Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSTMLS > CHAPTER 12 > Flashcards

CHAPTER 12 Flashcards

1
Q

This means quantifying the ability of the learner

A

measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

the differences between educational evaluation and educational research

A
  • focus of inquiry
  • generalizability
  • value emphasis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What type of evaluation/assessment is executed in order for the teacher to know what the students already know and are able to do?

A

Formative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Educational research emphasize on the value fo truth while educational evaluation emphasize of the value of?

A

worth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The measuring of how the learners achieved the expected levels of competencies as a result of instruction.

A

assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What type of evaluation/assessment is done during the learning process?

A

Formative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

This reflects the trueness and accuracy of the evaluation data gathered.

A

validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what type of evaluation/assessment is dialogue-based and ungraded?

A

formative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

This means to judge the knowledge, understanding and intelligence of the students

A

test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

its purpose is not only to check and judge the knowledge of the learner but all the aspects of the learner

A

evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The sponsors, clients, participants, and stakeholders are the consumers of summative evaluation

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What type of validity defines how well a test measures up to its claims?

A

criterion validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

This is used to assess the degree to which different observes give consistent estimates of the same phenomenon

A

inter-rater reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What type of validity is established by collecting information, administered at approximately the same time to measure the same thing, to see if the results obtained with the instrument is the same with the results from other instruments?

A

concurrent validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

This measures the consistency of different versions of a test which are designed to be parallel

A

equivalent forms method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

It is the estimate of how much a measure represents every single element of a construct

A

content validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What type of evaluation/assessment is done to gauge student learning against a standard/benchmark?

A

summative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

this refers to whether an assessment instrument gives the same results each time it is used in the same setting with the same type of subjects

A

reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What type of evaluation asks the question, “What results occur?”

A

Summative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What type of validity is established by demonstrating that the results from the instrument can be used to predict some future behavior?

A

predictive validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

is most frequently used for the purpose of grading and classifying students.

A

Educational evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

It is designed ot determine who among the students fail, succeed, or simply get by in a given course (Bloom, Hastings, and Madaus 1971).

A

Educational evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Educational evaluation

A

testing, measurement, grading, and assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

When teachers construct a set of questions for students to answer, in written or any other form, they are engaging in a __________.

A

testing activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

The usual practice of teachers is to administer a ____ at the end of instruction.

A

test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

After the test, the students’ answers are reviewed and scores are assigned according to the number of correct responses.

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

act of determining the degree to which a learner possesses a certain attribute (Popham 1993).

A

measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

After measurement, each student
is assigned a corresponding grade.

A

Grading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

usually followed by a decision to pass, promote, remediate, or fail a student.

A

grading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

the collection of data and organizing them to measure how the learners have achieved the expected levels of competencies as a result of instruction refers to

A

assessment

31
Q

evaluation of student achievement,

A

assessment

32
Q

broader term “______________” refers to a much wider scope in health professions education.

A

educational evaluation

33
Q

involves several activities in teaching and learning which could and need to be evaluated regularly.

A

education

34
Q

roles of educational evaluation:

A

To provide a basis for decision making and policy formulation,
To assess student achievement,
To evaluate curricula,
To accredit schools,
To monitor expenditures of public funds, and
To improve educational materials and programs.

35
Q

as the determination of the worth of any educational phenomenon or product through a systematic,
formal, and scientific collection, organization, and interpretation of data.

A

educational evaluation

36
Q

Its final output si a recommendation ofdecisions the educational managers have to make regarding the educational phenomenon or product evaluated.

A

educational evaluation

37
Q

Toward the end of the semester, a biochemistry teacher grades her students to determine their standing in class.

A

Grading

38
Q

The dean of Health Science College X gathers pre- and post-test scores of students from two classes to measure how the difference between two teaching methods affected instruction and if the school would advocate any of the instructional methods.

A
39
Q

Faculty member Yconstructed a series of questions for the practical examination that would be administered ni his class. Theitems would be later pooled to develop arating scale on taking a patient’s vital signs

A
40
Q

is a disciplined inquiry; it si systematic and formal and, therefore, follows aset of standardized methodologies and processes

A

Educational evaluation

41
Q

differs from evaluation in terms of focus of inquiry, generalizability, and value emphasis.

A

educational research

42
Q

want to explain educational phenomena, discuss them in relation to other similar cases and variables, and draw conclusions about them.

A

Educational researchers

43
Q

______ of educational research are matched or compared to comparable situations or populations and are attempted to be generalized.

A

Findings

44
Q

is only interested on a particular educational program and the decisions ot be made regarding it based on the evaluation findings, e.g., termination,
modification, or extension of the program.

A

educational evaluation

45
Q

Educational evaluation: Focus

A

Decisions

46
Q

Educational evaluation: Generalizability

A

Low

47
Q

Educational evaluation: Value emphasis

A

Worth

48
Q

Educational research: Focus

A

Conclusions

49
Q

Educational research: Generalizability

A

High

50
Q

Educational research: Value emphasis

A

Truth

51
Q

deciding at what stage of the educational product or phenomenon should evaluation be made. The vital concepts on this issue refer to

A

diagnostic,
formative, and
summative evaluations.

52
Q

is usually conducted before the implementation of any educational program.

A

Diagnostic evaluation

53
Q

Its primary purpose si for placement, to classify students according to various characteristics and assign them to the appropriate groups.

A

Diagnostic evaluation

54
Q

It also aims to determine the presence or absence of prerequisite competencies so that the appropriate help is given to the learners.

A

Diagnostic evaluation

55
Q

is conducted during the development and operation of a program to provide educational managers with information regarding the progress of the program.

A

Formative evaluation

56
Q

Formative evaluation is also called

A

Monitoring evaluation

57
Q

Is a process that should be undertaken, especially by new or pioneering programs, to guide decision makers on how else they could be improved. This type of evaluation can contribute to the gradual and effective refinement of curricular innovations in terms of establishing interim progress and immediate evaluation ofproducts or curricular milestones

A

monitoring/ formative evaluation

58
Q

Is conducted at the end of a program to provide potential consumers with judgment about that program’s worth or merit (Worthen and Sanders 1987).

A

Summative evaluation

59
Q

_________ of summative evaluation also refer to sponsors, clients, participants, and stakeholders.

A

Consumers

60
Q

refers to the person or institution that authorizes the evaluation and provides the fiscal resources for the activity.

A

evaluation’s sponsor

61
Q

refers to the specific agency or individual who requests for the evaluation.

A

Client

62
Q

T or F| In many instances, sponsors and clients refer to a single person or institution. However, there are also cases where clients would request a sponsor to finance the evaluation for them.

A

True

63
Q

refer to those from whom the evaluator asks data during the conduct of the study. ________ usually include the clients, other stakeholders, and other key informants.

A

Participants

64
Q

refer to those who may be directly affected by the evaluation results.

A

Stakeholders

65
Q

School officials, program staff, parents, students, and companies interested to recruit the school’s graduates are examples of

A

Stakeholders

66
Q

Formative evaluation:
Purpose
Audience
Who should do it

A

To improve the program

Program administrators andstaf

Internal evaluator

67
Q

Formative evaluation:

Major characteristic
Measures
Frequency of data collection

A

Timely
Often informal
Frequent

68
Q

Formative evaluation:

Samples ize
Questions asked
Design constraints

A

Often small

What is working?
What needs to be improved?
How can it be improved?

What information is needed? When?

69
Q

Summative evaluation:

Purpose
Audience
Who should do it

A
70
Q

Summative evaluation:

Major characteristic
Measures
Frequency of data collection

A
71
Q

Summative evaluation:

Sample size
Questions asked
Design constraints

A

Usually large

What results occur?
With whom?
Under what condition?
With what training? At what cost?

What claims doyou wish to make?

72
Q

_________ evaluator is preferred for formative evaluations.

A

internal

73
Q

This type of evaluator, being a member of the program being studied, definitely knows more about
the program than any outsider. However, this person may also be so close to it to the point of having difficulty ni making an objective judgment.

A

Internal Evaluator

74
Q

_________evaluator, who, being an outsider, is not emotionally attached ot the program and can make use of objective evaluation parameters and decide accordingly. On the other hand,
it is also difficult for the _______ evaluator to fully grasp the nature of the program as deeply
as an internal one. ‘

A

external evaluator

PSTMLS (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions