ASL 2 OUIZ

Question 1

demonstrate their knowledge, skills, and strategies by creating a response or a product.

Answer 1

performance based assessment

Question 2

select one of the responses provided.

Answer 2

traditional standardize test

Question 3

It requires students to perform a task or generate their own responses.

Answer 3

performance assessment

Question 4

when it mimics the kind of work that is done in real-world contexts.

Answer 4

authentic assessment

Question 5

Performance-based assessment taps into students’ -___________, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem.

Answer 5

higher order thinking skills/HOTS

Question 6

Performance-based assessment is used for both _____ purposes.

Answer 6

formative and summative

Question 7

A ____refers to something produced by students providing concrete examples of the application of knowledge. these are generally done outside of the classroom

Answer 7

product

Question 8

According to McTighe & Ferrara (1998) there are three types of performance-based assessment.

Answer 8

products, performances, or process-oriented assessments.

Question 9

allow students to show how they can apply knowledge and skills under the direct observation of the teacher. These are generally done in the classroom

Answer 9

Performances

Question 10

provide insight into student thinking, reasoning, and motivation. It provide diagnostic information on how when students are asked to reflect on their learning and set goals to improve it.

Answer 10

Process-oriented assessments

Question 11

defined to ensure that the designed performance tasks will measure the desired outcomes.

Answer 11

task parameters (or “task shell”)

Question 11

designed using a backward-planning tool to ensure alignment with the performance outcomes, specific content standards, or other learning targets.

Answer 11

Content-specific performance tasks

Question 11

whether these work samples truly measure state content standards or represent college readiness skills

Answer 11

content validity

Question 12

how consistent students’ performance tasks scores are with students’ grades, SAT scores, or other standardized test scores

Answer 12

concurrent validity

Question 13

how well students’ performance task scores predict performance in college

Answer 13

predictive validity

Question 14

what students learn from completing a performance task, or what teachers learn from implementing these tasks

Answer 14

consequential validity

Question 15

state the goal, problem, challenge, or obstacle to be resolved in the task (This should be consistent to the intended learning outcome/objective

Answer 15

goal

Question 16

define the role of the students in the task and what they are being asked to do

Answer 16

role

Question 17

Identify the target audience within the context of the scenario (Remember, the audience is not limited to the instructor

Answer 17

audience

Question 18

Provide and explain the context of the situation and any additional factors that could impede the resolution of the problem

Answer 18

situation

Question 19

explain the product or performance that needs to be created and its larger purpose

Answer 19

product, performance or purpose

Question 20

dictate the standards that must be met and how the work will be judged by the target audience

Answer 20

standards and criteria for success

Question 21

evaluate students’ abilities in ‘real-world’ contexts. and focuses on students’ analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills.

Answer 21

Authentic Assessment

Question 22

one of the practical assessment strategies to monitor specific skills, behaviors, or dispositions of individual or group of students. It can be used as a formative assessment to emphasize specific behaviors such as thinking skills, social skills, writing skills, speaking skills, athletic skills, or whatever affective learning objectives are likely to be measured and monitored. Also it can be used for individual or group cases.

Answer 22

Checklist

Question 23

It useful in evaluating psychological objects, individual characteristics, and reactions, stimuli, and products, such as essays, concepts, handwriting, interview protocols, and projective test materials. It helps students understand the learning target/outcomes and focuses students’ attention on performance.

Answer 23

Rating scales

Question 24

It translates the judgments of quality or degree into numbers. This rating scale is simply assigning values to the categories, traits, or descriptions of behaviors. It is most helpful if the trait to be rated is easily classified into a specific number of categories of numerical value.

Answer 24

numerical rating scale

Question 25

Is a combination of lines and descriptive phrases. The lines may be continuous, broken, marked into equal intervals, segmented or unmarked. It enables a rater to assign values on any position along the continuum and provides a pictorial impression of students’ behavior.

Answer 25

Graphical rating scale

Question 26

Is one of the most accessible tools in determining the feelings, emotions, and priorities of students. A teacher may rank several individuals on the trait being rated. Also, students may rate or rank their qualities and preferences to reveal their personalities.

Answer 26

ranking procedure

Question 27

Is an assessment instrument, which asks an individual to respond to a series of statements. This scale indicates whether students strongly agrees (SA), agrees (A), is undecided (U), disagrees (D), or strongly disagrees (SD) with each statement or with the list of favorable and unfavorable attitude statements. Each student is asked to respond to the verbal expressions, feelings, and opinions in which individuals are willing to report.

Answer 27

Likert scale

Question 28

Is an affective assessment tool, which uses contrasting adjectives at each end as bipolar scales to provide feelings or beliefs on something. Students would place a check between each pair of adjectives that describes positive or negative aspects of the traits (see example 1). Also, you can make use of numbers in opposite directions to emphasize intensity

Answer 28

Semantic differential scale

Question 29

Is another assessment tool, which teacher can use as a quick feedback of the learning, student’s feeling towards the lesson, the teacher and the activities given. It can be implemented before the lesson as a motivation activity, during the lesson to determine if students’ presence is within the discussion, or after the lesson as a learning exit.

Answer 29

Sentence completion

Question 30

It measures the preferred value(s) to be internalized or liven out by students. This scale provides two (2) options only for students to choose as value-enhanced or value-deprived in their life. Through this tool, students’ attention will be directed to a more thorough discussion, sharing of personal takeaways, and healthy debates about the chosen value.

Answer 30

Value scale

Question 31

An action or a process of careful watching and observing something or someone to gain information. The teacher used this method to record and determine specific behaviors of students as an indicator of the targeted affective traits vividly manifested during learning processes.

Answer 31

Teacher observation

Question 32

It result in less direct, less frequent, and less intense contact.

Answer 32

Approach behaviors

Question 33

The behaviors in the positive column are called__________ while the negative ones are known as ______.

Answer 33

approach behaviors avoidance behaviors

Question 34

It is also called anecdotal, which can be used to make summative judgments on the behaviors that indicate the affective traits of students. It simply recording all observed affective traits present.

Answer 34

Unstructured observation

Question 35

More time is needed since checklist or rating forms are to be generated from the lists of observed positive and negative behaviors to be used in recording observations and in making checklists or rating scales for an easy and convenient way of completing the structured observation

Answer 35

structured observation

Question 36

It can be done through a casual conversation or interview and written questionnaire or survey forms. These methods are commonly used in assessing students’ affect to gain a deeper understanding of their personal self or other students.

Answer 36

Student self-report

Question 37

It has different types of personal communication with students to directly elicit their true feelings and beliefs through individual or group interviews, discussions, or the casual conversations of teachers to his or her students. In interviews, it is a must that students establish trust with their teachers as interviewers to make the communication more expressive, comfortable, warm, and caring to hear acceptable, desirable and honest responses from the students.

Answer 37

Student interview

Question 38

__________set of actual questions that students will have to answer individually and a __________ is a process of using these sets of questions (questionnaires) to be collected, analyzed, and interpreted to determine insights, common characteristics, and affect about the students or group of students.

Answer 38

Questionnaires and Surveys

Question 39

This format is more direct in asking students’ affect. Questions asked must lead to short and straightforward sentences as a response. Commonly, incomplete sentences or statements are used to express their attitudes, values, beliefs, and preferences freely. Essay formats can be implemented to older students in higher grades for a more comprehensive, detailed and authentic explanation of their attitudes, values, beliefs, behaviors and choices.

Answer 39

Constructed-Response Format

Question 40

In assessing affective domain of learning are considered to be an efficient way of collecting information. It assures anonymity in checking the responses.

Answer 40

Selected-response formats

Question 41

This method still requires the teachers to be more attuned in class and closely monitor what students assessed in peer rating for further verification.

Answer 41

peer rating

Question 42

It is used to obtain peer judgment or ratings requiring students to name their classmates who portray the behavioral descriptors presented by the teacher. It could be both positive and negative traits, but normally assessing affect has to be the positive ones to reinforce desirable behaviors.

Answer 42

Guess-who technique

Question 43

It is used to assess the students’ social interactions, acceptance, and liking patterns from each other or among other classmates. Usually, a student will nominate a classmate that indicates their choice of companion

Answer 43

Socio-metric technique

Question 44

a diagram and a tool for charting the relationships within a group, a visual representation of students’ social links and preferences in same learning environment

Answer 44

sociogram