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Mathematical Education Assessment

Mathematical Education Assessment Quiz

16 Questions Published
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Questions

Question 1 Multiple Choice (Single Answer)

Which of the following is NOT a purpose of mathematical education assessment?

  1. To inform instructional decisions
  2. To certify student achievement
  3. To promote student motivation
  4. To provide feedback to students
Question 2 Multiple Choice (Single Answer)

What is the difference between formative and summative assessment?

  1. Formative assessment is used to inform instructional decisions, while summative assessment is used to certify student achievement.
  2. Formative assessment is used to provide feedback to students, while summative assessment is used to inform instructional decisions.
  3. Formative assessment is used to certify student achievement, while summative assessment is used to provide feedback to students.
  4. Formative assessment is used to inform instructional decisions and provide feedback to students, while summative assessment is used to certify student achievement.
Question 3 Multiple Choice (Single Answer)

Which of the following is an example of a formative assessment?

  1. A multiple-choice test
  2. A portfolio of student work
  3. A standardized test
  4. A final exam
Question 4 Multiple Choice (Single Answer)

Which of the following is an example of a summative assessment?

  1. A multiple-choice test
  2. A portfolio of student work
  3. A standardized test
  4. A final exam
Question 5 Multiple Choice (Single Answer)

What are the three main types of validity in mathematical education assessment?

  1. Content validity, construct validity, and predictive validity
  2. Content validity, face validity, and predictive validity
  3. Content validity, construct validity, and concurrent validity
  4. Content validity, face validity, and concurrent validity
Question 6 Multiple Choice (Single Answer)

What is content validity in mathematical education assessment?

  1. The degree to which an assessment measures the content that it is intended to measure
  2. The degree to which an assessment is fair and unbiased
  3. The degree to which an assessment is reliable
  4. The degree to which an assessment is able to predict future performance
Question 7 Multiple Choice (Single Answer)

What is construct validity in mathematical education assessment?

  1. The degree to which an assessment measures the construct that it is intended to measure
  2. The degree to which an assessment is fair and unbiased
  3. The degree to which an assessment is reliable
  4. The degree to which an assessment is able to predict future performance
Question 8 Multiple Choice (Single Answer)

What is predictive validity in mathematical education assessment?

  1. The degree to which an assessment is able to predict future performance
  2. The degree to which an assessment is fair and unbiased
  3. The degree to which an assessment is reliable
  4. The degree to which an assessment measures the content that it is intended to measure
Question 9 Multiple Choice (Single Answer)

What are the three main types of reliability in mathematical education assessment?

  1. Internal consistency, test-retest reliability, and inter-rater reliability
  2. Internal consistency, face validity, and inter-rater reliability
  3. Internal consistency, test-retest reliability, and concurrent validity
  4. Internal consistency, face validity, and concurrent validity
Question 10 Multiple Choice (Single Answer)

What is internal consistency in mathematical education assessment?

  1. The degree to which an assessment is fair and unbiased
  2. The degree to which an assessment is reliable
  3. The degree to which an assessment is able to predict future performance
  4. The degree to which the items on an assessment are correlated with each other
Question 11 Multiple Choice (Single Answer)

What is test-retest reliability in mathematical education assessment?

  1. The degree to which an assessment is fair and unbiased
  2. The degree to which an assessment is reliable
  3. The degree to which an assessment is able to predict future performance
  4. The degree to which an assessment yields consistent results when administered to the same students on two different occasions
Question 12 Multiple Choice (Single Answer)

What is inter-rater reliability in mathematical education assessment?

  1. The degree to which an assessment is fair and unbiased
  2. The degree to which an assessment is reliable
  3. The degree to which an assessment is able to predict future performance
  4. The degree to which two or more raters agree on the scores they assign to a given assessment
Question 13 Multiple Choice (Single Answer)

What are the three main types of bias in mathematical education assessment?

  1. Content bias, construct bias, and predictive bias
  2. Content bias, face bias, and predictive bias
  3. Content bias, construct bias, and concurrent bias
  4. Content bias, face bias, and concurrent bias
Question 14 Multiple Choice (Single Answer)

What is content bias in mathematical education assessment?

  1. The degree to which an assessment is fair and unbiased
  2. The degree to which an assessment is reliable
  3. The degree to which an assessment is able to predict future performance
  4. The degree to which an assessment favors one group of students over another
Question 15 Multiple Choice (Single Answer)

What is construct bias in mathematical education assessment?

  1. The degree to which an assessment is fair and unbiased
  2. The degree to which an assessment is reliable
  3. The degree to which an assessment is able to predict future performance
  4. The degree to which an assessment measures the construct that it is intended to measure in a fair and unbiased way
Question 16 Multiple Choice (Single Answer)

What is predictive bias in mathematical education assessment?

  1. The degree to which an assessment is fair and unbiased
  2. The degree to which an assessment is reliable
  3. The degree to which an assessment is able to predict future performance in a fair and unbiased way
  4. The degree to which an assessment measures the content that it is intended to measure
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