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Ed Psy Exam 3 > Assessment > Flashcards

Assessment Flashcards

1
Q

What is the main purpose of high-stakes testing?

A

Results are used to make important academic decisions

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2
Q

What is the Common Core State Standards (CCSS)?

A

It is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA)

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3
Q

Why are people unhappy about common core?

A
  • lack of textbooks
  • parents can’t help
  • teacher evaluations are linked
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4
Q

What’s the difference between Formative Assessment and Summative Assessment?

A

Difference is that Formative assessments determine what the teachers will teach and Summative assessments will show what the students have learned

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5
Q

What do high-stakes testing determine?

A

Results are used to make important academic decisions such as:

  • School funding
  • Admittance to a school (CAHSIE- on this test alone determined whether students got to graduate high school)
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6
Q

What type of Assessment is the following:

Data gathered that allows me to guide my instruction such as a Pre-test

A

This is a Formative Assessment - it’s an informal way of gauging my student’s abilities. It’s often ungraded.

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7
Q

What type of Assessment is the following:

Data gathered to establish that students can perform and have understood the material such as Exams, quizzes, papers

A

Summative Assessment

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8
Q

Which assessment did I use for the following:

”my past students had problems with this… so please make sure you’re specific about the examples…”

A

Summative - I got a summed information from previous students, and I’ll inform the next students.

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9
Q

What is the item response of the following:

Essay questions

A

Constructed- Response

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10
Q

What is the item response of the following:

Multiple Choice questions

A

Selected- Response

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11
Q

What are the advantages to CONSTRUCTED RESPONSES?

A
  • Reduces/eliminates guessing as a strategy
  • Assesses recall instead of recognition
  • Takes less time to prepare (compared to selected-response items)
  • Can assess higher levels of understanding/learning
  • Can assess integration of material
  • We can see if a student can analyze and synthesize
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12
Q

Which of the 2 item responses can assess the following on an exam?

  • Can assess integration of material
A

Constructed Response test questions

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13
Q

What are the disadvantages to Constructed Response tests?

A
  • Grading is time-consuming
  • Variation in answers makes it difficult to grade
  • Grading can be subjective (pre-existing biases about students)
  • Scores can be affected by writing skills
  • Handwriting could be difficult to decipher
  • Can’t adequately sample content
  • May take away from the analysis and response of a topic
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14
Q

What are some ways to reduce subjectivity when scoring?

A
  • Clear scoring rubric
  • Anonymous
  • Clear and specific instructions

Grade all responses to one question at the same time
Helps to retain consistency
Reduce bias of a student doing doing bad or good on the first question and second question

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15
Q

Which of the following test questions is better and why?:

  1. Compare and contrast the progressive and populous movement in U.S history.
  2. Compare and contrast the progressive and populous movement in the U.S history. In your response, be sure to a. identify the main goals of the movement, b. compare the outcomes.
A
  1. It’s more detailed and allows students to focus on something
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16
Q

How can we build good MC questions?

A
  1. Stem should present a single problem (no double-barreled questions)
    The question is the Stem
  2. Leave out unnecessary details in the stem
  3. Avoid negative language in stem
    “not” “except”
  4. Avoid double negatives
  5. Avoid using categorical words (all, always, never)
  6. Avoid using exact wording in textbook
  7. Include at least one good distractor
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17
Q

What’s the point of a distractor?

A

The point of the distractor between those who have a surface level understanding and a deeper understanding of the content

Ask self, “which of these are meant to distract me?”

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18
Q

What’s wrong with the following test question?

“According to Vygotsky, what should you avoid doing?”

A

It has a negative word, “Avoid”…

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19
Q

T or F. Multiple Choice items only assess simple learning outcomes.

A

False. It Can assess both simple & complex learning outcomes

Memorization and application (deeper understandings)

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20
Q

Which is more objective: Constructed or Multiple choice?

A

Multiple choice

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21
Q

What are limitations of Multiple choice items?

A
  • Constructing a good item is time-consuming
  • Difficult to find plausible distractors
  • Not effective for measuring some types of problem solving
  • Can’t assess student’s ability to analyze and synthesize material
  • It can be influenced by students’ reading ability instead of writing ability
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22
Q

What are the benefits of Traditional tests?

A
  • Traditional tests have the ability to evaluate student knowledge effectively
  • It can help teachers figure out target areas for students in terms of content learning
  • It will show what worked and what didn’t
  • It has the ability to motivate and guide a student’s learning
    can encourage learning and retention
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23
Q

What is an Authentic Assessment?

A

What someone might actually be doing in the real world; The authentic assessment, not the ability to take the test

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24
Q

What type of assessment is common in the following fields?

Art
Shop
Music
Home economics
Physical ed
Internships
Service and learning opportunities
Math
English
A

Authentic Assessments

25
Q

How can Math and English be used for an Authentic assessment of a child?

A

Math - fake money and have them learn and apply to real world

English – writing a persuasive letter to a local governor

26
Q

Describe Performance (Exhibition) -Based Assessments

A

Direct Assessment
Realism and value; students will see how it’s useful for the real world
Activities with no “correct” answer
No single check-box; it’s a qualitative evaluation; more of a scale
Missing a note is wrong, but it’s the evaluation of the whole performance
Group and individual performance
Self-assessment
Have students themselves have a self-reflection and evaluation so they understand what they need to improve on and what they did well and how it matches with instructor’s feedbacks
Open-ended tasks involving higher-level thinking
Cannot be assessed with either selective or constructed responses

27
Q

How can we improve performance based assessments?

A
  • Establishing a clear purpose
  • Identifying observable criteria
  • Providing an appropriate setting
  • Judging or scoring the performance
28
Q

The mock trial video demonstrated what in performance-based assessments?

A

The teacher provided an Appropriate setting

29
Q

For a chemistry or biology practicum, what is the best type of grading rubric to use?

A

Checklist

30
Q

Dr. Sy used what type of grading rubric for our analysis papers?

A

Holistic scoring

31
Q

What are the 4 different items that go into a Portfolio assessment?

A
  1. Artifacts - Student’s work
  2. Reproduction - Documentation of student’s work outside of class such as an interview with the mayor
  3. Attestations - Other’s documentation of student’s work
  4. Production - Statement of goals for the year and reflections of what I’ve accomplished, as well as what I plan on learning
32
Q

What type of item is the following in a Portfolio assessment:

-Statement of my goals for the year, and a reflection of what I’ve accomplished as well as what I plan to learn

A

This is productions in portfolio assessment

33
Q

Describe Attestations in a portfolio assessment.

A

It’s the documentation of a student by a teacher or others. It can include a peer evaluation or a teachers evaluation

34
Q

Describe Reproduction in a portfolio assessment.

A

Reproduction is documents of students work outside of class

35
Q

Which of the following can promote Mastery Orientation, and why?:

  1. Growth Portfolio
  2. Best-Work Portfolio
A

Growth portfolio can promote mastery orientation because it’s a view of progress… it’s for a better understanding of materials.

36
Q

How can Portfolios be used effectively?

A
  1. Establish a Purpose:
    a. Growth Portfolio -Intended to document Student Progress
    - Useful for both teachers and students to see their progress
    - When used correctly, these can promote Mastery Orientation (for better understanding of material)

b. Best-Work Portfolio - Documents awesome stuff
- The stuff you present for a job
- Useful for Open House night for parents to see their student’s works

  1. Involving Students in Selecting Portfolio Materials:
    - Kids can add a few things to demonstrate their understanding of their works; Have them write why they chose those works
  2. Reviewing with Students so they can see their Progress
  3. Setting Criteria for Evaluation
    - How can we evaluate it?
    - Teachers will have regular check-ins of the portfolio, Identify on a rubric what they’ve mastered, needs work, and what I need to cover
    - Use Qualitative evaluation for portfolio
37
Q

What type of assessment was shown in the video in class of that smart ass kid?

A

Production - he was showing off all his best work

38
Q

Grading on a curve is considered what type of grading?

A

Norm-referenced grading.

It’s a comparison between another “norm” grade.

39
Q

IQ tests, job applications, and picking an actor for a role is an example of what type of grading?

A

Norm-referenced grading - it’s a comparison between others

40
Q

Describe Criterion-Referenced grading.

A

It’s based on predetermined standards

41
Q

Evaluating someone based off of a rubric is an example of what type of grading?

A

Criterion

42
Q

If grading is based on level of mastery, what type of grading is used?

A

Criterion

43
Q

What’s the major difference between a teacher giving my grade and my earning the grade?

A

Norm – Referenced grading makes students feel like they have less control, so they feel like they were given the grade

Criterion – students feel like they earned it because they meet the criteria

44
Q

What was the conclusion of the Irwin article?

A

The teachers believed that Authentic Literary portfolios encouraged students to discover literacy in their lives.

They wanted administrators to know that standardization would reduce the powerful expression of an individual.

45
Q

At the beginning of each semester, Mr. Ling gives his students a pretest to determine where he should begin his lesson on grammar. This is an example of

Select one:

a. criterion-referenced grading
b. norm-referenced grading
c. summative assessment
d. formative assessment

A

d. formative assessment

46
Q

Multiple choice questions are an example of

Select one:

a. random response
b. cognitive response
c. selected response
d. constructed response

A

c. selected response

47
Q

The strengths of constructed-response items include all of the following EXCEPT

Select one:
a. Less time is needed for the instructor to prepare the item compared to selected-response items

b. Scores can be increased as a result of writing skill.
c. They can assess a student’s ability to integrate and apply material.
d. They can measure high level learning outcomes

A

b. Scores can be increased as a result of writing skill.

48
Q

Grading “on the curve” is an example of

Select one:
a. mastery-oriented grading

b. criterion-referenced grading
c. norm-referenced grading
d. absolute grading

A

c. norm-referenced grading

49
Q

Describe the difference between mastery/performance approach and avoidance.

A

Students may be either motivated to approach Mastery or avoid misunderstanding and students may approach Performance and avoid looking dumb.

50
Q

Rowa pretends not to care, have excuses for failures, and makes a show of “not really trying” - what type of performance goal is she characterizing?

A

Performance Avoid

51
Q

How can performance approach goals turn into performance avoid goals?

A

The path might lead from performance approach (trying to win) to performance avoidance (trying not to look dumb), to learned helplessness (giving up).

52
Q

For college students, does performance or mastery goals predict high achievements?

A

Performance goals

53
Q

Students with entity view of intelligence often set what type of goals for themselves?

A

Performance avoidance goals

54
Q

Is mood and luck considered a stable or unstable factor?

A

It’s unstable, therefore one can hope for better outcomes next time.

55
Q

Sam didn’t do as well on her math exam as she had hoped. However, she knows she’s good at it and tells herself that she must have misunderstood directions, or maybe that she didn’t study enough. Her attribution for the failure is due to lack of Ability or Effort?

What sense of self-efficacy does Sam have?

A

Sam has a strong sense of self-efficacy for the task. She believes it was due to lack of effort. However, she knows she can work on it next time because it’s internal and controllable attributions.

56
Q

Who does high-stakes tests hold accountable for student’s performances?

A

teachers, schools, and administrators (teacher bonuses and school funding)

57
Q

What did most of the Irreplaceable teachers think about standardized testing?

A

81% felt successful when their students did well, but 50% thought the tests would do more harm than good.

58
Q

What is value-added measures?

A

It is assessing actual growth compared to a baseline of expected average growth.

59
Q

Which of the following encourages competition and comparison of scores:
Norm referenced or Criterion referenced?

A

Norm referenced - everyone compares their scores to one another

Ed Psy Exam 3 (2 decks)

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