Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Review: LET (Professional Education) > Assessment of Learning > Flashcards

Assessment of Learning Flashcards

1
Q

The change in educational perspective called Outcome-based Education (OBE) has three characteristics:

A
  1. Student-centered
  2. Faculty-driven
  3. Meaningful
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

______________________ are competencies/skills acquired upon completion of an instruction, a subject, a grade level, a segment of the program, or of the program itself

A

Immediate outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

______________________ refer to the ability to apply cognitive, psychomotor and affective skills/competencies in various situations many years after completion of a degree program

A

Deferred outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The process of making judgements based on criteria and evidence

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The process of documenting knowledge, skills, attitudes and beliefs usually in measurable terms

A

Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

In an educational context, ________________ is the process of describing, collecting, recording, scoring and interpreting information about learning

A

assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

_________________ refers to the process by which the attributes of dimensions of some physical objects are determined with the exception of IQ or attributes

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

A method of judging the worth of a program while the program of activities are in progress

A

Formative Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

A method of judging the worth of the program at the end of the program of activities

A

Summative Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

The assessment that is given while the teacher is in the process of student formation is referred to as ________________________

A

formative assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

In Assessment _____ Learning, teachers use assessment results to inform or adjust their teaching

A

FOR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

In Assessment FOR Learning, teachers use assessment results to ________ or _________ their teaching

A

inform, adjust

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Assessment _____ Learning is meant to assess learning for grading purposes

A

OF

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Assessment OF Learning is meant to assess learning for ____________________

A

grading purposes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The effectiveness of summative assessment depends on the __________ and ______________ of the assessment activity and tools

A

validity, reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Assessment _____ Learning is associated with self-assessment

A

AS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Assessment AS Learning is associated with _________________

A

self-assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

The three (3) domains of educational activities

A
  1. Cognitive
  2. Affective
  3. Psychomotor
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Cognitive: mental skills
Affective: growth in ___________ or ___________
Psychomotor: manual or physical skills

A

feeling, emotion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Cognitive: ________ skills
Affective: growth in feeling or emotion
Psychomotor: manual or physical skills

A

mental

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Cognitive: mental skills
Affective: growth in feeling or emotion
Psychomotor: __________ or __________ skills

A

manual, physical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Assessment works best when it is _______________, ___________, and NOT episodic

A

continuous, ongoing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

It should be the basis of the assessment task

A

Intended learning outcome/lesson objective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

The principle of __________________________ means that the teaching-learning activities and assessment tasks are aligned with the intended learning outcome

A

constructive alignment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

The paper-and-pencil test assesses learning in the ____________________ or ________________________

A

cognitive domain, declarative knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

________________________ or ________________________ and learning proven by a product and by a performance cannot be measured by a paper-and-pencil test

A

Psychomotor learning, procedural knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

It is a purposeful collection of student work or documented performance that tells the story of student achievement or growth

A

Portfolio

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

__________________________________ can serve as a holding tank for work that may be selected later for more permanent assessment or display portfolio

A

Growth or development portfolio

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

_______________________ demonstrates the highest level of achievement attained by the student

A

Showcase portfolio

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

____________________________ portfolio documents what a student has learned based on standards and competencies expected of students at each grade level

A

Assessment or evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

The main purpose of rubrics is to…

A

Assess performance made evident in processes and products

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Two major parts of rubrics:

A
  1. Coherent sets of criteria
  2. Description of levels of performance for these criteria
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

In this rubric, each criterion is evaluated separately

A

Analytic Rubric

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

In this rubric, all criteria are evaluated simultaneously

A

Holistic Rubric

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

An analytic rubric is good for ___________ assessment

A

formative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

It is a test map that guides the teacher in constructing a test

A

Table of Specifications (TOS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

It is referred to as the average of scores

A

Mean

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

The __________ is the score at the middle of the distribution

A

median

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

If scores are plotted in a histogram, that with the highest frequency is the ______

A

mode

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

It is a measure of the spread of scores

A

Standard Deviation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

A ________ standard deviation means that the data are more clustered around the mean hence the dataset is more consistent

A

lower

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

If you like to get a more reliable picture of the scores of your students in your class, you should compute for the ________ and the _______

A

mean, SD

43
Q

If a score distribution has no outliers, the scores may __________________

A

not be so varied

44
Q

If a score distribution has a Standard Deviation of zero, then the scores are ___________

A

the same

45
Q

It refers to a grading system where a student’s grade is placed in relation to the performance of a group

A

Norm-references Grading

46
Q

________________________ grading systems are based on a fixed criterion measure

A

Criterion-referenced

47
Q

It is a process by which teacher or researcher-made tests are validated and item analyzed

A

Test standardization

48
Q

Are there numerical grades in Kindergarten?

A

There are NO numerical grades in Kindergarten

49
Q

A form of pre-assessment that allows a teacher to determine individual student’s prior knowledge including misconceptions before instruction

A

Diagnostic Assessment

50
Q

This type of assessment focuses on students’ construction of functioning knowledge

A

Contextualized Assessment

51
Q

This type of assessment focuses on declarative knowledge and/or procedural knowledge in artificial situations detached from the real-life context

A

Decontextualized Assessment

52
Q

Simple recall tests are ____________________ assessments

A

decontextualized

53
Q

Assessment is _______ if it measures what it is supposed to measure

A

valid

54
Q

Assessment is __________ when the test produces consistent scores

A

reliable

55
Q

If a teacher gives a _____________ test, she wants to know the learners’ readiness

A

diagnostic

56
Q

In Outcome-based Education (OBE) and Outcome-based Teaching and Learning (OBTL), the process of instruction begins with the ____________________________________

A

clarification of learning outcomes

57
Q

Understanding by Design (UbD) and OBE and OBTL agree that the first step in the instructional process is ________________________________________________

A

identifying and clarifying learning outcomes

58
Q

Educational institutions should consider needs of industry in the formulation of learning outcomes to __________________________________________

A

prepare graduates for the world of work

59
Q

In McTighe’s and Wiggin’s Understanding by Design, the highest level of understanding is…

A

Students’ awareness of what they do not understand

60
Q

In McTighe’s and Wiggin’s Understanding by Design, the lowest level of understanding is…

A

providing explanations

61
Q

It is a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

A

Authentic Assessment

62
Q

It is an assessment that measures students’ abilities directly with real tasks

A

Non-test Assessment

63
Q

These are competencies that are transferrable between jobs. Authentic assessment includes assessing these competencies needed in the 21st century

A

Transversal Competencies

64
Q

Transversal Competencies are also called ____________________________

A

transferable competencies

65
Q

Creation of a PowerPoint presentation is an example of a ____________________ assessment

A

product-based

66
Q

One form or technique for authentic assessment is GRASPS, which stands for:

A

Goal, Role, Audience, Situation, Product, Standards and Criteria

67
Q

A rubric that is a scoring guide used to assess performance against a set of criteria

A

Scoring Rubric

68
Q

This rubric assesses learners’ single, overall performance in an activity based on standards set

A

Holistic Rubric

69
Q

A rubric that assesses learners’ performance against each specific criterion and so give more detailed picture of the learners’ performance

A

Analytic Rubric

70
Q

This rubric is used to assess general tasks or skills such as problem solving, be it in physical science, social science or math

A

General Rubric

71
Q

This rubric is used to assess skills specific to a given problem, task or situation such as solving the area of trapezoid and using correct punctuation marks

A

Task-specific Rubric

72
Q

_____________ are used when learning outcomes are defined by the existence of an attribute

A

Checklists

73
Q

A ________________ is a list of specific characteristics with a place for marking the degree to which each characteristic is displayed

A

rating scale

74
Q

Scoring rubrics have two basic parts:

A
  1. The criteria
  2. The description of the levels of performance
75
Q

If the general picture of students’ performance is desired, what rubric is most appropriate?

A

Holistic Rubric

76
Q

Unlike rubrics, checklists and rating scales lack ________________________________________

A

descriptions of performance quality

77
Q

The classes of evidence of learning that can be put in students’ portfolios are:

A

artifacts, reproduction, attestation, and productions

78
Q

It refers to documents or products that are produced as a result of academic classroom work. Examples are student papers and homework

A

Artifacts

79
Q

_________________ are documentations of a student’s work outside the classroom. Examples are special projects like Capstone

A

Reproduction

80
Q

These are the teacher’s or other responsible persons’ documentation to attest to the student’s progress

A

Attestations

81
Q

The documents that the student himself/herself prepares. These include goal statements, reflections and captions

A

Productions

82
Q

The bases for the selection of what to include in the portfolio are:

A

learning outcomes and the purpose of the portfolio

83
Q

A digital collection of course-related work like essays, posters, photographs, videos and artwork created by students

A

e-Portfolio

84
Q

e-Portfolio fall within the learning theory known as _______________________, which states that learning happens most effectively when students construct systems of knowledge for themselves rather than simply receiving information presented

A

social constructivism

85
Q

Some types of e-portfolio are:

A
  1. School-centered e-portfolio
  2. Learner-centered e- portfolio
  3. Assessment e-portfolio
  4. Learning e-portfolio
  5. Career e-portfolio
86
Q

This type of e-portfolio is administered by the school for summative assessment purposes

A

School-centered e-portfolio

87
Q

This e-portfolio serve the formative purpose of assessment for learning

A

Learner-centered e-portfolio

88
Q

In this e-portfolio, the audience is internal to the school and the goal is to support institutional outcomes assessment

A

Assessment e-Portfolio

89
Q

These e-portfolios are where the audience is students themselves and the goal is helping students examine and reflect on their learning

A

Learning e-Portfolios

90
Q

These e-portfolios are where the audience is external, and the goal is to provide students with a tool for showcasing their achievements to employers or transfer institutions

A

Career/transfer e-Portfolios

91
Q

This portfolio corresponds to career/transfer e-Portfolios

A

Showcase Portfolio

92
Q

Non-technical skills that refer to how one works in the workplace, how one interacts with others in the workplace and how one looks at problems and solves problems

A

Soft skills

93
Q

A popular method of assessing learning in the affective domain is ________________

A

observation

94
Q

The three (3) feasible methods of assessing learning in the affective domain are:

A
  1. Teacher observation
  2. Student self-report
  3. Peer ratings
95
Q

Teacher observation can be unstructured or structured. It is _______________ when observation is open-ended and ____________ when he/she is guided in what to observe by a checklist or rating scale

A

unstructured, structured

96
Q

A ____________________ requires the student to provide an account of his/her feelings toward a concept or idea or people

A

student self-report

97
Q

It is where peers are to rate the students on targeted affective items. It is also another way to know how a student is realizing the intended learning outcome in the affective domain

A

Peer Rating

98
Q

If you want to assess students’ reactions to concepts in terms of bipolar scales defined with contrasting adjectives at each end, ______________________ is appropriate

A

semantic differential

99
Q

Referring to soft skills, completing assigned task belongs to ____________ soft skills,

A

academic

100
Q

Controlling temper, compromising with others to avoid conflict, and responding appropriately to others belong to the soft skills in ____________________

A

self-management

101
Q

The four (4) purposes of grades:

A
  1. Administrative
  2. Informational
  3. Motivational
  4. Guidance
102
Q

The standard method of reporting students’ progress and grades to parents

A

Report Card

103
Q

The statement “The proof of the pudding is in the eating” implies that the most reliable proof of effective teaching is _____________________

A

students’ learning

Review: LET (Professional Education) (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions