assessments

Question 1

reliability

Answer 1

the accuracy of an assessment, in that the results are roughly the same or predictable and not vastly different and unpredictable.

Question 2

validity

Answer 2

definition given: the accuracy of an assessment, in that it measures what ever it seeks to measure.

this definition has errors as teachers seemingly are not the validators of most assessment, nor do they state that measurement errors can affect validity

better definition, the assessment is validated by an organization(s) that is under reasonable assumption that it is qualified to validate the assessment.

Question 3

Measurement error

Answer 3

anything that can get in the way of an assessment resulting in accurate results

Question 4

qualitative

Answer 4

nonnumerical, normally obtained through interviews, example RTI, projects, essays, job interviews

Question 5

Quantitative

Answer 5

numerical, strives in part for efficiency, often done on computer or paper, IQ test, state and class exams, quizzes. worksheets.

Question 6

norm reference assessments

Answer 6

large group of assessments that measure test takers against other test takers. sub groups: achievement tests aptitude tests, intelligence tests, personality tests.

Question 7

achievement tests

Answer 7

asses measurable learned abilities , generaly math reading writing,

Stanford and Wechsler achievement tests, ITBS, WIAT-III

Question 8

Aptitude tests

Answer 8

like achievement tests they asses measurable learned abilities, such as math, reading, and writing, but also seek to help to place takers into a course for future learning.

SAT, ACT

Question 9

intelligence tests

Answer 9

they seek to measure what is otherwise un-measurable such as problem solving skills, aptitude for learning and over all intellectual function.

Stanford and Welchsner IQ tests, DAS-II, WISC-V

Question 10

personality test

Answer 10

Measure the tenancy for a taker to act a certain way,

often administers to parents and children together

Question 11

norming group

Answer 11

data that varies in size and variance, grouped into a percentile

Question 12

local norming group, special norming group, national norming group

Answer 12

local, school and district wide.

special, specific group of people generally within a school and have something that separates them from most people, such as a diagnoses.

national norming group, nation wide, reliability/validity is questionable as data is often tossed out as said to be “not representative of the nation”. and tests are often rarely updated as the knowledge takers learn changes.

Question 13

Bell-shaped curve,

Answer 13

Normal distribution in the form of a graph,
1; symmetrical left to right
2; mead median mode are the same number
3; percentage within each standard deviation is largely unknown.

Question 14

age equivalent scores

Answer 14

measure takers to other takers who are around the same age

Question 15

grade equivalent scores

Answer 15

measure takers to other takers who are in the same grade.

Question 16

criterion reference tests

Answer 16

large group of assessments that measure takers performance to a predetermined benchmark.

standards based assesments
STARR PARCC

Question 17

formative assessments

Answer 17

ongoing monitoring, are typically informal, and done with in or close to a classroom setting,

teacher asks each student to read and measures the results for each student.

Question 18

summative assessment

Answer 18

evaluates student learning a the end of a unit of study, generally formal and high stakes.

midterms, final exams

Question 19

benchmark assessment

Answer 19

used to track student progress, tend to be more formal than a formative assessment but less high-stakes than a summative assesment,

I-ready assessments, reading level assessments

Question 20

authentic assessment

Answer 20

seeks to measure knowledge and use of knowledge in the real world

Question 21

diagnostic assessment

Answer 21

seeks to measure what a student knows before a unit of study. teachers often do these for all student at the beginning of a school-year

Question 22

dynamic assesment

Answer 22

interactive and seeks to identify language skills that a child possesses as well as learning potential
often given in the form of test teach retest

Question 23

play-based assessment

Answer 23

self explanatory, used to asses a variety of skills including cognitive and socio emotional skills

sub groups:
unstructured, 
structured: 
child-child: 
parent child
Motor play
snack

Question 24

peer assessment, self assessment, multi perspective assessment

Answer 24

peers give feedback, student evaluates his her self, indivisuals, peers and teachers evaluate learning outcomes together

Question 25

action research

Answer 25

teachers asses their own instructional methods