assessments Flashcards
reliability
the accuracy of an assessment, in that the results are roughly the same or predictable and not vastly different and unpredictable.
validity
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.
Measurement error
anything that can get in the way of an assessment resulting in accurate results
qualitative
nonnumerical, normally obtained through interviews, example RTI, projects, essays, job interviews
Quantitative
numerical, strives in part for efficiency, often done on computer or paper, IQ test, state and class exams, quizzes. worksheets.
norm reference assessments
large group of assessments that measure test takers against other test takers. sub groups: achievement tests aptitude tests, intelligence tests, personality tests.
achievement tests
asses measurable learned abilities , generaly math reading writing,
Stanford and Wechsler achievement tests, ITBS, WIAT-III
Aptitude tests
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
intelligence tests
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
personality test
Measure the tenancy for a taker to act a certain way,
often administers to parents and children together
norming group
data that varies in size and variance, grouped into a percentile
local norming group, special norming group, national norming group
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.
Bell-shaped curve,
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.
age equivalent scores
measure takers to other takers who are around the same age
grade equivalent scores
measure takers to other takers who are in the same grade.
criterion reference tests
large group of assessments that measure takers performance to a predetermined benchmark.
standards based assesments
STARR PARCC
formative assessments
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.
summative assessment
evaluates student learning a the end of a unit of study, generally formal and high stakes.
midterms, final exams
benchmark assessment
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
authentic assessment
seeks to measure knowledge and use of knowledge in the real world
diagnostic assessment
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
dynamic assesment
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
play-based assessment
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
peer assessment, self assessment, multi perspective assessment
peers give feedback, student evaluates his her self, indivisuals, peers and teachers evaluate learning outcomes together
action research
teachers asses their own instructional methods
