Teaching Students With High Incidence Disabilities Strategies For Diverse Classrooms 1St Edition Prater Test Bank Full Chapter PDF

Instructor Resource
Prater, Teaching Students With High-Incidence Disabilities

SAGE Publishing, 2018
Teaching Students With High Incidence

Disabilities Strategies for Diverse
Classrooms 1st Edition Prater Test Bank
Full download at link:

Test Bank: https://testbankpack.com/
Chapter 5: Assessment for Instruction

Test Bank
Multiple Choice
1. The administration of a predetermined set of questions or tasks for which predetermined responses
are sought is referred to as
a. portfolio
b. interview
c. testing
d. observation
Ans: C
Learning Objective: Compare and contrast types of assessment by their function, frequency, formality,
and the types of knowledge/skills being assessed.
Cognitive Domain: Knowledge
Answer Location: Types and Purposes of Assessment
Difficulty Level: Easy
2. Standards-referenced assessment that indicates a student’s performance relative to a specific
criterion level or standard is called
a. norm-referenced assessment
b. criterion-referenced assessment
c. domain-referenced assessment
d. portfolio assessment
Ans: B
Instructor Resource
Answer Location: Assessment by Function or Reference Point
3. Assessment used to identify an individual’s performance relative to a group of individuals is called
Ans: A
4. Type of assessment where representative questions or performances are selected from a larger
domain of skills or knowledge is called
Ans: C
5. Intelligence tests (IQ tests) are examples of
Ans: B
6. Teacher made tests and state graduation tests are examples of
Ans: B
Instructor Resource
7. An end-of-unit test to estimate students’ skills or knowledge on all content is an example of
Ans: C
8. Tests administered at the end of instruction and demonstrate how much a student has learned are
referred to as
a. formal assessment
b. summative assessment
c. informal assessment
d. formative assessment
Ans: B
Answer Location: Assessment by Frequency
9. Assessment that is administered frequently and while learning is still occurring is called
Ans: D
10. Type of assessment that usually requires students to participate in an activity in which they normally
would not participate so that an examiner can observe or score their performance.
Instructor Resource
Ans: A
11. Assessment that involves preidentified test items and/or observation procedures and must be
administered using standardized procedures.
Ans: A
12. SELECT ALL THAT APPLY. Intelligence and achievement tests share which of the following
characteristics?
a. norm
b. validity
c. sustainability
d. reliability
Ans: A, B, D
Learning Objective: Describe examples in which curriculum-based assessment and behavioral
observation assessment would be appropriate. Include all forms of observational recording systems.
Answer Location: Standardized Tests
13. When teachers generalize results, they want to assume that the results would be obtained in all of
the following ways EXCEPT
a. if the test were given at a different time
b. if the student were given similar but different test questions
c. if the test were given in a different room
d. if any other qualified examiner administered the test
Ans: C
Cognitive Domain: Comprehension
Answer Location: Standardization Characteristics
Difficulty Level: Medium
14. ______ is defined as the degree of accuracy and consistency of test scores or other assessment
measures.
a. norms
Instructor Resource
b. reliability
c. validity
d. standard deviation
Ans: B
Answer Location: Standardization Characterisitcs
15. ______ is defined as the degree to which the assessment instrument measures what it was designed
to measure.
a. norms
b. reliability
c. validity
d. standard deviation
Ans: C
Answer Location: Standardization Characterisitcs
16. ______ measure student performance on knowledge and skills typically taught in school such as
reading and mathematics.
a. intelligence tests
b. behavior tests
c. norm-referenced tests
d. achievement tests
Ans: D
Learning Objective: Provide an argument for and against the use of standardized tests, including high-
stakes accountability assessment. In the argument, provide examples of different types of standardized
tests.
Answer Location: Types of Standardized Tests
17. Teachers using ______ align their assessment tools to the curriculum or content they are teaching.
a. curriculum-based measurement
b. curriculum-based assessment
c. functional behavior assessment
Ans: B
Instructor Resource
Answer Location: Assessment in the Classroom

18. Teachers using ______ implement standard procedures including timed tests and charting of student
performance. The focus is on fluency or the rate of performance over time.
Ans: A
Learning Objective: Describe examples in which curriculum based-assessment and behavioral
19. Type of assessment that is representative of student work and performance over time.
Ans: D
20. Which of the following is NOT an element of portfolio assessment?
a. focus on valued outcomes
b. requires tasks that are relevant to real life
c. requires evaluation of student work across multiple dimensions
d. encourages students to work alone with little to no teacher input
Ans: D
Answer Location: Portfolio Assessment
21. The most common purposes for creating a portfolio include all EXCEPT
a. display students’ best work
b. show students’ growth or progress
c. allows students to enjoy what they do
d. demonstrates the completion of a goal or benchmark
Ans: C
Instructor Resource

22. Rubrics are typically used for all of the following reasons EXCEPT
a. to evaluate forms of student work that are difficult to grade
b. provide scoring criteria with a rating scale or checklist for evaluation the student product or
performance
c. to evaluate both objective and subjective forms of student work
d. include descriptors that serve as examples that help both the teacher and the student know what
elements are being used to evaluate the work
Ans: C
Answer Location: Rubrics
23. Disadvantages of using portfolio assessments and rubrics for assessment include all of the following
EXCEPT
a. inconsistency and diversity in portfolio responses and artifacts can make them difficult to score
b. the process of compiling and scoring portfolios is time consuming for students and teachers
c. students may not see personal benefit in the process of creating a portfolio and do not always
meaningfully engage in the reflective process
d. students are generally too focused on the reflective process instead of product selection
Ans: D
Learning Objective: Comprehension
Cognitive Domain: Describe examples in which curriculum-based assessment and behavioral observation
assessment would be appropriate. Include all forms of observational recording systems.
24. The most commonly used assessment tool by special educators is
a. formative curriculum-based measurement
b. summative curriculum-based assessment
c. formative curriculum-based assessment
d. summative curriculum-based measurement
Ans: C
Answer Location: Developing Formative Curriculum-Based Assessments
25. ______ are a set of procedures and measures for assessing the acquisition of early literacy and math
skills from kindergarten through sixth grade.
a. APPLY
b. IDEL
c. DIBELS
d. Functional Behavior Assessment
Instructor Resource
Ans: C
Learning Objective: Describe examples in which curriculum based assessment and behavioral
Answer Location: DIBELS
26. Based in the Spanish language, this measure takes into account the linguistic structure of the Spanish
language. It is a screening tool that includes instructional recommendations and benchmark goals.
a. APPLY
b. IDEL
c. DIBELS
d. Functional Behavior Assessment
Ans: B
Learning Objective: Explain how cultural and/or linguistic diversity can impact the use of assessment and
how teachers can work toward reducing or eliminating test bias.
27. Advantages of using DIBELS to assess early literacy and math skills include all of the following EXCEPT
DIBELS:
a. is easy to use
b. can be administered quickly
c. identifies at-risk learners
d. informs instruction
Ans: B
28. The ______ of a behavior is the number of times the behavior occurred and involves tallying or
counting the occurrences of the behavior within an observation period.
a. frequency
b. duration
c. latency
d. rate
Ans: A
Answer Location: Behavior Observation Assessment
29. The ______ of behavior is the ratio of frequency over time.
a. frequency
b. duration
Instructor Resource
c. latency
d. rate
Ans: D
30. ______ is the length of time in which the student engages in the behavior.
a. frequency
b. duration
c. latency
d. rate
Ans: B
31. ______ refers to the length of time between when instructions or directions are given to perform
and the occurrence of the behavior.
a. frequency
b. duration
c. latency
d. rate
Ans: C
32. After telling Conner to stop talking, it took him 4 minutes to get back to work. This is an example of
observation data taken from which of the following types of data collection?
a. frequency
b. duration
c. latency
d. rate
Ans: C
33. ______ is used when behaviors have an easily identified beginning and ending and the length of
time the behavior is occurring can be measured.
Instructor Resource
a. time sampling
b. duration recording
c. latency recording
d. event recording
Ans: B
Answer Location: Behavioral Observation Assessment
34. ______ is used to record the frequency or number of times a behavior occurs.
a. time sampling
d. event recording
Ans: D
35. ______ provides an estimate of the actual frequency of the behavior occurrence during a specific
time period.
a. duration recording
b. time sampling
c. interval recording
d. latency recording
Ans: C
36. ______ requires that the observer select an observation period and divide it into equal intervals.
a. time sampling
d. ABC recording
Ans: A
Instructor Resource
37. ______ measures how long it takes for a student to initiate a behavior once prompted to do so.
a. time sampling
b. ABC recording
d. event recording
Ans: C
38. During this type of observation recording, the observer records anecdotally all of the events that
occur within the setting over several observation periods.
a. time sampling
b. ABC recording
d. event recording
Ans: B
39. The aim of the functional behavior assessment is to
a. identify how long it takes for a student to initiate a behavior once prompted to do so
b. provide an estimate of the frequency of a behavior
c. to record the frequency or number of times a behavior occurs
d. identify the reason why the student engages in the behavior
Ans: D
Answer Location: Functional Behavioral Assessment
40. The Every Student Succeeds Act (ESSA) requires that
a. states implement a statewide accountability system including test scores of all students in every
public school
b. students are tested in reading and math in Grades 3 to 8 and once in high school
c. students are tested in social studies at least twice between Grades 3 and 8 and once in high school
d. students are tested in science three times between Grades 3 and 12
Ans: C
Instructor Resource
Answer Location: High-Stakes Accountability Assessment

True/False
41. Informal assessments can be used to screen students to help determine whether a student is eligible
for special education services.
Ans: T
Answer Location: Assessment by Formality
42. Assessment is testing to determine student achievement.
Ans: F
Answer Location: Types and Purposes of Assessment
43. Both formal and informal tests are normed and standardized.
Ans: F
Answer Location: Assessment by Formality
44. Curriculum-based assessment implies that the student is being assessed on the curriculum being
taught in the classroom.
Ans: T
Answer Location: Assessment by Knowledge and/or Skills Being Assessed
45. The contents of portfolios are determined soley by student choice.
Ans: F
46. All behavior has purpose.
Ans: T
Instructor Resource

47. IDEA mandates the use of functional behavioral assessments and positive behavior supports and
interventions.
Ans: T
48. As stipulated by the Every Student Succeeds Act (ESSA), 1 percent of the total student population
may take alternative assessments based on alternative academic achievement standards.
Ans: T
Answer Location: High-Stakes Accountability Assessment
49. Using interpreters to translate examiner questions and student responses contaminates the
standardization administration procedures and influences test result interpretation.
Ans: T
Answer Location: Implications for Culturally and/or Linguistically Diverse Students
50. When using rating scales teachers should recognize that social and behavioral skills can be assessed
in isolation without considering variables that include the complexities of socialization.
Ans: F
Answer Location: Implications for Culturally and/or Linguistically Diverse Students
Essay
51. Identify and discuss the four types of assessment typically used to measure social, emotional, and
behavioral functioning.
Ans: Student response should include the following.
The four types of assessment typically used to measure social, emotional, and behavioral function are
• Behavioral observation—observation of students during a variety of settings. It is often the
preferred assessment technique.
Instructor Resource
• Interviews—used to gain information about the perspectives of those familiar with the student.
They may be structured/unstructured as well as formal/informal. Usually focus on the student’s
medical and educational history, academic performance and progress, social-emotional functioning,
and community involvement.
• Situational measures—involve peer-acceptance nomination scales and sociometric ranking
techniques.
• Rating scales—Behavior rating scales are typically completed by the classroom teacher, parent, and
when appropriate, the student. Because the scales rely on the rater’s judgment, teachers should not
use them solely to make instructional decisions.
Answer Location: Social, Emotional, and Behavioral Assessment
52. Identify the six (6) guidelines for using portfolios to assess student performance. In your response,
provide at least one example for each step.
Ans: Student response should include:
• Identify student goals appropriate for portfolio assessment.
o EXAMPLES: IEP annual goals; general education curriculum benchmarks
• Determine the type of portfolio to be used.
o EXAMPLES: Showcase—represents students’ best work; reflective—facilitates understanding of
various dimensions of student learning; cumulative—shows changes in student performance
over time; goal-based—demonstrates progress or completion of preidentified goals; process—
represents each element of a process with the last artifact being the final product.
• Establish portfolio organization and format.
o EXAMPLES: Organized by content areas, chronologically, or both; file folders, three-ring binder,
videotapes, CD, webpage
• Select authentic products as artifacts for the portfolio.
o EXAMPLES: Written language samples, audio and video recordings, reports, artwork, classroom
tests
• Create a caption statement for each artifact.
o EXAMPLES: Identify the artifacts by goals, content area, dates, etc. Include student reflection on
why they selected the product, what they learned from it, how it differs from other products,
etc.
• Periodically review and evaluate the portfolios.
o EXAMPLES: Students present their portfolios to peers, teachers, parents, and/or other groups.
Formally evaluate the portfolio using rubrics or other tools.
Cognitive Domain: Application
Difficulty Level: Hard
53. Discuss how a teacher might develop his or her rubrics for assessment of student work.
• Identify all the essential components of an exemplary response or performance.
Instructor Resource
• Develop a checklist of those essential components.

• Translate the list into descriptors of the task or project.
• Select the rubric format.
• Describe exemplary to poor levels of responding to the descriptors or components.
• Select the scale (4-point scale is recommended).
Cognitive Domain: Application
54. Identify and explain the 5-step procedure, APPLY, used for developing, implementing, and evaluating
formative curriculum-based assessments.
• Apply the curriculum.
o Regardless of the age or functional level of the students, the first step is to analyze the
curriculum or content being taught. Curriculum for students identified for special education
services should be identified primarily through the IEP process. State curriculum guides and
standards should also be considered. The curriculum may involve academic, social, behavioral,
and/or vocational content. IEP annual goals and short-term objectives provide a framework for
analyzing the curriculum.
• Prepare items to match curriculum objectives.
o The next step in the process is selecting or creating test items that match the objectives and
sequencing them. The sequence may be random, or if the objective deals with completing a task
in a specific sequence, then the items may include a checklist of the steps to be followed.
• Probe frequently.
o The frequency with which formative CBAs are administered may vary, but teachers usually
administer CBAs at least weekly and oftentimes they administer them daily. The individual
testing periods should be short periods of time.
• Load data using graphs.
o Once data are collected, they are recorded on a graph. Then the visual display of their results
can be interpreted. Graphing also provides students with motivation and responsibility for
improving their own learning.
• Yield to results—revisions and decisions.
o Data on student performance are not collected simply as an exercise in collecting data. This
information must be analyzed to determine whether the student is progressing. If not, then
changes in the instructional program need to occur.
Cognitive Domain: Analysis
Answer Location: Developing Formative Curriculum-Based Assessments
55. Discuss examples of how IDEA addresses and attempts to avoid discrimination that may occur during
assessment activities.
Ans: Student responses should include:
• IDEA considers types of discrimination that may occur during assessment activities.
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22 May
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July
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May
48 Tilt George Cav 2D
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18
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Aug
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27
Sept
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2
Sept
7599 Tracy D Cav 7K
2
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4
32 Sept
9103 Taylor H
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11 Oct
11118 Taylor J M
A 18
Oct
11148 Twesler C, S’t 5K
19
July
3945 Udell W O 2D
25
April
731 Vanderhoof Jas C 6G
25
May
1126 Vangieson L, S’t Cav 5D
15
27 May
1467 Vogle Jacob
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2270 Van Dyke Jno Cav 6D
20
July
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26
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16 Sept
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G 15
Sept
9536 Vork C 5K
22
22 Sept
9936 Vleight A
D 28
27 Nov
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Feb
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22
April
340 Whittaker J 7B 64
2
April
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25
April
741 Wilson Byron Cav 5D
26
April
749 Wright Wm A 7K
26
22 May
957 Wilson J
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11 June
2102 Wilson W
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Winegardner A Aug
4961 C 1K
S 7
Mar
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3
Mar
12796 Whitmore C Cav 8M
18
Aug
6781 Wiley E T, Cor 1E 64
25
749 Wright Wm A 7K April
6
22 May
1089 Woolsey R
E 14
22 June
1701 Walker J
C 7
13 June
1920 Wolf F
E 14
July
3301 Wentdarbly —— 5G
14
July
2899 Whitlock M 2B
5
22 July
3180 Willet S, S’t
K 11
July
3269 Wright W Cav 5K
13
July
3437 Wolverton C 6B
17
July
3992 Woodruff H Cav 1E
26
July
4419 Warren H 4B
31
22 Aug
4860 Walker Geo
G 6
Aug
5051 Williams M 1A
8
Aug
5786 Williams T Cav 2L
15
20 Oct
11323 Wolfinger J M
H 23
Dec
12307 Windlass S Cav 8K
18
Aug
5559 Warner C -F
13
11096 Warner J Cav 5K Oct
18
24 Sept
9844 Wheeler E
A 27
Aug
5930 Wisner Jno, Cor Cav 6 I
17
Sept
8331 Wood A O, S’t Cav 8M
10
23 Sept
8076 Wilder H S
K 7
Aug
6996 Wolverton J S Cav 5A
26
Aug
7362 Way F 7C
31
Sept
7812 Whalen H, S’t 6 I
4
Sept
7882 Wells F 7F
5
17 Sept
9022 Wing A
G 17
Sept
9525 Withworth W G C 6A
2
22 July
2910 Yacht E, S’t
E 5
22 June
2626 Zett J
D 28
Total 638.
MINNESOTA.
Mar
5964 Atkinson Geo 9F 64
17
6567 Adcock Jas 9B Mar
23
Nov
11977 Abrian G 1B
12
July
4224 Becker G 9E 64
29
Aug
5715 Barnard H A 9A
15
9 Aug
6630 Buyton M
H 23
Sept
7841 Brese D 9E
4
Sept
7892 Brayton J M 9B
5
9 Sept
8053 Buckley J F
G 7
Sept
8253 Burrows H 9K
9
9 Sept
9474 Babcock L A
D 21
Sept
9800 Besgrove Isaac 9E
26
Mar
12778 Baker J G 1A 65
15
11 July
2747 Conner P 64
A 1
9 July
3575 Clabaugh J
D 19
July
4111 Conklin S 9 I
27
9 July
6970 Conklin E
C 27
10724 Cassady J 9F Oct
6
Sept
7692 Dunham R H -K
3
Oct
10971 Davis E J 9E
15
Sept
8517 Fitch W F 9F
12
9 Feb
12656 Fuchs H 65
D 14
Sept
9905 Freeschelz F 9F 64
27
July
3287 Geer O 9F
14
9 Oct
10401 Goodfellow E C
D 6
Oct
10579 Goodwin G 9A
9
17 July
4130 Gordon W C
I 28
9 Aug
6033 Higly M F
G 18
Aug
6064 Hill C J 9K
18
Aug
6605 Handy J, Mus 9 I
23
Sept
9144 Heaway J E 9K
18
July
4176 Holts A 9F
28
9 July
7809 Johnson N
H 4
May
1211 Kerrick Sam 4K
19
9127 Kloss L 9 Sept
H 18
Aug
5079 Lindley C 9B
8
9 Sept
7795 Large M
G 4
Nov
12165 Lewis L 9E
26
9 Jan
12510 Latimore W H 65
D 22
9 Aug
9312 Lenyer M 64
G 30
Aug
5460 Myers J 3 I
13
Aug
7288 Mander J W 9A
30
Sept
8180 McDougal J 9A
8
9 Sept
9195 Montenary J
G 18
15 July
2829 Nichols John
A 3
Sept
7789 Ollman Wm 9B
4
2 Sept
8384 Orcutt J, Cor
C 10
July
2841 Pitcher E 5B
3
Aug
4813 Packett C 9K
5
9 Aug
5506 Pericle J
H 13
5909 Pence Geo 9 Aug
H 16
Sept
8353 Poinder T 9B
10
9 Sept
8823 Pettijohn S W
H 14
July
4277 Roberts J G 9E
29
1 Aug
5588 Roovin J
H 14
Oct
10327 Robertson Jno 9B
4
Oct
10715 Reers Wm 9E
11
Aug
5941 Short M 9K
17
9 Aug
6216 Spence C
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9 Aug
6276 Sontor C
H 20
9 Aug
7185 Scheffer H
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Nov
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17
Mar
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22
Sept
8408 Thompson W 9A 64
11
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1
Oct
11603 Thomas W R 9E
28
Nov
12106 Ulrin A, Cor 9E
20
11505 Vanhouse B A, 9 Oct
Cor C 26
Oct
11568 Vittam E W 9B
27
May
986 Wood A 2B
9
1 July
3867 Walrich P 64
C 24
9 Aug
4498 Wheeler A
C 1
9 Aug
4588 Woodbury J
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Aug
5637 Wilson F C 9E
14
9 Sept
8233 Waiter G
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Sept
8416 Whipple O C 9F
11
Sept
8459 Westover J 9E
9
Warren E F, Sept
8777 9A
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Aug
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8
Total 79.
MISSOURI.
17 April
281 Burns Jno 64
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May
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2
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29
15 June
2217 Bishop P
I 20
Bloomker Wm June
2306 2F
22
July
4269 Broyer J 2E
29
29 Aug
5855 Birley Peter
I 16
Sept
8664 Berger J 2 I
13
29 Sept
8772 Bitter H
F 14
19 Oct
11223 Bullard Jas
D 20
44 Mar
12795 Bates B 65
F 18
July
2861 Cling C 2 I 64
4
July
4328 Clements Jas Cav 2A
30
Aug
6533 Cornell Jas Cav 9H
23
15 Dec
12351 Coon F
K 28
24 Mar
12776 Chapman R 65
B 14
18 Aug
5260 Dicksen D 64
- 10
10 June
1641 Daley M Cav
H 5
343 Eddington G W 29 April
A 2
15 July
3963 Engler Jno
B 25
Aug
6987 Fogg B F, S’t Cav 1H
27
18 Sept
8633 Folk L, Cor
C 13
Sept
11266 Fay J W, Cor 2K
21
12 Mar
12805 Fry M, Cor Cav 65
L 21
Aug
6914 Frick S, Cor 2E 64
26
18 July
2770 Guffy R
E 2
July
3725 Gallegher F 2G
21
18 Mar
226 Houston W E
E 29
Aug
4505 Hunter W Cav 1H
1
29 Aug
4568 Hartman V
G 2
22 Aug
4727 Huntsley A, S’t
H 4
Aug
7064 Haginey F 2K
28
26 June
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B 2
12 June
2655 Holtgen G
E 29
14 Sept
8026 Hasse Jno Cav
L 6
9042 Hamilton W, Cor 31 Sept
A 17
29 Nov
11941 Hanahan A
D 9
July
4410 Isenhour J 9 I
31
Aug
5709 Keyan M 2D
15
29 Aug
7414 Keiler A
H 31
Sept
8178 Kline C S, S’t 2F
8
18 Oct
10546 Kaunst H
G 9
40 April
12821 Keller I 65
H —
15 Sept
7713 Kuhn Jacob 64
E 3
18 July
3249 Lowe Jno
E 13
29 Aug
4803 Lavilley Wm
K 5
10 Aug
7035 Lang C Cav
B 27
Dec
12232 Litch J 4A
6
18 Aug
5401 Lindsay J
A 12
Sept
7438 Miller W Cav 4E
1
12 Sept
8913 Morgan E, Cor Cav
F 16
11035 Manning S H, 30 Oct
S’t A 16
15 Jan
12459 Menzt W 65
G 15
44 Feb
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H 27
Mar
12754 McGuire O Cav 2 I
12
Mar
12760 McDowell J 2F 65
12
15 July
3456 Newkirk Chas 64
F 17
July
3539 Neclout W 2E
18
29 July
4169 Nelson Jno
A 28
44 Mar
12774 O’Dell E 65
B 14
44 April
12823 Purcell J R
G 5
11 April
755 Phillips Pat 64
E 27
29 April
25 Payne Jos, Cor
A 16
29 Aug
4978 Perkins A H
L 7
26 Aug
6732 Plasmine A
D 24
24 Oct
10539 Plumer E D
B 8
29 May
1048 Reily P
B 25
July
3540 Riddle F 8D
18
5110 Ritteman John 15 Aug
F 9
Aug
6915 Remers J 4G
26
10 June
2422 Robertson J C Cav
F 25
15 May
1424 Schenck Philip
B 26
12 May
1478 Seebel A
G 30
15 June
1023 Search Henry
D 4
June
2464 Stickle D 4D
24
15 June
2480 Stofacke F
D 25
29 April
28 Stiner Gottlieb
A 17
58 Aug
5239 Stormn F
E 9
15 Aug
5667 Schmas G
G 14
Aug
6806 Segin C, S’t 2H
26
Aug
6030 Shuman Jos 1B
26
15 Sept
7535 Sherman H
G 1
18 Sept
9821 Schaat D B
E 26
29 April
536 Trask Geo K
A 14
770 Terrill Christian 27 April
E 27
12 May
1509 Terrell J
A 31
Aug
5672 Tresler H W 4 I
14
44 Mar
12730 Turman D 65
B 4
26 July
2803 Vance H J 64
B 3
April
373 Walham H, S’t 4C
5
18 April
678 Watson J J
A 22
July
3106 Wigan M 2F
10
31 Sept
7494 Williams J M
H 1
Oct
10889 Weidam J, Cor 2B
14
40 Jan
12550 Ware J B 65
K 29
40 Mar
12739 West J
K 6
Total 97.
NEW HAMPSHIRE.
Ames John C, Mar
26 2F 64
S’t 18
Mar
29 Allen E S 2H
9
4656 Allen S 9C Aug
3
Aug
4746 Abbott C 7K
5
Aug
7130 Arches J L 9A
28
Sept
9518 Atmore G W 3C
22
Sept
9832 Anderson J N 7E
24
Nov
11765 Avery J Cav 1H
3
Aug
5721 Austendalph J 3D
15
May
833 Bushbey N 7C
1
July
3346 Bailey A D 7C
15
July
3380 Bush A 4H
16
1 Aug
4447 Bachelor J R
- 1
Aug
4965 Baker Wm 4H
7
Aug
4988 Babb Jas 7D
7
Aug
6871 Brown W F 2B
26
12 Aug
6765 Breakman A
I 25
Sept
7857 Baker D W 3G
5
Sept
8463 Bell Geo 5C
11
10294 Bond J 12 Oct
F 4
May
2228 Clark G M, Cor 7C
20
July
3326 Combs John 7B
14
July
4230 Coon Charles 7G
29
13 Aug
5137 Colbry John N 64
D 9
Aug
7072 Cooney Thomas 9C
28
Sept
8551 Connelly M 4C
12
July
2796 Chadwick C E 7H
2
Oct
11192 Carr P 1H
20
May
1370 Downs E 7 I
25
June
2986 Doer S 7D
17
July
3668 Dodge C F, S’t 7K
20
Aug
5577 Drake Chas C Cav 1B
14
July
3566 Eschoymer H Cav 1B
19
Aug
5337 Estey E E 4C
10
Sept
8426 Edwards John 9H
11
12841 Elliott A 7 I April 65
21
May
1396 Fuller George 7B 64
26
Aug
5240 Faucett J 7C
10
Aug
6678 Flanders O 9F
24
Aug
6894 Ford W 7K
26
Faggerty Sept
9460 C 1A
Jackson 21
Jan
12440 Felch G P 7H 65
12
July
2838 Guingoelett H 2E 64
3
July
4413 Gill N 7A
31
Aug
4687 Gooley J, Cor 7G
4
Nov
11905 Goodwin A 1 I
7
Sept
9671 Gardiner A 4C
24
Aug
6516 Gray G H 4E
22
Aug
6143 Hunter C 4K
19
Aug
6875 Hurd Wm 61
26
Sept
7869 Hartford H 4A
5
Sept
8537 Hally H 7C
12

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Prater, Teaching Students With High-Incidence Disabilities

Teaching Students With High Incidence

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Chapter 5: Assessment for Instruction

Answer Location: Assessment in the Classroom

Answer Location: Portfolio Assessment

Answer Location: High-Stakes Accountability Assessment

Cognitive Domain: Knowledge

• Develop a checklist of those essential components.

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