Imagine you are a teacher. You don't want your students only to know information, you also want them to be able to analyze information and apply it to new situations. To ensure that a classroom assessment measures all of your instructional objectives, you probably should:
A) Use only authentic assessment.
B) Develop a table of specifications.
C) Use subjective rather than objective assessment tasks as much as possible.
D) Find a suitable standardized test for the subject area you're teaching.
Question 2
Ms. Edgerton wants to construct an assessment instrument that is a good reflection of what her students have learned from a recent unit on the history of their state. To do so, she might best begin by constructing a table of specifications that includes both:
A) The kinds of questions she wants to ask and the scoring criteria she wants to apply.
B) The topics students have studied and the things they should be able to do with each topic.
C) The topics students have studied and the order in which they have studied them.
D) The kinds of questions she wants to ask and the types of instructions she intends to give students about how to respond.
The functional structure of the peripheral nervous system. (A) Afferent or sensory neurons carry sen
Genetic Information
Students in class
The material safety data sheet (MSDS) for sulfuric acid showing the detailed technical information ...
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