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SSTU > Assessment > Flashcards

Assessment Flashcards

1
Q

are established norms
or benchmarks for learning that define what
students need to know, understand and do.

A

Standard

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2
Q

An approach that compares students’ performances to the standards, rather
than comparing them with other students. The measurement of students’
learning performance according to predetermined educational content and
performance standards.

A

Standard Based Assessment

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3
Q

is an outcomes-based approach to teaching in which
the learning outcomes that students are intended to achieve are defined
before teaching takes place.

A

Constructive alignment

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4
Q

Refers to the knowledge, understanding, skills and attitudes that students
need to demonstrate in every lesson and/learning activity.

A

Learning Competencies

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5
Q

are user-friendly statements that tell students what they
will be able to do at the end of a period of time.
➠ They are measurable and quite often observable.
➠ It focuses on student products, artifacts, or performances, rather than on
instructional techniques or course content.

A

Learning outcomes

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6
Q

indicate what a student should be able to know and/or
do at the end of the learning situation (e.g. lecture, practical, session).
➠ They provide students with an indication of which topics (learning content)
should be known at which level (e.g. knowledge, insight) at the end of the
lecture.
➠ They are derived from competencies.

A

Learning Objectives

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7
Q

What is Smart

A

SPECIFIC, MEASURABLE, ACHIEVABLE, RELEVANT AND TIME BOUND

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8
Q

What is Three Domain of Bloom’s Taxonomy

A

Cognition,Affective and Psychomotor

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9
Q

deals with how we acquire, process, and use knowledge. It
is the ”thinking” domain.

A

Cognitive Domain

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10
Q

deals with our attitudes, values, and emotions. It is the
”valuing” domain

A

Affective Domain

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11
Q

deals with manual or physical skills. It is the ”doing”
domain.

A

Psychomotor Domain

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12
Q

What is the level of bloom’s taxonomy from lowest to highest?

A

Knowledge, Comprehension, Application, Analysis, synthesis, evaluation

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13
Q

system of hierarchical models (arranged in a rank,
with some elements at the bottom and some at the top) used to categorize
learning objectives into varying levels of complexity

A

Bloom Taxonomy

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14
Q

The original version of the taxonomy,

A

Cognitive Domain

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15
Q

What is the level of revised taxonomy from lowest to highest?

A

remembering, understanding, applying, analyzing,evaluatiog creating

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16
Q

when memory is used to produce or retrieve definitions,
facts, lists previously learned information.
❆ This stage of learning is about memorizing basic facts, dates, events,
persons, places, concepts and patterns.

A

Remembering

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17
Q

Construct meaning from different types of functions be they written or
graphic messages or activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing or explaining
❆ At this point, learners might be asked to explain a concept in their own
words or clarify a metaphor.
❆ The processes associated with und

A

Understanding

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18
Q

implies changing from one form of representation to
another. It might be transforming numerical information into verbal

A

Interpreting

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19
Q

is finding a specific illustration of a concept or principle. It
may be giving several examples of Suprematist paintings

A

Exemplifying

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20
Q

is determining a category of something.

A

Classifying

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21
Q

means retrieving a general theme of significant

A

Summarizing

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22
Q

is finding correspondences between two ideas or objects (e.g.,
comparing historical events to their contemporary analogues).
✰ Explaining is constructing a cause-and-effect model of a syste

A

Comparing

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23
Q

is constructing a cause-and-effect model of a system, for example,
explaining the causes of the French Revolution.

A

Explaining

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24
Q

Carrying out or using a procedure through executing, or implementing.
- refers to or refers to situations where learned material is used
through products like models, presentations, interviews or simulations.
❆ Use a concept in a new situation or unprompted use of an abstraction.
Applies what was learned in the classroom into novel situations in the work
place.
❆ The pro

A

Applying

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25
Q

is applying a procedure to a familiar task (e.g., calculating the
root of a number)

A

Executing

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26
Q

is about applying a procedure to an unfamiliar task (e.g.,
using Newton’s Second Law in a new situation).

A

Implementing

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27
Q

is a path that uses every edge of a graph exactly once.

A

Euler path

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28
Q

is a circuit that uses every edge of a graph exactly once.

A

Euler circuit

29
Q

The process of duplicating existing edges until you arrive at a graph that is
connected and even-valent,

A

Eulerizing the graph.

30
Q

means distinguishing important from unimportant parts of
presented material (e.g., distinguishing between relevant and irrelevant
numbers in a mathematical word problem).

A

Differentiating

31
Q

involves identifying how elements fit or function within a
structure

A

Organizing

32
Q

means determining a point of view, bias, values, or intent
underlying presented material.

A

Attributing

33
Q

means detecting inconsistencies or fallacies in a process or
product. For example, its determining if a scientists conclusions follow
from observed data.

A

Checking

34
Q

involves finding inconsistencies between a product and
external criteria.

A

Critiquing

35
Q

involves coming up with alternative hypotheses based on criteria. An
example might be devising multiple solutions for a social problem.
✰ Planning is about coming up with a procedure for completing a task (e.g., preparing
an outline of an article).

A

Generating

36
Q

is about coming up with a procedure for completing a task

A

Planning

37
Q

Breaking materials or concepts into parts, determining how the parts relate
to one another or how they interrelate, or how the parts relate to an overall
structure or purpose. Mental actions include in this function are
differentiating, organizing and attributing, as well as being able to
distinguish between the components or parts. When one is analyzing, he/she
can illustrate this mental function by creating spreadsheets, surveys, charts,
diagrams or graphic representations.

A

Analyzing

38
Q

Making judgements based on criteria and standards through checking and
critiquing.

A

Evaluating

39
Q

Putting elements together to form a coherent or functional whole,
reorganizing elements into a new pattern or structure through generating,
planning or producing. Creating requires users to put parts together in a new
way, or synthesize parts into something new and different creating a new
form or product. This process is the most difficult mental function in the
new taxonomy

A

creating

40
Q

means inventing a product

A

Producing

41
Q

5 subdomains of affective domain

A

receiving, responding, Valuing Organizing, Characterizing

42
Q

refers to the process whereby your affect toward something
goes from a general awareness level to a point where the affect is
internalized and consistently guides or controls your behavio

A

internalization

43
Q

It is simply the awareness of feelings and emotions.

A

receiving

44
Q

This level involves actively participating in the learning process
❆ You are not only aware of a stimulus, but you react or respond to it in some
way.

A

Responding

45
Q

is the ability to see the worth of something and express it.

A

Valuing

45
Q

involves putting together different values, information, and ideas
then relating them to already held beliefs to bring it into an internally
consistent philosophy.
❆ It is ability to prioritize one value over another and create a unique value
system.

A

organizing

45
Q

This is the highest of the affective domain.
❆ It is about internalizing values.
❆ It means acting consistently in accordance with the set of values you have
internalized and your characterization or philosophy about life.

A

characterization

45
Q

5 level of Dave’s psychomotor domain

A

imitation, manipulation, precision, articulation, naturalization

46
Q

The ability to observe and pattern your behaviour after
someone else. At this level, you simply copy someone else or replicate
someone’s actions following observations.

A

imitation

47
Q

The ability to perform certain actions by memory or
following instructions.At this level, you can perform a task from written
or verbal instruction

A

manipulate

48
Q

The ability to perform certain actions with some level of
expertise and without help or intervention from others. At this level, you are
able to perform a skill with a high degree of precision and accuracy, and with
few errors.

A

precision

49
Q

The ability to adapt and integrate multiple actions to develop
methods to meet varying and novel requirements. At this level, your skills
are so well developed that you can modify movement to fit special
requirements or to meet a problem situation.

A

articulation

50
Q

focused on the development of physical fitness,
dexterity, agility, and body control to achieve a high level of expertise.

A

Anita’s Harrow Taxonomy

50
Q

The ability to perform actions in an automatic, intuitive,
or unconscious way. At this level, your performance is automatic with little
physical or mental exertion. Your performance has become second-nature or
natural, without needing to think much about it.

A

naturalization

51
Q

6 Harrow’s Taxonomy

A

Reflex movements,fundamental movement’s,perceptual abiliyies, physical abiliyies, skilles movements, non-discursive communication

52
Q

Automatic reactions. These are involuntary
reactions that are elicited without learning in response to some stimuli.

A

Reflex Movements

53
Q

Basic movements that can build to
more complex sets of movements. This would include movements such
as walking, running, jumping, pushing, pulling, twisting, or grasping.

A

Basic Fundamental Movements

54
Q

The ability to take in information from the environment and
react. This entails cognitive as well as psychomotor behavior

A

Perceptual

55
Q

Activities where a level of efficiency is
achieved.

A

Skilled Movement

55
Q

Physical activities requiring endurance, flexibility, agility,
dexterity and strength which produce an efficiently functioning body.

A

Physical Abilities

56
Q

This is communication through expressive bodily movements such as
posture, gestures, facial expressions, or creative movements. These are skills
and movements that you may see with a mime or ballerina.

A

Non-discursive Communication

57
Q

7 simpson’s taxonomy

A

perception,set,guided response, mechanism, complex over response, adaptation, origination

58
Q

The ability to use sensory cues to guide motor activity.

A

perception

58
Q

Readiness to act.
❆ It includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a person’s response to different situations

A

Set

59
Q

The early stages in learning a complex skill that includes imitation and trial
and error.
❆ Adequacy of performance is achieved by practicing.

A

Guided response

59
Q

This is the intermediate stage in learning a complex skill.
❆ Learned responses have become habitual and the movements can be
performed with some confidence and proficiency.

A

Mechanism

60
Q

The skillful performance of motor acts that involve complex movement
patterns.

A

complex or overt response

60
Q

Skills are well developed and the individual can modify movement patterns
to fit special requirements.

A

Adaptation

61
Q

Creating new movement patterns to fit a particular situation or specific
problem.

A

origination

SSTU (7 decks)

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