Assessment Of Learning (Lecture Notes) Flashcards
Tool/ instrument
Test
Quantifying/gathering scores
Measurement
Obtaining scores
Assessment
10/10
Assessment
Passed
Evaluation
Judgment/Interpretation
Evaluation
[FOR, AS, OF] before and during
FOR
[FOR, AS, OF] formative
FOR
[FOR, AS, OF] self-assessment
AS
[FOR, AS, OF] peer-assessment
AS
[FOR, AS, OF] teachers and students
AS
[FOR, AS, OF] after learning
OF
Types of Assessment OF Learning
Summative
Achievement
Type of Assessment OF learning:
Made by the teacher
SUMMATIVE
Type of Assessment OF learning:
Done by the end of the quarter
Summative
Type of Assessment OF learning:
Standardized tests
Achievement
Most common example of formative assessment
Quiz
Assesses strengths and weaknesses
Diagnostic test
Assessment for sectioning
Placement
Assessment for grouping students
Placement
Assessment of skills
Aptitude
When must the teacher give the class routine to students?
First Day
Objectives must be stated in _____________ terms.
Behavioral
3 domains of objectives
CAP
Cognitive
Affective
Psychomotor
Characteristics of a good test
VRUFO
Validity Reliability Usability Fairness Objectivity
Cognitive (Bloom’s)
K C ApAn SE
Knowledge Comprehension Application Analysis Synthesis Evaluation
Cognitive (Revised Bloom’s)
R U ApAn E C
Remembering Understanding Applying Analyzing Evaluating Creating
Affective Domain (Krathwol)
Re Res V O C
Receiving Responding Valuing Organization Characterization
Psychomotor Domain (Dave)
I M P A N
Imitation Manipulation Precision Articulation Naturalization
Collection of students’ works
Portfolio
Types of portfolio
Working
Showcase
Progress
Development portfolio
Working portfolio
Documents stages of learning
Working portfolio
Display portfolio
Showcase portfolio
Portfolio for best works
Showcase portfolio
Assessment portfolio
Progress portfolio
Evaluation portfolio
Progress portfolio
Graded portfolio
Progress portfolio
Types of assessment
Traditional
Non-traditional
[type of assessment] Pen-and-paper tests
Traditional
[type of assessment] Objective and subjective tests
Traditional
[type of assessment] Alternative type of assessment
Non-traditional
[type of assessment] performance tasks
Non-traditional
[type of assessment] authentic
Non-traditional
Authentic
Real-life
[type of assessment] portfolio
Non-traditional
[objective vs subjective] wide level of objectives/competencies
Objective
[objective vs. subjective] wide level of ideas
Subjective
[objective vs subjective] unbiased
Objective
[objective vs subjective] biased
Subjective
[objective vs subjective] prone to guessing
Objective
[objective vs subjective] prone to bluffing
Subjective
Examples/types of subjective tests
Essay (long)
Short answer response/ constructed response
Two types of objective tests
Supply
Select
[supply/select] completion test
Supply
[supply/select] fill in the blanks
Supply
[supply/select] cloze test
Supply
[supply/select] alternate response
Select
Another term for alternate/alternative response
True/false
[supply/select] multiple choice
Select
[supply/select] matching type
Select
Which is true?
A. A valid test is always reliable.
B. A reliable test is always valid.
A. A valid test is always reliable.
Types of Validity
FPCCCC
Face Predictive Concurrent Criterion Content Construct
[type of validity] appearance
Face
[type of validity] future
Predictive
[type of validity] present
Concurrent
[type of validity] standard
Criterion
[type of validity] objective/ competencies/ learning targets
Content
[type of validity] theoretical framework
Construct
[VRUFO] test measures what it intends to measure
Validity
[VRUFO] consistency
Reliability
[VRUFO] practicability
Usability
[VRUFO] considerate
Fairness
[VRUFO] not biased
Objective
Tests of reliability
Kuder-Richardson
Split-half
Test-retest
Parallel or equivalence
[reliability test] 1 test, administered once
Kuder-Richardson
[reliability test] 1 test, hinati sa dalawa
Split-half
[reliability test] 1 test, inulit (twice administered)
Test-retest
[reliability test] 2 tests, same level of difficulty
Parallel or equivalence
Types of score interpretation
Criterion-referenced
Norm-referenced
[score interpretation] standards
Criterion-referenced
[score interpretation] absolute
Criterion-referenced
[score interpretation] for mastery of learning
Criterion-referenced
[score interpretation] percentage
Criterion-referenced
[score interpretation] society, group/others
Norm-referenced
[score interpretation] relative
Norm-referenced
[score interpretation] for ranking students
Norm-referenced
[score interpretation] percentile, decile, quartile, stanine
Norm-referenced
Juan got 99th percentile in the entrance exam. Juan scored __________ than 99% of the exam takers.
Higher
Measures of central tendency
Mean
Median
Mode
[Measures of central tendency] arithmetic average
Mean
[Measures of central tendency] most reliable measure of central tendency
Mean
[Measures of central tendency] middle most score
Median
[Measures of central tendency] most reliable measure of central tendency if there are extreme scores
Median
[Measures of central tendency] frequently occurring score
Mode
Three types of mode
Unimodal
Bimodal
Multimodal
Measures how spread out the scores are
Measure of variability
Measures of variability
Range
Standard deviation
Variance
[Measures of variability] simplest measure
Range
[Measures of variability] most crude measure
Range
[Measures of variability] least reliable
Range
[Measures of variability] most commonly used
Standard deviation
[Measures of variability] most reliable
Standard deviation
[Measures of variability] distance from the mean
Standard deviation
High standard deviation means scores are __________ and ___________.
Scattered
Heterogenous
Low standard deviation means that the scores are _____________ and ____________.
Clustered
Homogenous
[Measures of variability] standard deviation squared
Variance
[Measures of variability] area under the normal curve
Variance
Measures the sharpness of the peak
Kurtosis
Types of kurtosis
Mesokurtic
Platykurtic
Leptokurtic
[types of kurtosis] normal curve
Mesokurtic
[types of kurtosis] Gaussian curve
Mesokurtic
[types of kurtosis] bell-shaped
Mesokurtic
[types of kurtosis] most scores are average but there are few high or low scores
Mesokurtic
[types of kurtosis] scores are spread out
Platykurtic
[types of kurtosis] all scores are average
Leptokurtic
[types of kurtosis] narrow
Leptokurtic
[types of kurtosis] flat
Platykurtic
Positively skewed
skewed to the _________
lumping/congregated on the __________
Scores are (low/high)
Right
Left
Low
Negatively skewed
skewed to the _________
lumping/congregated on the __________
Scores are (low/high)
Left
Right
High
Plausible = ____________
Probable
Howard Gardner’s Multiple Intelligence
Bodily-Kinesthetic Visual-Spatial Verbal Linguistic Musical Naturalistic Intrapersonal Interpersonal Logical-Mathematical
[True/False] There are no numerical grades in Kinder level.
True
Can a difficulty index have a negative value?
No
Can the discrimination index have a negative value?
Yes
[True/False] Final grade is written in whole numbers.
True.
What does negative discrimination index imply?
The lower groups scored correctly while the upper groups did not.
A difficulty index of 1 means that the test item is ________.
Very easy
Percentage of quarterly assessment in Grades 1-10.
20%
Failing 3 or more learning areas mean that the student will have to do remedial or retain level.
Retain level
