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PROFED > ASSESSMENT OF LEARNING > Flashcards

ASSESSMENT OF LEARNING Flashcards

1
Q

—ASL—

Many blanks

A

Over mutilated

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2
Q

—ASL—

Application to real world context

A

Hands on activities

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3
Q

—ASL—

Homogeneous
All are average

A

Leptokurtic

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4
Q

—ASL—

Bell shape

A

Mesokurtic

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5
Q

—ASL—

Heterogeneous
Scattered

A

Platykurtic

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6
Q

—ASL—

most stable measure of variability

A

Standard Deviation

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7
Q

—ASL—

most reliable measure of central tendency

A

Mean

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8
Q

—ASL—

most affected by extreme scores

A

mean

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9
Q

—ASL—

most reliable with extreme scores

A

median

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10
Q

—ASL—

to test either weakness or strength
ex. weak comprehension test

A

Aptitude Test

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11
Q

—ASL—

to test both weakness and strength

A

Diagnostic

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12
Q

—ASL—

MAPEH / TLE
grade

A

20
60
20

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13
Q

—ASL—

Language/ AP
grade

A

30
50
20

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14
Q

—ASL—

Science / Math
grade

A

40
40
20

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15
Q

—ASL—

absences failing grade

A

20% of total school days

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16
Q

—ASL—

OBE measures _____

A

measures performance

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17
Q

—ASL—

Fabors low performing students

A

Severity error

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18
Q

—ASL—

overrate gifted

A

generosity error

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19
Q

—ASL—

arithmetic average

A

Mean

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20
Q

—ASL—

Tshirt

A

Mode

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21
Q

—ASL—

middle most score

A

Median

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22
Q

—ASL—

Assessment of Learning what domain of PPST

A

DOMAIN 5

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23
Q

—ASL—

“sine qua non”

A

essential
integral

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24
Q

—ASL—

judgement

A

evaluation

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25
Q

—ASL—

number

A

measurement

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26
Q

—ASL—

procedure

A

assessment

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27
Q

—ASL—

qualitative

A

non-measurement

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28
Q

—ASL—

tool

A

test

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29
Q

—ASL—

Alternative assessment

A

portfolio
performance

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30
Q

—ASL—

Authentic Assessment

A

real-life

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31
Q

—ASL—

traditional

A

paper and pencil

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32
Q

—ASL—

Selected response examples

A

Multiple Choice
Matching Type
Alternative Response ( True or False)

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33
Q

—ASL—

Alternative Response

A

True or false

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34
Q

—ASL—

prone to guessing

A

True or False

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35
Q

—ASL—

Constructed response

A

Essay
Completion
Short Answer
Identification
Labelling
Enumeration

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36
Q

—ASL—

general judgement

A

Holistic

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37
Q

—ASL—

point valie

A

Analytic

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38
Q

—ASL—

Authentic

GRASPS MODEL

A

Goal
Role
Audience
Situation
Product
Standards

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39
Q

—ASL—

“the proof of the pudding is in the eating”

A

Authentic

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40
Q

—ASL—

quiz, mastery, drill

A

Formative assessment

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41
Q

—ASL—

strengths, weaknesses, NEEDS

A

Diagnostic

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42
Q

—ASL—

measure SPECIFIC area

A

Aptitude test

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43
Q

—ASL—

Face validity

A

Presentation

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44
Q

—RELIABILITY—

Measure of stability

A

Test-retest

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45
Q

—RELIABILITY—

same test twice, same group

A

Test-retest

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46
Q

—RELIABILITY—

measure of equivalence

A

equivalent forms

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47
Q

—RELIABILITY—

two forms same group

A

equivalent forms

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48
Q

—RELIABILITY—

measure of internal consistency

A

Split-Half

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49
Q

—RELIABILITY—

odd and even items compared

A

Split-Half

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50
Q

—RELIABILITY—

two or more raters score the responses

A

Inter-Rater method

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51
Q

—RELIABILITY—

she only has one test and her students are on vacation

A

Kuder-Richardson method

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52
Q

—ASL—

NORM OR CRITERION

comparing students

A

Norm

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53
Q

—ASL—

NORM OR CRITERION

central tendency

A

norm

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54
Q

—ASL—

NORM OR CRITERION

variability

A

norm

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55
Q

—ASL—

NORM OR CRITERION

relative position

A

Norm

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56
Q

—ASL—

NORM OR CRITERION

standard performance

A

criterion

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57
Q

—ASL—

NORM OR CRITERION

mastery level

A

criterion

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58
Q

—ASL—

NORM OR CRITERION

National Achievement Test (NAT)

A

Criterion

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59
Q

—ASL—

NORM OR CRITERION

Passing the LET

60
Q

—ASL—

collecting, describing, analyzing data

A

Descroptive

61
Q

—ASL—

analyzing data without conclusion

A

Descriptive

62
Q

—ASL—

describing samples base on the large population it represents

A

Inferential

63
Q

—ASL—

questioned due to practice and familiarity

A

Test-retest

64
Q

—GRAPH—

trends over time

A

line graph

65
Q

—ASL—

a single number that represents a set

A

central tendency

66
Q

—ASL—

50th percentile

67
Q

—ASL—

68
Q

—ASL—

a single value that describe the spread

A

Variability/ Dispersion

69
Q

—VARIABILITY—

comparing two groups

A

relative measures

70
Q

—VARIABILITY—

coefficient of variation

A

relative measures

71
Q

—VARIABILITY—

most crude

72
Q

—VARIABILITY—

simplest

73
Q

—VARIABILITY—

average of difference between the mean

A

standard deviation

74
Q

—VARIABILITY—

High standard deviation

A

Di-maganda
Heterogeneous
Spread

75
Q

—VARIABILITY—

Low standard deviation

A

Maganda
Homogeneous
clustered

76
Q

—VARIABILITY—

square of mean / SD

77
Q

—VARIABILITY—

VARIANCE LET QUESTION

78
Q

—VARIABILITY—

comparing groups

A

coefficient of variation

79
Q

—VARIABILITY—

ratio of Standard Deviation to the Mean

SD ÷ Mean

A

Coefficient of Variation

80
Q

—SKEWNESS—

degree of asymmetry of distribution

81
Q

—SKEWNESS—

difficult test

A

positively skewed

82
Q

—SKEWNESS—

low performance

A

positively skewed

83
Q

—SKEWNESS—

skewed to the right

A

positively skewed

84
Q

—SKEWNESS—

clustered to the left

A

positively skewed

85
Q

—SKEWNESS—

easy test

A

negatively skewed

86
Q

—SKEWNESS—

good performance

A

negatively skewed

87
Q

—SKEWNESS—

skewed to the left

A

negatively skewed

88
Q

—SKEWNESS—

clustered to the right

A

negatively skewed

89
Q

—INDEX—

proportion of students who answered correctly

A

difficulty index

90
Q

—INDEX—

0-0.2

A

Very difficult
Reject

91
Q

—INDEX—

0.21-0.40

A

Difficult
Revise

92
Q

—INDEX—

0.41-0.60

A

Moderate
Retain

93
Q

—INDEX—

0.61-0.80

A

Easy
Revise

94
Q

—INDEX—

0.81-1.00

A

Very Easy
Reject

95
Q

—INDEX—

More upper group answer correct

A

Positive Discrimination Index

96
Q

—INDEX—

More lower group answer correct

A

Negative Discrimination Index

97
Q

—INDEX—

cannot discriminate

A

Zero Discrimination Index

98
Q

—INDEX—

Positive Discrimination Index

99
Q

—INDEX—

Negative Discrimination Index

100
Q

—INDEX—

Zero Discrimination Index

101
Q

—ASL—

Grading system Deped order

A

DO 8, series 2015

102
Q

—ASL—

kindergarten grading

A

Checklist
Portfolio
NO NUMERICAL GRADE

103
Q

—ASL—

minimum WW and PT

A

4 written works and 4 performance tasks

104
Q

—ASL—

75- BELOW

A

Did not meet expectation

105
Q

—ASL—

75-79

A

Fairly Satisfactory

106
Q

—ASL—

80-84

A

Satisfactory

107
Q

—ASL—

85-89

A

Very Satisfactory

108
Q

—ASL—

90- Above

A

Outstanding

109
Q

—ASL—

Lowest grade

110
Q

—ASL—

5 late consecutive days

A

call parents

111
Q

—ASL—

old way of grading DepEd

A

Cumulative

112
Q

—ASL—

observed values

A

non numerical

113
Q

—ASL—

INTERIM GRADE

SCIENCE AND MATH

114
Q

—ASL—

INTERIM GRADE

LANGUAGE / AP / ESP

115
Q

—ASL—

INTERIM GRADE

MAPEH / TLE

116
Q

—ASL—

First step in making achievement test

A

determine the content and skills

117
Q

—ASL—

entrance test scores

A

predictive

118
Q

—ASL—

norms in a certain school

A

local norms

119
Q

—ASL—

passing VALIDITY INDEX

120
Q

—ASL—

passing RELIABILITY INDEX

121
Q

—ASL—

test norms are basis for…

A

interpreting test results

122
Q

—ASL—

TRUE about standardized test

A

used for COMPARATIVE purpose

123
Q

—SKEWNESS—

scores are normally distributed

A

ZERO SKEWNESS

124
Q

—ASL—

T-SCORE 40

A

one SD below mean

125
Q

—ASL—

moving from guided to independent

126
Q

—ASL—

rating essay type

A

HOLISTIC RUBRIC

127
Q

—ASL—

“IDENTIFY IN WRITING THE SIX ELEMENTS IN THE SHIRT STORY BY O. HENRY”

A

performance statement

128
Q

—ASL—

Stanines may be used as means of integrating raw scores. What is its basis?

A

distribution of the percentage in the normal curve

129
Q

—ASL—

expose children to the world work

A

career guidance lessons

130
Q

—INDEX—

0.30+ DISCRIMINATION INDEX

A

Highly discriminating

131
Q

—ASL—

“on the spot” description of incident

A

anecdotal report

132
Q

—SKEWNESS—

MOST appropriate when the score is not badly skewed

133
Q

—ASL—

weakness of alternate response

134
Q

—ASL—

limitation of true-false question

A

regular pattern

135
Q

—ASL—

is percentile same as percentage?

136
Q

—ASL—

described standard reached at the end of instruction

A

Assessment OF learning

137
Q

—ASL—

Grading system in MAPEH

A

average of four areas

138
Q

—ASL—

“measure the work done by a gravitational force”

A

Application

139
Q

—VARIABILITY—

most FAMILIAR way of VARIABILITY

140
Q

—ASL—

wide variety of objectives
broad sampling of strength

A

multiple choice
objective test

141
Q

—ASL—

score are concentrated more at one end

A

SKEWED SCORE

142
Q

—ASL—

first in planning achievement test

A

define the objectives

143
Q

—SKEWNESS—

scores BELOW the mean

A

positively skewed

144
Q

—ASL—

score distribution of normal curve

A

between -1 SD and +1 SD

145
Q

Matching type, first column - second column

A

Premises - Responses

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