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TOPNOTCHER > Assessment of Learning (Day 29) > Flashcards

Assessment of Learning (Day 29) Flashcards

1
Q

Principle of high quality classroom assesment
P4 & P5

A

Principle 4: Validity
Principle 5: Reliability

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2
Q

Principle of high quality classroom assesment
P4 & P5

measure what it tends to measure, test must measure the objectives, usefulnes sof the test, the most important criterion

A

Principle 4 Validity

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3
Q

Principle of high quality classroom assesment
P4 & P5

consistency of scores

A

Principle 5 Reliability

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4
Q

ways in establishing validity;
FCC

A
  1. Face validity
  2. content validity
  3. critetrion-related validity
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5
Q

ways in establishing validity;
FCC

done by examining the physical appearance

A

face validity

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6
Q

ways in establishing validity;
FCC

is done through a careful examination of the objective of assessments, TOS, Competencies

A

content validity

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7
Q

ways in establishing validity;
FCC

is estbalished statistially such that a set of scores revealed by the measuring instruments is correlated

A

criterion -related validity

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8
Q

criterion-related validity purposes;
CP

A
  1. concurrent validity
  2. predictive validity
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9
Q

criterion-related validity purposes;
CP

prescribe the present status of the individual correlating the sets of scores

A

concurrent validity

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10
Q

criterion-related validity purposes;
CP

describe the fuure performance of an individual by correlating the sets of scores

A

predictive validity

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11
Q

Types of reliability measure;
TETSKac

A
  1. test-retest
  2. equivalent forms
  3. test-retest with equivalent forms
  4. split half
  5. kuder richardson
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12
Q

Types of reliability measure;
TETSK

measure of stability

A

test-retest

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13
Q

Types of reliability measure;
TETSK

measure equivalence, 2 sets but identical

A

equivalent forms

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14
Q

Types of reliability measure;
TETSK

meaure stability and equivalence, 1 set in the present then another set in the future

A

test-retetst with equivalent forms

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15
Q

Types of reliability measure;
TETSK

measure of internal consistency, divide the number of items then check, the continue answer the remaining item then check

A

split half

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16
Q

Types of reliability measure;
TETSK

measure of internal consistency, percentage per itme, item analysis, student’s vacation

A

kuder-richardson

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17
Q

refers to the process of examining the student’s response to each item in the test

A

Item analysis

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18
Q

two characteristics of an item;
DU

A
  1. Desireable items
  2. undesirable items
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19
Q

two characteristics of an item;
DU

retain

A

desirable items

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20
Q

two characteristics of an item;
DU

revise or reject

A

undesirable item

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21
Q

two criteria in determining desirability and undesirability of an item;
IDif & IDis

A
  1. item difficulty
  2. item descrimination
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22
Q

two criteria in determining desirability and undesirability of an item;
IDif & IDis

number of students who are able to answer the item correctly dicided by the total number of students

A

item difficulty

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23
Q

level of difficulty of an item;

Range of difficulty index
0 to 0.25

what is the difficulty level and the action

A

difficult
revise or discard

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24
Q

level of difficulty of an item;

Range of difficulty index
0.26 to 075

what is the difficulty level and the action

A

right difficulty
retain

25
Q

level of difficulty of an item;

Range of difficulty index
0.76 and above

what is the difficulty level and the action

A

revise or discard

26
Q

two criteria in determining desirability and undesirability of an item;
IDif & IDis

is the degree to which the item descriminates between high performing and low performing group

A

item descrimination index

27
Q

item descrimination index formula

A

DU-DL
difficulty index of upper group minus to the discrimation index of glower group

28
Q

Descrimination index;

range of descrimintaion index
-1.0 to -0.56

what is the difficulty level and the action?

A

can descriminate but item is questionable
discard

29
Q

Descrimination index;

range of descrimintaion index
-0.55 to -.45

what is the difficulty level and the action?

A

non-descriminating
revise

30
Q

Descrimination index;

range of descrimintaion index
-.46 to 1.0

what is the difficulty level and the action?

A

descriminating item
include

31
Q

Discrimation index
PD, ND, ZD

A
  1. Positive discrimination
  2. negative discrimination
  3. zero discrimanation
32
Q

Discrimation index
PD, ND, ZD

upper group is greater than the lower group

A

positive discrimination

33
Q

Discrimation index
PD, ND, ZD

lower group is greater than the upper group

A

negative discrimination

34
Q

Discrimation index
PD, ND, ZD

upper performing group and lower performing group are equal

A

zero discrimination

35
Q

difficulty index within .26 - .75
discrimantion index .20 and above

A

items are retained

36
Q

difficulty index within .26 - .75
discrimantion index .19 and below

A

items need to be revised

37
Q

difficulty index within not within .26 - .75
discrimantion index .20 and above

A

items need to be revised

38
Q

difficulty index not within .26 - .75
discrimantion index .19 and below

A

item need to be discarded/ rejected

39
Q

Minor principles of assessment;
ASIE

A
  1. administrability
  2. scoreability
  3. interpretability
  4. economy
40
Q

Minor principles of assessment;
ASIE

easy to administer, directions should clearly, how much time

A

adminstrability

41
Q

Minor principles of assessment;
ASIE

easy to score, clear/points for each correct answer

A

scoreability

42
Q

Minor principles of assessment;
ASIE

easily be interpreted, relative position

A

interpretability

43
Q

Minor principles of assessment;
ASIE

cheapest ways in terms of time and efforts spents

A

economy

44
Q

identify the center of the data, typical value, lie within the center, to know the congnuguation of the score

A

measures of central tendency

45
Q

measures of central tendency;
MMM

A
  1. mean
  2. median
  3. mode
46
Q

measures of central tendency;
MMM

average, easily affected by extreme scores

A

mean

47
Q

measures of central tendency;
MMM

centermost scores arranged according to attitude, not affected by extreme scores

A

Median

48
Q

measures of central tendency;
MMM

scores that occurs most frequently, can be used for quantitative as well as qualitative, not affected by extreme values, may not exist at times

A

Mode

49
Q

when to use mean?

A
  1. desured to give each score equal weight
  2. highest reliability
  3. when it is desired to compute the standard deviation and the coefficient or correlation later on
50
Q

steps in solving the mean values

A
  1. sum of all the scores
  2. identify the number of scores
  3. divide
51
Q

when to use median?

A
  1. quick and easily computed
  2. when there are extreme scores, such as very high few scores or few low scores which could affect the mean disproportionally
52
Q

steps in solving the median

A
  1. arrange the scores from highest to lowest
  2. dtermine the middle score
  3. if its even, get the average of the two middle scores
53
Q

Types of mode;
UBT

A

1.unimodal
2.bimodal
3.trimodal

54
Q

Types of mode;
UBT

one mode

A

unimodal

55
Q

Types of mode;
UBT

two modes

A

bimodal

56
Q

Types of mode;
UBT

three modes

A

trimodal

57
Q

more than two modes

A

multi-modal

58
Q

when to use the mode?

A

1.occurs most often
2.greatest concentration

TOPNOTCHER (48 decks)

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