D659 Assessing and monitoring student learning (OZC1)

35. A quiz was used to assess student performance at the end of a history lesson about the U.S. government. The class average for the quiz was 52%.
Which adjustment to instruction is appropriate, based on the quiz results?

• Score the quiz using a curved grading scale
• Use a different approach to teach the content again
• Use an exit ticket instead of a quiz next time
• Teach a lesson about state and local governments

36. A math teacher administered an exit ticket at the end of a lesson about polynomial multiplication. The teacher found that more than 50% of the students struggled to correctly apply the distributive property.
How should the teacher adjust instruction, based on the results of the exit ticket?

• Allow time during the next lesson for students to work in groups
• Add more polynomial multiplication questions to the unit test
• Assign more individual work with polynomial multiplication
• Show several more examples before moving to the next topic

37. A Spanish teacher observed students as they worked individually on a worksheet to practice verb conjugations. The teacher noticed that approximately 10% of the students looked puzzled and were not making progress.
Which adjustment to instruction is appropriate, based on the results of the observation?

• Allow the struggling students to complete the worksheet together as one group
• Have the 10% of students that struggled with the worksheet complete it again
• Offer individual support to the 10% of students that need it but move to the next lesson
• Switch to a lesson that is easier for all students to understand, such as vocabulary

38. In order to assess student understanding, a teacher held a class discussion about interpretations of a short story during a lesson. Students responded incorrectly to about 50% of the discussion questions.
How should the teacher adjust instruction, based on the results of the discussion?

• Assess student understanding using an exit ticket
• Spend more time on strategies for interpretation
• Ask students to read aloud for the last part of the lesson
• Present another short story that is easier to interpret

39. During a lesson in an accounting class, students were tasked with completing a quick knowledge-check question. The teacher found that 18 students identified the correct value, 10 students identified the type of value correctly, and 19 students performed the correct calculation. The class consists of 20 students.
How should instruction be adjusted, based on the results of the assessment?

• Move to the next lesson without testing students on the current lesson
• Give students more opportunities for group practice with calculations
• Use the next part of the lesson to review the different types of values
• Spend more classroom time on identifying correct values from descriptions

40. A science teacher gave students an end-of-unit test after presenting a unit about weather.
Topic: Cloud identification – 82%; Warm and cold fronts – 52%.
How should instruction be adjusted, based on the results of the assessment?

• Give students the option to identify more types of clouds
• Design a group project centered on cloud identification
• Dispose of the test items about warm and cold fronts
• Take time to review content about cold and warm fronts

41. An end-of-year standardized exam was given to the students in a math class. The average score for the geometry portion was 87%, and the average score for the algebra portion was 59%.
Which instructional adjustment is appropriate, based on the results of the assessment?

• Have students read about the early history and development of algebra
• Assign an essay in which students must compare algebra and geometry
• Develop practice questions that combine both algebra and geometry
• Adjust pacing to spend more time on algebra concepts for next year

42. A chemistry teacher assigned a final project for students in which students were required to conduct and document an experiment. The teacher found that the class average for procedures was 86%, the class average for documentation was 52%, and the class average for conclusions was 82%.
Which instructional adjustment is appropriate, based on the results of the assessment?

• Reteach the content about documentation procedures for experiments
• Grade the project again without considering any aspects of documentation
• Give more classroom time to discuss documentation during the next year
• Eliminate experiment documentation from the curriculum for the next year

43. At the conclusion of the academic year, the students in a fifth-grade class were required to take a state assessment. The teacher evaluated the results.
Mathematics Not Proficient: 62%; Reading Comprehension Not Proficient: 36%.
Which instructional adjustment is appropriate, based on the results of the assessment?

• Update the curriculum to better address mathematics concepts
• Challenge students to read passages beyond their grade level
• Reteach the basic mathematics concepts covered on the test
• Continue to strengthen instruction about reading comprehension

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