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Professional Education > Assessment of Learning > Flashcards

Assessment of Learning Flashcards

1
Q
  • an instrument designed to measure any characteristic, quality, ability, knowledge or skill — composed of items
A

TEST

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2
Q
  • a process of quantifying the degree of the quality, characteristics or feature — assigning numbers to a performance to a performance or skill
  • awarding points
A

Measurement

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3
Q

It refers to the instrument (set of questions or tasks) that is designed to elicit a predetermined behavior or a product from a student

A

Assessment

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4
Q
  • collection, interpretation, and use of qualitative and quantitative information to assist teachers in their educational decision-making — pre-requisite to evaluation
A

Assessment as a Process

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5
Q

A process of making judgments about the quality of a performance — pass or fail

A

Evaluation

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6
Q

Purposes of Assessment

A
  • Assessment FOR learning
  • Assessment OF learning
  • Assessment AS learning
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7
Q

Includes 3 Types of assessment done Before and during instruction

  • placement
  • diagnostic
  • formative
A

Assessment FOR Learning (ensure)

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8
Q

This is done after instruction. (Grading/Certifying)

  • summative
A

Assessment OF Learning

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9
Q

Associated with self-assessment

  • use of scoring rubrics
  • reflection paper and journal
A

Assessment AS Learning

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10
Q

Place students in specific learning groups — done prior to or before instruction

A

Placement

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11
Q

Done during instruction to ensure learning — monitor students learning

  • help students identify their strength and weaknesses
A

Formative

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12
Q
  • done before instruction
  • used to determine students recurring or persistent difficulties
A

Diagnostic

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13
Q
  • done after instruction
  • bases for grass and report
A

Summative Assessment

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14
Q
  • students assess their own work — use of scoring rubrics
  • self-directed and independent learners
A

Assessment AS Learning

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15
Q
  • paper and pencil tests
  • decontextualized (not realistic)
A

Traditional Assessment

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16
Q
  • performance
  • contextualize (real-life tasks)
A

Authentic Assessment

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17
Q
  • systematic and organized collection of students work
  • purposeful collection of the students progress and achievement
A

Portfolio Assessment

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18
Q

Documents — result of academic classroom work

ex. Students paper and homework

A

Artifacts

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19
Q

Students work outside the classroom

ex. Special project like Capstone

A

Reproductions

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20
Q

Teachers documentation to attest to the student’s progress

ex. Teacher’s evaluative notes about students oral defense

A

Attestations

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21
Q

Student himself/herself prepares

A

Production

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22
Q

Analytic - specific
Holistic - general

A

True

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23
Q

Restricted Essay

A

Has definite answer

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24
Q

Extended Essay

A

Open-ended — no single specific answer

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25
Q
  • Measures what it intends to measure
  • usefulness of the instrument
  • most important criterion
A

Validity

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26
Q

Examining the physical appearance of the instrument

A

Face Validity

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27
Q

Careful and critical examination of the objectives of assessment

A

Content Validity

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28
Q

A set of scores revealed by the measuring instrument is correlated with the scores obtained in another External predictor or measure

A

Criterion-related Validity

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29
Q

Correlating the set of scores obtained from two measures given concurrently

A

Concurrent Validity

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30
Q

Future performance of an individual by correlating the sets of scores obtained form TWO MEASURES GIVEN AT A LONGER TIME INTERVAL

A

Predictive Validity

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31
Q

A valid test is always a reliable test, but a reliable test is not always a valid test.

A

True

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32
Q

It refers to the consistency of scores obtained by the same person

A

Reliability

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33
Q

The process of examining the students response to each item in the test

A

Item Analysis

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34
Q

Formula of Difficulty Index

A

DI = Correct Students
÷
All Students

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35
Q

DI - 0 to 0.25 — Difficult — Revise or discard

A

True

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36
Q

DI - 0.26 to 0.75 — Right Difficulty — Retain

A

True

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37
Q

DI - 0.76 and above — Easy — Revise or Discard

A

True

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38
Q

The difference between the proportion of HIGH performing students (got the item right) and the proportion of LOW performing students.

A

Discrimination Index

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39
Q

Formula: Discrimination Index = Difficulty Index of the Upper Group - Difficulty Index of the Lower Group

A

True

40
Q

Discrimination Index - -1.0 to -0.56
— Can discriminate but the item is questionable — Discard

A

True

41
Q

DI - -0.55 to 0.45 — Non-discriminating — Revise

A

True

42
Q

DI - 0.46 to 1. 0 — Discriminating Item — Include

A

True

43
Q

Upper Group is greater than the Lower Group

A

Positive Discrimination

44
Q

Lower Group is greater than the Upper Group

A

Negative Discrimination

45
Q

Equal proportion of the upper and lower group

A

Zero Discrimination

46
Q

Identify the center of the data — typical value in the set — lie within the center

A

Measures of Central Tendency

47
Q
  • average
  • easily affected by extreme scores
A

Mean

48
Q
  • center most scores (positional measure)
  • used when there are extreme scores (not affected)
A

Median

49
Q
  • Score that occurs most frequently
  • can be used for quantitative, as well as qualitative data
  • not affected by extreme values
A

Mode

50
Q
  • describe the spread of scores — above or below the measures of central tendency
A

Measures of Variability

51
Q

Difference of HS and LS

A

Range

R = HS - LS

52
Q

Closer, clustered, less varied, homogeneous

A

Small Range

53
Q

Disperse, scattered, heterozygous

A

Large Range

54
Q

Shows variation of the individual scores about the mean

A

Standard Deviation

55
Q
  • skewed to the right
  • test was difficult
  • scores are low
A

Positively Skewed

56
Q
  • skewed to the left
  • test was easy
  • scores are high
A

Negatively Skewed

57
Q

Symmetric Distribution

A

Normal Distribution

58
Q
  • unimodal
  • bell-shaped curve
  • symmetrical to the mean
A

Normal Distribution

59
Q

The greater the degree of relationship; the more reliable the test.

A

Measures of Relationship

60
Q

Direct Relation — one variable increases, the other variable also or decreases together

A

Positive Correlation

61
Q

Indirect/Inverse Relation: one increases the other decreases — vice versa

A

Negative Correlation

62
Q

No relationship

A

No correlation

63
Q

DepEd Order No. 8 series of 2015

A

Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program

64
Q

Lowest mark that can appear on the Report Card

A

60

65
Q

No numerical grades in

A

Kindergarten

66
Q

Grades 1-10 (Languages - AP - Esp)

Written Work

A

30%

67
Q

Grades 1-10 (Languages - AP - Esp)

Performance Tasks

A

50%

68
Q

Grades 1-10 (Languages - AP - Esp)

Quarterly Assessment

A

20%

69
Q

Grades 1-10 (Science - Math)

Written Work

A

40%

70
Q

Grades 1-10 (Science - Math)

Performance Tasks

A

40%

71
Q

Grades 1-10 (Science - Math)

Quarterly Assessment

A

20%

72
Q

Grades 1-10 (Mapeh - Epp/Tle)

Written Work

A

20%

73
Q

Grades 1-10 (MAPEH - EPP/TLE)

Performance Tasks

A

60%

74
Q

Grades 1-10 (MAPEH - EPP/TLE)

Quarterly Assessment

A

20%

75
Q

Grades 11-12 (Core Subjects)

Written Work

A

25%

76
Q

Grades 11-12 (Core Subjects)

Performance Tasks

A

50%

77
Q

Grades 11-12 (Core Subjects)

Quarterly Test

A

25%

78
Q

Grades 11-12 Academic Track (All Other Subjects)

Written Work

A

25%

79
Q

Grades 11-12 Academic Track (All other Subjects)

Performance Tasks

A

45%

80
Q

Grades 11-12 Academic Track (All Other Subjects)

Quarterly Test

A

30%

81
Q

Grades 11-12 Academic Track (Work Immersion/Research Bus.)

Written Work

A

35%

82
Q

Grades 11-12 Academic Track (Work Immersion/Research Bus.)

Performance Tasks

A

40%

83
Q

Grades 11-12 Academic Track (Work Immersion/Research Bus.)

Quarterly Test

A

25%

84
Q

Grades 11- 12

TVL/Sports/ Arts and Design

Written Work

A

20%

85
Q

Grades 11- 12

TVL/Sports/ Arts and Design

Performance Tasks

A

60%

86
Q

Grades 11- 12

TVL/Sports/ Arts and Design

Quarterly Test

A

20%

87
Q

How to Compute Kindergarten’s grades?

A
  • checklists, anecdotal records, portfolios
88
Q

How do you get a final grade of SHS?

A
  • Add 2 quarters and divide by 2 because of semesters.

(2 quarters per semester)

89
Q

1983 (NESC) — 1989 (NSEC) — 2002 (RBEC) — K-12 Curriculum

A

Correct

90
Q

90-100 Passed

A

Outstanding

91
Q

85-89 Passed

A

Very Satisfactory

92
Q

80-84 Passed

A

Satisfactory

93
Q

75-79 Passed

A

Fairly Satisfactory

94
Q

Below 75 Failed

A

Did Not Meet Expectations

95
Q

Recomputed Final Grade Formula

A

RFG = (Final Grade + Remedial Class Mark)/2

Professional Education (5 decks)

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