Assessment Perspectives and Principles

Question 1

three different assessment purposes:

Answer 1

1. assessment for learning
2. assessment as learning
3. assessment of learning

Question 2

Assessment which makes each student’s understanding visible, so that teachers can decide what they can do to help students progress.

Answer 2

Assessment for Learning

Question 3

__________feedback makes explicit connections between students’ thinking and the learning that is expected and
addresses faulty interpretations and lack of understanding

Answer 3

Descriptive

Question 4

___________focuses on students and emphasizes assessment as a process of metacognition (knowledge of one’s own thought processes) for students

Answer 4

Assessment as Learning

Question 5

Feedback in assessment as learning encourages students to focus their attention on the task, rather than on __________

Answer 5

getting the answer right.

Question 6

___________refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements.

Answer 6

Assessment of learning

Question 7

Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has ___________on student learning than assessment for learning and assessment as learning.

Answer 7

a less obvious effect

Question 8

state what the student is expected to do following instruction.

Answer 8

Instruction objectives

Question 9

are appropriate for an entire course or a curriculum of study

Answer 9

Goals

Question 10

4 components of Instructional Objectives

Answer 10

1. Action verb
2. Conditions
3. Standard
4. Intended audience (always the student)

Question 11

most important element of an instructional objective

Answer 11

Action Verb

Question 12

3 domains of learning used in categorizing the action verb

Answer 12

1. Cognitive domain - emphasizes thinking
2. Affective domain - highlighting attitudes and feelings
3. Psychomotor domain - featuring doing

Question 13

6 levels of the cognitive domain per Bloom

Answer 13

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Question 14

3 Categories or groupings of the levels of the cognitive domain

Answer 14

Level 1. Recall – Knowledge and Comprehension
Level 2. Interpretation – Application and Analysis
Level 3. Problem-Solving – Synthesis and Evaluation

Question 15

Test question should ______ the level of the objective;

Answer 15

reflect

Question 16

__________ verbs avoided when writing objectives.

Answer 16

Nonfunctional Verbs

Question 17

Part of the instructional objective which describes the relevant factors associated with the desired performance

Answer 17

Conditions

Question 18

Part of the instructional objective which describes the acceptable level of achievement desired.

Answer 18

Criteria

Question 19

Objectives are written in the ______ tense

Answer 19

future