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Professional Education > Assessment Of Learning (Lecture Notes) > Flashcards

Assessment Of Learning (Lecture Notes) Flashcards

1
Q

Tool/ instrument

A

Test

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2
Q

Quantifying/gathering scores

A

Measurement

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3
Q

Obtaining scores

A

Assessment

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4
Q

10/10

A

Assessment

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5
Q

Passed

A

Evaluation

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6
Q

Judgment/Interpretation

A

Evaluation

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7
Q

[FOR, AS, OF] before and during

A

FOR

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8
Q

[FOR, AS, OF] formative

A

FOR

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9
Q

[FOR, AS, OF] self-assessment

A

AS

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10
Q

[FOR, AS, OF] peer-assessment

A

AS

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11
Q

[FOR, AS, OF] teachers and students

A

AS

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12
Q

[FOR, AS, OF] after learning

A

OF

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13
Q

Types of Assessment OF Learning

A

Summative

Achievement

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14
Q

Type of Assessment OF learning:

Made by the teacher

A

SUMMATIVE

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15
Q

Type of Assessment OF learning:

Done by the end of the quarter

A

Summative

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16
Q

Type of Assessment OF learning:

Standardized tests

A

Achievement

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17
Q

Most common example of formative assessment

A

Quiz

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18
Q

Assesses strengths and weaknesses

A

Diagnostic test

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19
Q

Assessment for sectioning

A

Placement

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20
Q

Assessment for grouping students

A

Placement

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21
Q

Assessment of skills

A

Aptitude

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22
Q

When must the teacher give the class routine to students?

A

First Day

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23
Q

Objectives must be stated in _____________ terms.

A

Behavioral

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24
Q

3 domains of objectives

A

CAP

Cognitive
Affective
Psychomotor

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25
Q

Characteristics of a good test

A

VRUFO

Validity
Reliability
Usability
Fairness
Objectivity
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26
Q

Cognitive (Bloom’s)

A

K C ApAn SE

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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27
Q

Cognitive (Revised Bloom’s)

A

R U ApAn E C

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
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28
Q

Affective Domain (Krathwol)

A

Re Res V O C

Receiving
Responding
Valuing
Organization
Characterization
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29
Q

Psychomotor Domain (Dave)

A

I M P A N

Imitation
Manipulation
Precision
Articulation
Naturalization
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30
Q

Collection of students’ works

A

Portfolio

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31
Q

Types of portfolio

A

Working
Showcase
Progress

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32
Q

Development portfolio

A

Working portfolio

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33
Q

Documents stages of learning

A

Working portfolio

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34
Q

Display portfolio

A

Showcase portfolio

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35
Q

Portfolio for best works

A

Showcase portfolio

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36
Q

Assessment portfolio

A

Progress portfolio

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37
Q

Evaluation portfolio

A

Progress portfolio

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38
Q

Graded portfolio

A

Progress portfolio

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39
Q

Types of assessment

A

Traditional

Non-traditional

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40
Q

[type of assessment] Pen-and-paper tests

A

Traditional

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41
Q

[type of assessment] Objective and subjective tests

A

Traditional

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42
Q

[type of assessment] Alternative type of assessment

A

Non-traditional

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43
Q

[type of assessment] performance tasks

A

Non-traditional

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44
Q

[type of assessment] authentic

A

Non-traditional

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45
Q

Authentic

A

Real-life

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46
Q

[type of assessment] portfolio

A

Non-traditional

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47
Q

[objective vs subjective] wide level of objectives/competencies

A

Objective

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48
Q

[objective vs. subjective] wide level of ideas

A

Subjective

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49
Q

[objective vs subjective] unbiased

A

Objective

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50
Q

[objective vs subjective] biased

A

Subjective

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51
Q

[objective vs subjective] prone to guessing

A

Objective

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52
Q

[objective vs subjective] prone to bluffing

A

Subjective

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53
Q

Examples/types of subjective tests

A

Essay (long)

Short answer response/ constructed response

54
Q

Two types of objective tests

A

Supply

Select

55
Q

[supply/select] completion test

A

Supply

56
Q

[supply/select] fill in the blanks

A

Supply

57
Q

[supply/select] cloze test

A

Supply

58
Q

[supply/select] alternate response

A

Select

59
Q

Another term for alternate/alternative response

A

True/false

60
Q

[supply/select] multiple choice

A

Select

61
Q

[supply/select] matching type

A

Select

62
Q

Which is true?

A. A valid test is always reliable.
B. A reliable test is always valid.

A

A. A valid test is always reliable.

63
Q

Types of Validity

A

FPCCCC

Face
Predictive
Concurrent
Criterion
Content
Construct
64
Q

[type of validity] appearance

A

Face

65
Q

[type of validity] future

A

Predictive

66
Q

[type of validity] present

A

Concurrent

67
Q

[type of validity] standard

A

Criterion

68
Q

[type of validity] objective/ competencies/ learning targets

A

Content

69
Q

[type of validity] theoretical framework

A

Construct

70
Q

[VRUFO] test measures what it intends to measure

A

Validity

71
Q

[VRUFO] consistency

A

Reliability

72
Q

[VRUFO] practicability

A

Usability

73
Q

[VRUFO] considerate

A

Fairness

74
Q

[VRUFO] not biased

A

Objective

75
Q

Tests of reliability

A

Kuder-Richardson
Split-half
Test-retest
Parallel or equivalence

76
Q

[reliability test] 1 test, administered once

A

Kuder-Richardson

77
Q

[reliability test] 1 test, hinati sa dalawa

A

Split-half

78
Q

[reliability test] 1 test, inulit (twice administered)

A

Test-retest

79
Q

[reliability test] 2 tests, same level of difficulty

A

Parallel or equivalence

80
Q

Types of score interpretation

A

Criterion-referenced

Norm-referenced

81
Q

[score interpretation] standards

A

Criterion-referenced

82
Q

[score interpretation] absolute

A

Criterion-referenced

83
Q

[score interpretation] for mastery of learning

A

Criterion-referenced

84
Q

[score interpretation] percentage

A

Criterion-referenced

85
Q

[score interpretation] society, group/others

A

Norm-referenced

86
Q

[score interpretation] relative

A

Norm-referenced

87
Q

[score interpretation] for ranking students

A

Norm-referenced

88
Q

[score interpretation] percentile, decile, quartile, stanine

A

Norm-referenced

89
Q

Juan got 99th percentile in the entrance exam. Juan scored __________ than 99% of the exam takers.

A

Higher

90
Q

Measures of central tendency

A

Mean
Median
Mode

91
Q

[Measures of central tendency] arithmetic average

A

Mean

92
Q

[Measures of central tendency] most reliable measure of central tendency

A

Mean

93
Q

[Measures of central tendency] middle most score

A

Median

94
Q

[Measures of central tendency] most reliable measure of central tendency if there are extreme scores

A

Median

95
Q

[Measures of central tendency] frequently occurring score

A

Mode

96
Q

Three types of mode

A

Unimodal
Bimodal
Multimodal

97
Q

Measures how spread out the scores are

A

Measure of variability

98
Q

Measures of variability

A

Range
Standard deviation
Variance

99
Q

[Measures of variability] simplest measure

A

Range

100
Q

[Measures of variability] most crude measure

A

Range

101
Q

[Measures of variability] least reliable

A

Range

102
Q

[Measures of variability] most commonly used

A

Standard deviation

103
Q

[Measures of variability] most reliable

A

Standard deviation

104
Q

[Measures of variability] distance from the mean

A

Standard deviation

105
Q

High standard deviation means scores are __________ and ___________.

A

Scattered

Heterogenous

106
Q

Low standard deviation means that the scores are _____________ and ____________.

A

Clustered

Homogenous

107
Q

[Measures of variability] standard deviation squared

A

Variance

108
Q

[Measures of variability] area under the normal curve

A

Variance

109
Q

Measures the sharpness of the peak

A

Kurtosis

110
Q

Types of kurtosis

A

Mesokurtic
Platykurtic
Leptokurtic

111
Q

[types of kurtosis] normal curve

A

Mesokurtic

112
Q

[types of kurtosis] Gaussian curve

A

Mesokurtic

113
Q

[types of kurtosis] bell-shaped

A

Mesokurtic

114
Q

[types of kurtosis] most scores are average but there are few high or low scores

A

Mesokurtic

115
Q

[types of kurtosis] scores are spread out

A

Platykurtic

116
Q

[types of kurtosis] all scores are average

A

Leptokurtic

117
Q

[types of kurtosis] narrow

A

Leptokurtic

118
Q

[types of kurtosis] flat

A

Platykurtic

119
Q

Positively skewed

skewed to the _________
lumping/congregated on the __________
Scores are (low/high)

A

Right
Left
Low

120
Q

Negatively skewed

skewed to the _________
lumping/congregated on the __________
Scores are (low/high)

A

Left
Right
High

121
Q

Plausible = ____________

A

Probable

122
Q

Howard Gardner’s Multiple Intelligence

A 
Bodily-Kinesthetic
Visual-Spatial
Verbal Linguistic
Musical
Naturalistic
Intrapersonal
Interpersonal
Logical-Mathematical
123
Q

[True/False] There are no numerical grades in Kinder level.

A

True

124
Q

Can a difficulty index have a negative value?

A

No

125
Q

Can the discrimination index have a negative value?

A

Yes

126
Q

[True/False] Final grade is written in whole numbers.

A

True.

127
Q

What does negative discrimination index imply?

A

The lower groups scored correctly while the upper groups did not.

128
Q

A difficulty index of 1 means that the test item is ________.

A

Very easy

129
Q

Percentage of quarterly assessment in Grades 1-10.

A

20%

130
Q

Failing 3 or more learning areas mean that the student will have to do remedial or retain level.

A

Retain level

Professional Education (4 decks)

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