Given what you have learned about the strengths and weaknesses of various forms of classroom assessment, which one of the following is probably the most appropriate course of action for teachers to take?
A) Use assessment instruments with either high or low validity as long as they have high reliability.
B) Use assessment instruments with either high or low reliability as long as they have high validity.
C) Interpret assessment results within the context of other information that teachers have about students.
D) Engage in as little formal assessment as possible; teachers are better off making subjective judgments about students' achievement.
Question 2
Imagine that, as a teacher, you are administering a high-stakes achievement test to your students. You have three English language learners in your class, none of whom knew English before immigrating to this country: Franois (who immigrated 9 months ago and is now getting individual tutoring in English); Mei-Li (who immigrated 3 years ago and spent the first 2 years in a bilingual education program); and Maria (who immigrated 7 years ago and is now doing well in her English-only classes). Given what you've learned about the amount of time it typically takes for children to master English as a second language, which of these students has/have probably acquired sufficient knowledge of English to earn valid scores on the high-stakes test?
A) None of them
B) Only Maria
C) Both Mei-Li and Maria
D) All three of them
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