Chapter 4 Terms Flashcards
describe alternatives to traditional, standardized, Norm or criterion referenced traditional paper and pencil testing. It might require students to answer an open ended question, work out a solution to a problem, Perform a demonstration of a skill, or in someway produce work rather thanselect an answer from choices on a sheet of paper.
Alternative assessment
A type of rubric scoring that separates the whole into categories of criteria that her exam in one at a time. Student writing, for example, might be scored on the basis of grammar, organization, and clarity of ideas. This is a useful diagnostic tool.
Analytic scoring
A type of in formal evaluation. A teacher records observations a student performance in overtime and see patterns of growth.
Anecdotal records
In an educational context, the process of observing learning; describing, collecting, recording, scoring, and interpreting information about a student or one’s own learning. It is used to determine placement, promotion, graduation, or retention. It is an essential tool for evaluating the effectiveness of changes in the teaching learning process.
Assessment
Evaluating by asking for the behavior the learning is intended to produce; ideally mirroring and measuring student performance in a real-world context. Tasks used our meaningful and valuable, and are part of the learning process. It is also the concept of model, practice, feedback in which students know what excellent performance is and are guided to practice and entire concept rather than bits and pieces in preparation for eventual understanding. The goal is to gather evidence that students can use knowledge effectively and be able to critique their own efforts.
Authentic assessment
Student performance standards (the levels of student competence in a content area); also, an actual measurement of group performance against and establish standard at defined points along the path toward the standard. subsequent measurements of group performance use these to measure progress toward achievement.
Benchmark
A learning objective that has three main components: the condition, behavior, and degree
Cognitive objective
A test intended to establish that a student has met Stabley S-t minimum standards of skills and knowledge and is thus eligible for promotion, graduation, certification, or other official acknowledgment of achievement.
Competency test
May question that requires students to construct or create something to answer the question rather than choosing from the given list.
Constructive response questions
A test in which the results can be used to determine a students progress toward mastery of a content area. Performance is compared to an expected level of mastery in the content area rather than to other students scores. The scores have meaning in terms of what the student knows or can do, rather than how the test taker compares to a reference or norm group. It can have norms, but comparison to a norm is not the purpose of the assessment.
Criterion referenced test
The degree to which a curriculum scope and sequence matches a testing programs evaluation measures.
Curriculum alignment
Attest that require students to answer questions in writing; responses can be brief or extensive.
Essay test
Both qualitative and quantitative descriptions of progress towards and the attainment of project goals; using collected information (assessments) to make informed decisions about continued instruction, programs, and activities.
Evaluation
Assessment occurring during the process of the unit or a course.
Formative assessment
Any testing program who’s results have important consequences for students, teachers, schools, and or districts. Such stakes may include promotion, certification, graduation, or denial approval of services and opportunity.
High-stakes testing
In assessment assigning a single score based on an overall assessment of performance rather than by scoring or analyzing dimensions individually. The product is considered to be more than the sum of its parts, and so the quality of a final product or performance is evaluated rather than the process or dimension of performance.
Holistic method
Analyzing each item on a test to determine the proportions of students selecting each answer; can be used to evaluate student strengths and weaknesses; made a point to problems with the test validity and a possible bias.
Item analysis
Students personal records and reactions to various aspects of learning and developing ideas. A reflective process often found to consolidate and enhance learning.
Journals
An assessment that shows mastery of a given skill or concept. If the student struggles to pass, he or she may be lacking a pre-requisite skill.
Mastery test
One of several ways of representing a group with a single, typical score. It is figured by adding up all the individual scores in a group and divide them by the number of people in the group. This is also known as the average and can be affected by extremely low or high scores.
Mean
