Three of the following strategies are likely to increase the reliability of a classroom assessment instrument. Which one is not likely to do so?
a. Give the same instructions to everyone about how to complete the assessment tasks.
b. Decide on the specific criteria you will use to evaluate students' responses to each task.
c. Make sure that students know exactly what they are being asked to do.
d. Incorporate knowledge of students' previous achievement levels into judgments about their current performance.
Question 2
If we say that a particular classroom assessment instrument is highly reliable, we mean that it:
a. Accurately assesses whether students have attained our instructional objectives
b. Yields scores that form a bell curve
c. Predicts future success in school
d. Gives us similar results on different occasions
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