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TOPNOTCHER > Assessment of Learning (Day 28) > Flashcards

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
Q

Principles of high quality classroom assessment

Principle 1
Principle 2

A

Principle 1 clear and appropriate learning targets

Principle 2 appropriate methods assessment methods

26
Q

Types of Paper-and-pencil test
selected response test

TMM

A
  1. true-false test or alternative response
  2. multiple choice test
  3. matching type
27
Q

Selected-response type;
TMM

declarative statement, true or false, right or wrong, correct or incorrect, yes or no, fact or opinion

A

True-False test alternative response

28
Q

Three forms of True-False test or alternative response;

SCC

A
  1. simple
  2. compound
  3. complex
29
Q

Three forms of True-False test or alternative response;
SCC

consist only two choices

A

simple

30
Q

Three forms of True-False test or alternative response;
SCC

consist only more than two choices

A
31
Q

Three forms of True-False test or alternative response;
SCC

two choices plus a conditioCompoundnal

A

Complex

32
Q

Guidelines for constructing alternative-response test

A
  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
Q

Selected-response type;
TMM

offers the students with more than two options/alternatives, consist of two parts the stem and the options

A

Multiple choice tests

34
Q

3 Types of options/alternatives

A
  1. correct
  2. best option
  3. distracters/ foil/jokers/decoys
34
Q

2 types of distracters
IE

A
  1. effective distracter
  2. ineffective distracters
35
Q

2 types of distracters
IE

choice by few none, it is obviously wrong

A

ineffecteive

35
Q

2 types of distracters
IE

many choice even it its wrong

A

Effective distracters

36
Q

Guidelines for constructing multiple

A
  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
Q

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

A

Matching Type

38
Q

Guidelines for constructing Matching type test

A
  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
Q

Constructed-response type or supply type
CE

A
  1. Completion typesof test
  2. essays
40
Q

Constructed-response type or supply type
CE

it consits of an incomplete statement

A

completion type of test

41
Q

Constructed-response type or supply type
CE

consist of small number of questions

A

Essays

42
Q

Guidelines for constricting completion test

A
  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
Q

in essays students are expected to demonstrate her/his ability:
ROP

A
  1. Recall
  2. organize
  3. present
44
Q

in essays students are expected to demonstrate her/his ability:
ROP

factual kowledge, formulate ideas

A

Recall

45
Q

in essays students are expected to demonstrate her/his ability:
ROP

organizing idea

A

Organize

46
Q

in essays students are expected to demonstrate her/his ability:
ROP

the knowledge is a logical, integrated answer to the question

A

Present

47
Q

Classification of essay test;
RE

A
  1. restricted essay
  2. extended essay
48
Q

Classification of essay test;
RE

has definite answer, same, sure, specific answer

A

Restricted essay

49
Q

Classification of essay test;
RE

opne-ended, no single specifi answer

A

extended essay

50
Q

Guidleines for constructing essay

A
  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
Q

Principle of high quality classroom assesment
P1, P2, P3

A

Principle1: clear and approriate learning targets, learning objectives
priciple 2: Appropriate methods assessment methods
principle 3: Balanced

52
Q

principle of assessments that sets target in all sets of domain or learning, make use of both traditional and alternative assessment

A

Principle 4: balanced assessment

TOPNOTCHER (48 decks)

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