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Assessment of Learning (Day 28) Flashcards

1
Q

scoring guide, performance (process or product), a set of criteria, descriptions of levels of performance, essay tests, student’s products, and performance

A

Scoring rubric

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2
Q

Parts of a scoring rubric

A
  1. coherent sets of criteria
  2. descriptors
  3. levels of performance
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3
Q

Types of Rubrics
HA

A
  1. holistic
  2. analytic
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4
Q

Types of Rubrics;
HA

general

A

Holistic rubric

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5
Q

Types of Rubrics;
HA

overall

A

Holistic rubric

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6
Q

Types of Rubrics;
HA

limited time

A

Holistic rubric

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7
Q

Types of Rubrics;
HA

one score

A

Holistic rubric

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8
Q

Types of Rubrics;
HA

no weights

A

Holistic rubric

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9
Q

Types of Rubrics;
HA

fast assessment

A

Holistic rubric

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10
Q

Types of Rubrics;
HA

overall quality

A

Holistic rubric

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11
Q

Types of Rubrics;
HA

only one rating

A

Holistic rubric

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12
Q

Types of Rubrics;
HA

general strengths and weaknesses

A

Holistic rubric

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13
Q

Types of Rubrics;
HA

does not describe the degree of the criterion satisfied or not

A

Holistic rubric

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14
Q

Types of Rubrics;
HA

does not permit differential weighting

A

Holistic rubric

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15
Q

Types of Rubrics;
HA

specific

A

Analytic rubrics

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16
Q

Types of Rubrics;
HA

independent

A

Analytic rubrics

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17
Q

Types of Rubrics;
HA

difficult

A

Analytic rubrics

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18
Q

Types of Rubrics;
HA

plenty time

A

Analytic rubrics

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19
Q

Types of Rubrics;
HA

with weights

A

Analytic rubrics

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20
Q

Types of Rubrics;
HA

time consuming

A

Analytic rubrics

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21
Q

Types of Rubrics;
HA

clearly describes the degree of the criterion satisfied or not

A

Analytic rubrics

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22
Q

Types of Rubrics;
HA

permits differential weighting

A

Analytic rubrics

23
Q

Types of Rubrics;
HA

pinpoints specific areas of strength and weaknesses

A

Analytic rubrics

24
Q

Types of Rubrics;
HA

more difficult to construct

A

Analytic rubrics

25
Principles of high quality classroom assessment Principle 1 Principle 2
Principle 1 clear and appropriate learning targets Principle 2 appropriate methods assessment methods
26
Types of Paper-and-pencil test selected response test TMM
1. true-false test or alternative response 2. multiple choice test 3. matching type
27
Selected-response type; TMM declarative statement, true or false, right or wrong, correct or incorrect, yes or no, fact or opinion
True-False test alternative response
28
Three forms of True-False test or alternative response; SCC
1. simple 2. compound 3. complex
29
Three forms of True-False test or alternative response; SCC consist only two choices
simple
30
Three forms of True-False test or alternative response; SCC consist only more than two choices
31
Three forms of True-False test or alternative response; SCC two choices plus a conditioCompoundnal
Complex
32
Guidelines for constructing alternative-response test
1. do not give hint 2. avoid 'always' 'never' 'often; 3. avoid long sentences, it tend to be true 4. avoid trick statements 5. avoid quoting verbatim 6. avoid grossly disproportionate number of either true or false patterns
33
Selected-response type; TMM offers the students with more than two options/alternatives, consist of two parts the stem and the options
Multiple choice tests
34
3 Types of options/alternatives
1. correct 2. best option 3. distracters/ foil/jokers/decoys
34
2 types of distracters IE
1. effective distracter 2. ineffective distracters
35
2 types of distracters IE choice by few none, it is obviously wrong
ineffecteive
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2 types of distracters IE many choice even it its wrong
Effective distracters
36
Guidelines for constructing multiple
1. do not use unfamiliar words 2. do not use modifiers that are vague such as 'much' 'often' 'usually' 3. avoid complex or awkward word arrangements 4. distracters should be equally plausible and attractive 5. all choices should be grammatically consistent with the stem 6. avoid stems that reveal the answers to the another item 7. avoid alternatives that are synonymous with others 8. use none of the above and all of the above sparingly
37
Types of Paper-and-pencil test selected response test TMM consist of two parallel columns; column A, the column of stimuli/premises and column B the column of responses
Matching Type
38
Guidelines for constructing Matching type test
1. math the homogenous items 2. the stem(longera) must be in first column while the options (shorter) must be in second column 3. the options must be more in number than the stems 4. arrange the options aphabetically
39
Constructed-response type or supply type CE
1. Completion typesof test 2. essays
40
Constructed-response type or supply type CE it consits of an incomplete statement
completion type of test
41
Constructed-response type or supply type CE consist of small number of questions
Essays
42
Guidelines for constricting completion test
1. avoid overmutilated blanks (________) sentences 2. avoid open-ended item 3. the blank should be end or near the end 4. the length of the blank is inifrom in size 5.
43
in essays students are expected to demonstrate her/his ability: ROP
1. Recall 2. organize 3. present
44
in essays students are expected to demonstrate her/his ability: ROP factual kowledge, formulate ideas
Recall
45
in essays students are expected to demonstrate her/his ability: ROP organizing idea
Organize
46
in essays students are expected to demonstrate her/his ability: ROP the knowledge is a logical, integrated answer to the question
Present
47
Classification of essay test; RE
1. restricted essay 2. extended essay
48
Classification of essay test; RE has definite answer, same, sure, specific answer
Restricted essay
49
Classification of essay test; RE opne-ended, no single specifi answer
extended essay
50
Guidleines for constructing essay
1. specify how the students should response 2. inform them the criteria, rubrics, grading system 3. put a time limit 4. without knowing the identity of the writer 5. two or more persons grade
51
Principle of high quality classroom assesment P1, P2, P3
Principle1: clear and approriate learning targets, learning objectives priciple 2: Appropriate methods assessment methods principle 3: Balanced
52
principle of assessments that sets target in all sets of domain or learning, make use of both traditional and alternative assessment
Principle 4: balanced assessment

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