Chapter 2 - Role of Measurement and Assessment in Teaching

Question 0

Test

Answer 0

An instrument or systematic procedure for measuring a sample of behavior by posing a set of questions in a uniform manner. Because a test is a form of assessment, tests also answer the question “How well does the individual perform - either in comparison with others or in comparison with a domain of performance tasks?”

Question 1

Assessment

Answer 1

Any of a variety of procedures used to obtain information about student performance. Includes traditional paper-and-pencil tests as well as extended responses (e.g., essays), performances of authentic tasks (e.g., laboratory experiments), teacher observations, and student self-report. Assessment answers the question: “How well does the individual peform?”

Question 2

Measurement

Answer 2

The process of obtaining a numerical description of the degree to which an individual possesses a particular characteristic. Measurement answers the question: “How much?”

Question 3

Give the five general principles of assessment.

Answer 3

1) Clearly specifying what is to be assessed has priority in the assessment process.
2) An assessment procedure should be selected because of its relevance to the characteristics or performance to be measured.
3) Comprehensive assessment requires a variety of procedures.
4) Proper use of assessment procedures requires an awareness of their limitations.
5) Assessment is a means to an end, not an end in itself.

Question 4

Give the two broadest categories of the Instructional Model.

Answer 4

I. Instructional Objectives

II. Evaluation Procedures.

Question 5

Give five ways in which assessment procedures can contribute to improved student learning.

Answer 5

1) Clarifying the nature of the intended learning outcomes.
2) Providing short-term goals to work toward.
3) Providing feedback concerning learning progress.
4) Providing information for overcome learning difficulties and for selecting future learning experiences.
5) Identifying the next instructional goal.

Question 6

Give three ways in which information from assessments can be used to improve instruction.

Answer 6

1) Aid in judging the appropriateness and attainability of the instructional goals.
2) Aid in judging the usefulness of the instructional materials.
3) Aid in judging the effectiveness of the instructional methods.

Question 7

Measure of Maximum Performance

Answer 7

A measure of maximum performance is concerned with how well individuals perform when they are motivated to obtain as high a score as possible.

Question 8

Measure of Typical Performance

Answer 8

A measure of typical performance is designed to reflect a person’s typical behavior. This typically includes assessments to assess interests, attitudes, adjustment, and personality traits.

Question 9

Fixed-Choice Test

Answer 9

A test that allows for efficient measurement of knowledge and skills, such as a multiple choice test. Students typically choose answers from a host of responses given (e.g., multiple choice, true-false, matching). Objective scoring, high reliability for a given period of time, and cost effectiveness are advantages for this type of test.

Question 10

Give two major criticisms of fixed-choice tests.

Answer 10

1) Fixed-choice tests tend to overemphasize factual knowledge and low-level skills at the expense of higher-order problem-solving and conceptual skills.
2) Fixed-choice tests drive instruction in ways that are inconsistent with current understandings of cognition and learning that emphasize the importance of engaging students in the construction of knowledge.

Question 11

Complex-Performance Assessments

Answer 11

Performance-assessment tasks are assessments intended to closely reflect long-term instructional goals and require students to solve problems of importance outside the confines of the classroom or to perform in ways that are valued in their own right. Ex. written essays, open-ended mathematics problems, oral presentations, etc.

Question 12

Give the four different types of assessment, based on their functional role in classroom instruction.

Answer 12

1) Placement assessment
2) Formative assessment
3) Diagnostic assessment
4) Summative assessment

Question 13

Give the function of the placement assessment.

Answer 13

Placement assessments are intended to determine student performance at the beginning of instruction.

Question 14

Give the function of formative assesssments.

Answer 14

Formative assessments are intended to monitor learning progress during instruction.

Question 15

Give the function of diagnostic assessments.

Answer 15

Diagnostic assessments are intended to diagnose learning difficulties during instruction.

Question 16

Give the function of summative assessments.

Answer 16

Summative assessments are intended to assess achievement at the end of instruction.

Question 17

What three questions are asked by placement assessments?

Answer 17

1) Does the student possess the knowledge and skills needed to begin the planned instruction?
2) To what extent has the student already developed the understanding and skills that are the goals of the planned instruction?
3) To what extent do the student’s interests, work habits, and personality characteristics indicate that one mode of instruction might be better than another?

Question 18

Give five characteristics of placement evaluations.

Answer 18

1) Occur before instruction
2) Any type of test may be used
3) Used to determine the performance level of students before instruction.
4) Can be used for placement purposes: mental and physical placement.
5) teacher now knows where to begin instruction.

Question 19

Give the five characteristics of formative evaluation.

Answer 19

1) This is where instructions begin.
2) Student-vs-Criteria -> level of performance (80%)
3) Monitors the performance level of students through their progress.
4) This is where adjustments in instruction are made.
5) Students are provided with feedback; this is seen as motivational.

Question 20

Give the three characteristics of diagnostic evaluation.

Answer 20

1) A problem exists and is noticed by the teacher.
2) Remediation is attempted.
3) Referral.

Question 21

Give the two characteristics of summative evaluations.

Answer 21

1) Instruction is over.

2) Student-vs-Student: tries to distinguish between high and low achieving students.

Question 22

Norm-Referenced Assessment

Answer 22

A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of an individual’s relative standing in some known group.

Question 23

Criterion-Referenced Assessment

Answer 23

A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited domain of learning tasks.

Question 24

Define Bloom’s Taxonomy.

Answer 24

A classification of learning, which is progressive in nature and takes into consideration the different stages of learning.

Question 25

Give the six stages of Bloom’s Taxonomy.

Answer 25

1) Knowledge
2) Understanding
3) Application
4) Analysis
5) Synthesis
6) Evaluation

Question 26

Define the knowledge stage of Bloom’s Taxonomy.

Answer 26

Memorization of factual information.

Question 27

Define the understanding stage of Bloom’s Taxonomy.

Answer 27

Comprehension (involving novelty, but not too much).

Question 28

Define the application stage of Bloom’s Taxonomy.

Answer 28

Problem-solving, leading to generalized learning.

Question 29

Define the analysis stage of Bloom’s Taxonomy.

Answer 29

Breaking down of information, leading to completion.

Question 30

Define the synthesis stage of Bloom’s Taxonomy.

Answer 30

The putting together of information, bringing new information together with the old information to create something new.

Question 31

Define the evaluation stage of Bloom’s Taxonomy.

Answer 31

Value judgment concerning information. It must be supported!