A classroom teacher and school psychologist are conferring about Gregory, a boy who works very hard in class and yet shows consistently poor performance in any assignments that require reading or writing. Judging from the textbook's discussion of assessments as a means of diagnosing learning and performance problems, what kinds of assessment results should the teacher and psychologist consider as they try to pinpoint the source of Gregory's difficulty?
a. They should focus on results from tests published by reputable test publishers, because these tests have specifically been developed to assess learning disabilities and other sources of learning difficulty.
b. They should focus on Gregory's performance on weekly classroom tests, which provide ongoing assessment of Gregory's progress.
c. They should conduct an in-depth analysis of Gregory's writing samples, which will be much more informative than test scores.
d. They should look for clues about Gregory's difficulties both in his performance on published tests and in his classroom tests and assignments.
Question 2
Midway through a unit on how mountains are formed, Mr. McDonald gives a brief quiz to find out what students do and do not understand. He plans to focus the next few classes on the things about which students are most confused. Which one of the following does Mr. McDonald's quiz exemplify?
a. A performance assessment
b. A norm-referenced test
c. Authentic assessment
d. Formative evaluation
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