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Fundamentals Of Instructing > Assesment And Critique > Flashcards

Assesment And Critique Flashcards

1
Q

What are the general characteristics of an effective assessment?

A

FASTCOCO: Flexible, Acceptable, Specific, Thoughtful, Comprehensive, Objective, Constructive, Organized

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2
Q

Flexible

A

Use the right tone for the occasion.

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3
Q

Acceptable

A

The assessment should be said in a way that will be accepted by the learner

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4
Q

Specific

A

The critique should be specific. Don’t be too broad.

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5
Q

Thoughtful

A

Make sure the critique is not said in front of peers if it could be demoralizing. Don’t make the learner feel less worthy.

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6
Q

Comprehensive

A

Cover everything don’t leave anything out that needs to be said.

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7
Q

Objective

A

No opinions. Base the assessment on facts/standards.

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8
Q

Constructive

A

Ensure that the feedback is meaningful. Help the learner realize what needs to be fixed.

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9
Q

Organized

A

Organize the assessment in a meaningful order.

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10
Q

What are the characteristics of a good written assessment?

A

DRCOVU: Discrimination, Reliability, Comprehensiveness, Objectivity, Validity, Usability.

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11
Q

Discriminative

A

Can’t judge someone off the results of a written test.

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12
Q

Reliable

A

Does the measurement of the tests give consistent results?

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13
Q

Comprehensive

A

Does the written assessment cover all the required information?

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14
Q

Validity

A

Is the information correct and right? Are the proper skills and knowledge being tested?

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15
Q

Usability

A

Is the test usable? Can the font be read? Are the charts big enough to see easily?

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16
Q

Objectivity

A

Selection-type test are easier to grade. Essay type answers can be graded very subjectively based on the instructors own experience/knowledge.

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17
Q

Authentic assessment example

A

A check ride is an example of authentic assessment. An assessment where the learner is asked to perform a real world task

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18
Q

What are the four R’s of collaborative assessment?

A

Replay, reconstruct, reflect, and redirect

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19
Q

Replay

A

Ask the student to replay the lesson and identify the differences between the instructor’s perspective and the student’s perspective.

20
Q

Reconstruct

A

Ask the student what they could have done differently?

21
Q

Reflect

A

Ask the learner where they think they may have messed up?

22
Q

Redirect

A

The student should relate their performance to previous lessons. This helps them make stronger connections.

23
Q

What characteristics do affective questions have?

A

ABCAP: Apply, Brief, Centered, Adaptive, Present a challenge

24
Q

Apply

A

The question should apply to the subject of instruction

25
Q

Brief

A

Questions should be brief and concise but clear and definite

26
Q

Centered

A

Centered on one idea with one correct answer

27
Q

Adaptive

A

The question should be adaptive to the knowledge level of the learner. Don’t ask questions that haven’t been covered yet.

28
Q

Present a challenge

A

The question should present a challenge to the student. This may change based on the student.

29
Q

What are the questions that should be avoided?

A

POTBIT: Puzzle, Oversized, Toss-up, Bewilderment, Irrelevant, and Trick

30
Q

Puzzle

A

Don’t make questions too confusing

31
Q

Oversized

A

Don’t ask questions that are too big or broad

32
Q

Trick

A

Don’t ask questions intended to trick the learner

33
Q

Bewilderment

A

Don’t ask questions are are difficult to understand or confusing

34
Q

Irrelevant

A

Don’t ask questions that are not related to the information being learned

35
Q

Toss-up

A

Don’t ask multiple choice questions that have multiple correct answer

36
Q

How should you effectively respond to learners questions?

A

DUD: Display, Understand, Determine

37
Q

Display

A

Display interest in the learners question and frame an answer that is direct and accurate

38
Q

Understand

A

Make sure you fully understand what the learner is asking before answering

39
Q

Determine

A

Determine wether your answer satisfied the learner

40
Q

What are the several useful ways to conduct a critique?

A

ISSISW: Instructor/student,

41
Q

Instructor/student critique

A

Instructor leads a lesson where class members offer criticism

42
Q

Student led critique

A

A Student leads the critique in a class setting

43
Q

Small group critique

A

The class is divided into small groups and each group analyzes a specific area

44
Q

Individual learner critique

A

One student may present the entire critique themselves

45
Q

Self-critique

A

Simply ask the learner how they think they did

46
Q

Written critique

A

Can be more thorough and thoughtful. Can be referred back to in the future

Fundamentals Of Instructing (9 decks)

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