the assessment demands
Question 12 of 48

12. Question
12- Which of the following should she be most concerned with when reflecting on her classroom assessment process?

The extent to which the assessment was _____.
1 point(s)
- a) suitable to available resources
- b) effective in guiding teaching and learning
- c) well-received by students and administrators
- d) successful in encouraging student collaboration
Question 13 of 48

13. Question
Scenario 2

Mr. Rodrigez considers well-structured four-option multiple-choice questions (MCQs) highly effective in assessing student learning. Over the years, he has built an MCQ bank which he constantly revises and categorizes its items in light of student answers. For each unit, he administers three tests: (1) a pretest before tackling the instructional materials to check students’ prior knowledge and plan instruction accordingly, (2) a mock exam that takes place a week before the end-of-unit test to assess student readiness, and (3) a 100-percent correct scale end-of-unit test to examine student mastery level.

13- He conducts pretests for which of the following purposes?
1 point(s)
- a) Interim
- b) Diagnostic
- c) Placement
- d) Summative
Question 14 of 48

14. Question
14- He administers mocks for which of the following purposes?
1 point(s)
- a) Ipsative
- b) Formative
- c) Benchmark
- d) System monitoring
Question 15 of 48

15. Question
15- What should he do concerning the course learning expectations?
1 point(s)
- a) Pay equal attention to them
- b) Discuss them with students and other relevant stakeholders
- c) Conceal some of them from students to get the best out of them
- d) Ascertain all students have achieved a learning expectation, then move to the next one
Question 16 of 48

16. Question
16- How should he categorize an item with a difficulty index of .90?
1 point(s)
- a) Easy
- b) Difficult
- c) Too easy
- d) Too difficult
Question 17 of 48

17. Question
17- How should he classify an item with a discrimination index of 0.6?
1 point(s)
- a) Poor
- b) Good
- c) Excellent
- d) Acceptable
Question 18 of 48

18. Question
18- A distractor (wrong option) is deemed functional if selected by a percentage of students who get this item wrong. Which percentage below is believed to be the minimum?
1 point(s)
- a) 5%
- b) 10%
- c) 15%
- d) 20%
Question 19 of 48

19. Question
19- On the first end-of-unit test, Adam scored 70%, and his percentile was 80. On the second end-of-unit test, he scored 80%: his percentile was 60. How could this be interpreted?
1 point(s)
- a) Adam mastered 70% and 80% of the content of these two units.
- b) Adamʼs peers had less gains on the second test than on the first.
- c) Adamʼs peers improved significantly from the first test to the second.
- d) Adam did well compared to his peers, and he is heading in the right direction.
Question 20 of 48

20. Question
20- When reporting results to students or other stakeholders, what should he do?
1 point(s)
- a) Highlight student strengths and weaknesses
- b) Focus on student strengths to build self-confidence
- c) Outline student weaknesses honestly, anticipating their future performance
- d) Report the results of one classroom assessment during the reporting period
Question 21 of 48

21. Question
21- Which classroom assessment practice below is ethical for him to do?
1 point(s)
- a) Naming and praising the high achievers in a test to motivate them
- b) Administering parallel forms of a test that measure the same constructs
- c) Increasing a good student’s score slightly compensating him/her for going through hard times
- d) Including a surprise question, that has not been taught, in an end-of-unit test to challenge high-performers
Question 22 of 48

22. Question
22- When designing assessments, which source of validity evidence should he be most concerned with?
1 point(s)
- a) Test content
- b) Internal structure
- c) Response processes
- d) Consequences of testing
Question 23 of 48

23. Question
23- How could he improve his assessment validity?
1 point(s)
- a) Diversify assessment tasks
- b) Add more plausible distractors
- c) Increase the assessment length
- d) Communicate assessment results effectively
Question 24 of 48

24. Question
24- When assessing the reliability of his tests, which of the following is NOT a type of reliability?
1 point(s)
- a) Test-retest
- b) Alternate form
- c) Standards-based
- d) Internal consistency
Question 25 of 48

25. Question
Scenario 3

Mr. Ali, an academic writing teacher, designs a midterm to examine student mastery of skills and standards in persuasive and argumentative writing, which they have been studying recently. The assessment comprises a persuasive email and an argumentative essay. The scoring strategies break down student responses into five features: content, cohesion, coherence, mechanics, and reasoning.

25- What should he keep in mind about learning expectations?

They should ^___________.
1 point(s)
- a) be lesson-based, not course-based
- b) be derived from international standards
- c) guide teaching, learning, and assessment
- d) remain the same once agreed on by stakeholders
Question 26 of 48

26. Question
26- What kind of assessment is this?
1 point(s)
- a) Indirect
- b) Predictive
- c) Integrative
- d) Performance
Question 27 of 48

27. Question
27- What should his prime concern be when creating this assessment?
1 point(s)
- a) Avoidance of complex tasks
- b) Alignment with learning outcomes
- c) Congruence with student interests
- d) Practicality in preparing and scoring
Question 28 of 48

28. Question
28- Ali communicated his scoring procedures to students and other relevant stakeholders during the assessment preparation stage. How should he mark student responses?
1 point(s)
- a) Put more weight on the component students master
- b) Pay more attention to accuracy than compositional fluency
- c) Divide the total score equally between the two components
- d) Weight each component separately based on its significance
Question 29 of 48

29. Question
29- Which scoring strategies should he employ?
1 point(s)
- a) Holistic rubrics
- b) Model answers
- c) Analytic rubrics
- d) Primary trait rubrics
Question 30 of 48

30. Question
30- How could he improve consistency in scoring?
1 point(s)
- a) Consider students’ previous performance
- b) Score each student’s responses at a time
- c) Grade all the responses to one task at a time
- d) Restrict the number of A’s because student writing is seldom flawless
Question 31 of 48

31. Question
31- How should his feedback to students be?
1 point(s)
- a) Positive to boost students’ self-esteem
- b) Comprehensive to cover all student errors
- c) Generic to relate to different tasks and students
- d) Reflective of the assessment purposes and learning outcomes
Question 32 of 48

32. Question
32- Ali submitted the assessment results to his administrator, Mrs. Li. Which follow-up decision below is INAPPROPRIATE for her to make?
1 point(s)
- a) Discussing teaching practices
- b) Evaluating teacher effectiveness
- c) Reviewing existing curriculum and policies
- d) Planning student academic support services
Question 33 of 48

33. Question
33- Which grading system below could best achieve his goal of evaluating student responses against the established standards?
1 point(s)
- a) Alternative
- b) Quantitative
- c) Norm-referenced
- d) Criterion-referenced
Question 34 of 48

34. Question
34- During a teacher-parent meeting about a disruptive student, Maria, the parents are unhappy with the score she has received. What should Mr. Ali do?
1 point(s)
- a) Explain the test purposes and success criteria, then discuss her writing
- b) Compare her writing to that of stronger students and pinpoint weaknesses
- c) Highlight her strengths and needs, then wrap up the meeting to avoid possible escalation
- d) Prove the assessment practices were fair, and students’ behaviour was considered during scoring
Question 35 of 48

35. Question
35- Mr. Ali posted the grades on the class blog for students to see. This act is considered as which of the following?
1 point(s)
- a) An effective technique of self and peer assessment
- b) A harmful act as students get overwhelmed with grades even at home
- c) A quick strategy for students to compare their grades against classmates
- d) An unacceptable breach of the confidentiality of student academic records
Question 36 of 48

36. Question
36- Which classroom assessment practice below is ethical for him to do?
1 point(s)
- a) Adding a mark for student punctuality
- b) Grading student writing anonymously
- c) Deducting a mark for low participation
- d) Distributing the graded papers from the highest to the lowest to motivate high achievers
Question 37 of 48

37. Question
Scenario 4

Miss Lily has just completed a professional development training course on alternative assessment. She now believes that using it in her classroom would promote student learning. Consequently, she plans to start developing classroom assessment strategies that assess students’ problem-solving, critical thinking and decision-making skills. Furthermore, she wants to empower students to take ownership of their learning by involving them in self and peer assessment.

37- Which learning expectation would she focus LESS on?
1 point(s)
- a) Reproducing information
- b) Processing hands-on activities
- c) Tackling ill-defined multifaceted tasks
- d) Using complex higher-order thinking skills
Question 38 of 48

38. Question
38- Which assessment methods would she tend to use LESS?
1 point(s)
- a) Reports, surveys, posters
- b) Portfolios, interviews, projects
- c) Concept maps, journals, exhibits
- d) Matching, multiple-choice, true/false questions
Question 39 of 48

39. Question
39- What should she AVOID during student self-assessment?
1 point(s)
- a) Turning self-assessment into summative scores
- b) Coaching students to identify their development areas
- c) Making students focus on the quality of their work away from their ego
- d) Having students perform and assess various tasks against the success criteria
Question 40 of 48

40. Question
40- What should she AVOID during student peer assessment?
1 point(s)
- a) Getting students to report strengths and weaknesses of peers’ work
- b) Helping students view peers as learning resources not as critical judges
- c) Training students to evaluate their peers’ performance against the set criteria
- d) Awarding extra marks to students with positive attitudes towards peer assessment
Question 41 of 48

41. Question
41- How should she start experimenting with alternative assessment?
1 point(s)
- a) With wide-ranging first attempts
- b) With simple methods to build up her skills
- c) In a class of mostly struggling students to try different alternatives
- d) By assessing the more challenging learning goals to keep students alert
Question 42 of 48

42. Question
42- When informing students and other stakeholders about her classroom assessment process, which practice below is UNSOUND?
1 point(s)
- a) Justifying classroom assessment purposes
- b) Explaining the uses and consequences of assessment results
- c) Discussing her experienced colleagues’ assessment practices
- d) Specifying the policies of scoring and communicating assessment results
Question 43 of 48

43. Question
43- When providing feedback after a classroom assessment, which of the following is LEAST important for her to discuss with individual students?
1 point(s)
- a) Student’s past performance
- b) Student’s current performance
- c) Student’s desired performance
- d) Recommendations to reach the target performance
Question 44 of 48

44. Question
44- When evaluating culturally and linguistically diverse students, what should she do?
1 point(s)
- a) Take their efforts into consideration
- b) Provide accommodations, if needed, to help them demonstrate their abilities
- c) Reward the ones who can enrich the classroom with their culture and background
- d) Use their basic interpersonal communication skills as an indicator of their cognitive academic language proficiency
Question 45 of 48

45. Question
45- How could she nurture students with diverse needs and interests?
1 point(s)
- a) Scaffold classroom assessment tasks for weaker students
- b) Keep classroom assessment at the level of average students without extensions
- c) Award educationally disadvantaged students extra points to extrinsically motivate them
- d) Design tests about topics familiar to most student subgroups (e.g., gender, race, age, socio-cultural and socio-economic status, etc.)
Question 46 of 48

46. Question
46- She knows resource availability is a common challenge with alternative assessment. This challenge refers to which quality below?
1 point(s)
- a) Reliability
- b) Practicality
- c) Accountability
- d) Transparency
Question 47 of 48

47. Question
47- What should she be fully cognizant of concerning assessment impact?
1 point(s)
- a) Changing assessment practice is a slow way to impact student learning.
- b) Classroom assessment has more serious consequences than large-scale exams.
- c) A good assessment design guarantees a positive impact on teaching and learning.
- d) An assessment can have a positive, neutral, or negative impact on certain aspects of teaching and learning.
Question 48 of 48

48. Question
48- When reflecting on her alternative assessment endeavour, what should she do, among other things?
1 point(s)
- a) Identify the easiest assessment alternative and stick to it
- b) Benchmark her assessment against international standards
- c) Solicit students’ feedback and incorporate whatever possible
- d) Focus on how to increase students’ scores in the next round of assessment

Classroom Assessment Literacy Measure (CALM)

Quiz Summary

Information

Results

Results

Assessment Domains and Subdomains

1. Question

Scenario 1

2. Question

3. Question

4. Question

5. Question

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7. Question

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12. Question

13. Question

Scenario 2

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18. Question

19. Question

20. Question

21. Question

22. Question

23. Question

24. Question

25. Question

Scenario 3

26. Question

27. Question

28. Question

29. Question

30. Question

31. Question

32. Question

33. Question

34. Question

35. Question

36. Question

37. Question

Scenario 4

38. Question

39. Question

40. Question

41. Question

42. Question

43. Question

44. Question

45. Question

46. Question

47. Question

48. Question