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PSYC 2020 > Chapter 12 > Flashcards

Chapter 12 Flashcards

1
Q

Assessment

A

The process of observing a sample of students’ behaviour and drawing inferences about their knowledge and abilities

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2
Q

Informal assessment

A

Assessment that results from teachers’ spontaneous day-to-day observations of how students behave and perform in class

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3
Q

Formal assessment

A

A systematic attempt to determine what students have learned. It is typically planned in advance and used for a specific purpose

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4
Q

Paper-pencil assessment

A

Assessment in which students provide written responses to written items (ex. test/exam)

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5
Q

Performance assessment

A

Assessment in which students demonstrate their knowledge and skills in a non-written fashion (ex. oral presentation)

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6
Q

Traditional assessment

A

Assessment that focuses on measuring basic knowledge and skills in relative isolation from tasks more typical of the outside world (ex. tests/quizzes)

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7
Q

Authentic assessment

A

Assessment of students’ knowledge and skills in an authentic, “real-life” context that is an integral part of instruction rather than a separate activity

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8
Q

Standardized test

A

A test developed by test construction experts and published for use in many different schools and classrooms

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9
Q

Teacher-developed assessment instrument

A

An assessment tool developed by an individual teacher for use in their own classroom

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10
Q

Formative evaluation

A

An evaluation conducted during instruction to facilitate students’ learning

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11
Q

Summative evaluation

A

An evaluation conducted after instruction is completed and used to assess students’ final achievement

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12
Q

How do assessments in the classroom promote learning?

A
  • help to motivate students to learn the material
  • mechanisms for review
  • Influences on cognitive processing
  • learning experiences
  • provides feedback
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13
Q

RSVP characteristics

A

Reliability
Standardization
Validity
Practicality

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14
Q

Reliability

A

The extent to which an assessment instrument yields consistent information about the knowledge, skills or abilities one is trying to measure

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15
Q

What are some factors that affect reliability?

A
  • day-to-day changes in students
  • variations in the physical environment
  • variations in administration of assessment
  • characteristics of the assessment instrument
  • subjectivity in scoring
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16
Q

Test-re-test reliability

A

The degree to which the instrument yields similar information over a short time interval

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17
Q

Scorer reliability

A

The degree to which different experts are likely to agree in their assessment of complex behaviours

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18
Q

Internal consistency reliability

A

The extent to which different parts of the instrument are all measuring the same characteristic

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19
Q

Reliability coefficient

A

A numerical index of an assessment tool’s reliability-ranges from 0-1, with higher numbers indicating higher reliability (also known as a correlation coefficient)

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20
Q

Standard error of measurement

A

A statistic estimating the amount of error likely to be present in a particular score on a test or other assessment instrument

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21
Q

Confidence interval

A

A range around an assessment score reflecting the amount of error likely to be affecting the scores accuracy

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22
Q

Standardization

A

The extent to which assessment instruments and procedures involve similar content and format and are administered and scored in the same way for everyone (increases reliability)

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23
Q

Validity

A

The extent to which an assessment instrument actually measures what it is intended to measure

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24
Q

Content validity

A

The extent to which an assessment includes a representative sample of tasks within the content domain being assessed

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25
Q

Table of specifications

A

A two-way grid that indicates both the topics to be covered in an assessment and the things that students should be able to do with each topic

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26
Q

Predictive validity

A

The extent to which the results of an assessment predict future performance

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27
Q

Validity coefficient

A

A numerical index of an assessment tool’s predictive validity; ranges from 0-1, with higher numbers indicating more accurate predictions

28
Q

Construct validity

A

The extent to which an assessment accurately measures an unobservable educational or psychological characteristic

29
Q

Practicality

A

The extent to which an assessment instrument or procedure is inexpensive and easy to use and takes only a small amount of time to administer and score

30
Q

Criterion-referenced score

A

A test score that specifically indicates what students know and can do

31
Q

Norm-referenced score

A

A score that indicates how a student’s performance on an assessment compares with the average performance of other students

32
Q

Norms

A

As related to socialization, society’s rules for acceptable and unacceptable practice. As related to testing practice, data regarding the typical performance of various groups of students on a standardized test or other norm-referenced assessment

33
Q

Mean

A

The average of a set of scores which is calculated by adding all the scores and dividing by the total number of people who have obtained those scores

34
Q

Standard deviation

A

A statistic that reflects how close together or far apart a set of scores are, indicating the validity of the scores

35
Q

Normal distribution

A

A theoretical pattern of educational and psychological characteristics in which most individuals lie somewhere in the middle range and few at either extremes

36
Q

Percentile rank

A

A test score that indicates the percentage of people in the norm group getting a raw score less than or equal to a particular student’s raw score

37
Q

Standard score

A

A test score that indicates how far a student’s performance is from the mean with respect to standard deviation units

38
Q

Confidence interval

A

Error of an assessment score accuracy (related to “percentile” calculation)

39
Q

Grade equivalent score

A

A test score that indicates that grade level of students to whom a student’s test performance is most similar

40
Q

Age equivalent score

A

A test score that indicates the age level of students to whom a student’s test performance is most similar

41
Q

High-stakes testing

A

Where a single test, exam or assignment will singularly determine the interpretation of student performance (ex. EQAO testing)

42
Q

Achievement tests

A

To assess how much students have learned from what they have specifically been taught

43
Q

Ability tests

A

A test designed to assess one’s general capacity to learn; typically used to predict students’ success in future learning situations (ex. IQ tests)

44
Q

Specific aptitude tests

A

A test designed to predict students’ ability to learn in a particular content domain

45
Q

IQ scores

A

A score on an intelligence test, determined by comparing one’s performance on the test with the performance of others in the same age group; for most tests, it is a standard score with a mean of 100 and a standard deviation of 15

46
Q

Stanine

A

A standard score with a mean of 5 and a standard deviation of 2; it is always reported as a whole number

47
Q

z score

A

A standard score with a mean of 0 and a standard deviation of 1

48
Q

T-score

A

A standard score with a mean of 50 and a standard deviation of 10

49
Q

Test anxiety

A

Excessive anxiety about a particular test of about assessment in general

50
Q

Cultural bias

A

The extent to which the items or tasks of an assessment instrument either offend or unfairly penalize students because of their ethnicity, sex or socioeconomic status

51
Q

Testwiseness

A

Test-taking know-how that enhances test performance (knowing how to study effectively, using time efficiently, deductive reasoning etc.)

52
Q

How can we accommodate students with special needs on classroom assessments?

A
  • modify the presentation format
  • modify the response format
  • modify the timing
  • modifying the assessment setting
  • administering part but not all of an instrument
  • using different assessment instruments to be more compatible with students’ ability levels and needs
53
Q

Halo effect

A

A phenomenon where people are more likely to perceive positive behaviours in a person they like or admire

54
Q

Horns effect

A

Expecting inappropriate behaviour from a student with a history of misbehaviour

55
Q

Recognition task

A

A memory task in which one must identify correct information among irrelevant information or incorrect statements (ex. multiple choice, true/false questions, matching etc.)

56
Q

Recall task

A

A memory task in which one must retrieve information in its entirety from long-term memory (ex. essays, word problems)

57
Q

Products vs. processes

A

You can look at tangible products that students have created or at the specific processes and behaviours that students exhibit (ex. oral presentation, playing an instrument etc.)

58
Q

Individual vs. group performance

A

Teachers may consider individual students’ behaviours and achievements or instead, the entire groups accomplishment

59
Q

Restricted vs. extended performance

A

Short performance tasks and performance that is exhibited over days and weeks

60
Q

Static vs. dynamic assessment

A

Static indicators focus on identifying students’ existing abilities and achievements while dynamic assessment indicates what students are likely to be able to accomplish with appropriate structure and guidance

61
Q

Checklist

A

An assessment tool with which a teacher evaluates student performance by indicating whether specific behaviours or qualities are absent or present

62
Q

Rating scale

A

An assessment tool with which a teacher evaluates student performance by rating aspects of the performance on one or more continua

63
Q

Analytic scoring

A

Scoring students’ performance on an assessment by evaluating various aspects of their performance separately
-useful in conducting formative evaluations and promoting students’ learning (use checklists/rating scales)

64
Q

Holistic scoring

A

Summarizing students’ performance on an assessment with a single score
-often used in summative evaluations

65
Q

Item analysis

A

An analysis of students’ responses to the individual items of an assessment instrument; used to identify possibly flawed items

66
Q

Item difficulty

A

The proportion of students getting a particular assessment item correct (indicates difficulty level of each item)

67
Q

Item discrimination

A

The relative proportion of high-scoring and low-scoring students getting a particular item correct

PSYC 2020 (6 decks)

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