Conducting Assessments for Students with Cognitive Impairments Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

Page 1

Question 1 1. The use of differing test administration and instruction potentially results in _____.

Question 2 2. What makes a test biased?

Question 3 3. Which of the following test-taker differences is NOT likely to result in test bias?

Question 4 4. Sanjay stopped taking the test when he came upon several questions with words that had different meanings and contexts to him. This is an example of:

Question 5 5. Using idiomatic phrases such as 'bury the hatchet' could lead to _____.

Page 2

Question 6 6. After screening a child but before referring them for evaluation, it is important to _____.

Question 7 7. What is a cognitive impairment?

Question 8 8. Who might a special educator collaborate with during the referral process?

Question 9 9. Which of the following is likely to be part of a screening process for cognitive impairments?

Question 10 10. When might screening be irrelevant to a cognitive impairment?

Page 3

Question 11 11. After referral, which profession typically conducts special education evaluations?

Question 12 12. Which of the following is NOT a category under which a student can qualify for special education services under IDEA?

Question 13 13. The early intervention process used to identify students with education needs that is followed prior to special education referral is known as _____.

Question 14 14. The federal legislation that outlines categories under which students qualify for special education services is known as the _____.

Question 15 15. Why are Individualized Education Plans (IEPs) designed for each individual student?

Page 4

Question 16 16. Which of the following can assessment data help you identify?

Question 17 17. How does a teacher know which students need extra help or intervention for a certain skill or concept?

Question 18 18. What is an incredibly important aspect of a career in education?

Question 19 19. What should a teacher do after he or she finds that some students have mastered a skill while others still need help?

Question 20 20. What is an assessment?

Page 5

Question 21 21. Which of these could be a distraction during an assessment?

Question 22 22. Which of these is NOT a step that is recommended to administer assessments?

Question 23 23. Which of these may have a pre-arranged script to be read before the assessment?

Question 24 24. What should a teacher not do during an assessment?

Question 25 25. When should students use the restroom when preparing for an assessment?

Page 6

Question 26 26. A versatile and adaptable example of an assessment accommodation for a student with a psychological disability is _____.

Question 27 27. Traditional testing formats _____ for students with disabilities.

Question 28 28. Examples of accommodations for physically disabled students include _____.

Question 29 29. Differentiation is the _____ to meet the needs of all students.

Question 30 30. Physical disabilities _____.

Conducting Assessments for Students with Cognitive Impairments Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

MTTC Cognitive Impairment (056): Practice & Study Guide  /  Social Science Courses
Support