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
Quantitative description of student learning and qualitative description of student attitude.
Measurement
The point on a scale that divides a group into two equal subgroups. This is not affected by low or high scores, as is the mean.
Median
The knowledge of one’s own thinking processes and strategies, and the ability to consciously reflect and at on the knowledge of cognition to modify those processes and strategies.
Metacognition
The test in which students are presented with a question or an incomplete sentence or idea. The students are expected to choose the correct or best answer completion from a menu of alternatives.
Multiple-choice tests
A distribution of scores obtained from a group. This is the midpoint (or median) of scores or performance of the students in that group. 50% will score above and 50% below this.
Norm
A random group of students selected by a test developer to take a test provide a range of scores and establish the percentiles a performance for use in establishing scoring standards.
Norm group
A test in which the students or a group’s performance as compared to that of a norm group. The student or group scores will not fall evenly on either side of the median established by the original test takers. The results are relative to the performance of an External group and are designed to be compared with the norm group providing a performance standard. Often used to measure and compare students, schools, districts, and states on the basis of Norm establish scales of achievement.
Norm referenced test
It’s faster which the scoring procedure is completely specified, enabling agreement among different scorers.
Objective test
And operationally define educational goal, usually a culminating activity, product, or performance that can be measured.
Outcome
A rating scale ranging from a low of one to a high of 99, with 50 as the median score. A rank indicates the percentage of a reference or norm group obtaining scores equal to or less than the test taker score. This score does not refer to the percentage of questions answered correctly; it indicates the testtakers standing relative to the norm group standard.
Percentile
A standardized test designed to efficiently measure the amount of knowledge and or skill a person has acquired, usually as a result of classroom instruction. Such testing produces a statistical profile used as a measurement to evaluate student learning in comparison with a standard or norm.
Achievement test
A test of the ability to apply knowledge in a real life setting. Assessment of the performance is done using a rubric or analytics scoring guide to aid in objectivity.
Performance-based assessment
The standards by which student performance is evaluated. It helps assessors maintain objectivity and provide students with important information about expectations, giving them a target or goal to strive for.
Performance criteria
A systematic and organize collection of the students work that exhibits to others the direct evidence of the students efforts, achievements, and progress over a period of time. The collection should involve the student and selection of its contents, and should include information about the performance criteria, the rubric or or criteria for judging marriage, and evidence of student self reflection or evaluation.
Portfolio
Each piece maybe individually scored, or it might be assessed merely for the presence of required pieces, or a holistic scoring process might be used in an evaluation made on the basis of an overall impression of the students collected work.
Portfolio assessment
A general method of doing something, involving steps or operations which are usually order and or interdependent. It can be evaluated as part of an assessment, as in the example of evaluating a students performance during pre-writing exercises leading up to the final production of an essay or paper.
Process
The tangible and stable result of the performance or task. And assessment is made of student performance based on evaluation of the product of a demonstration of learning.
Product
A graphic compilation of the performance of an individual on a series of assessments.
Profile
A complex assignment involving more than one type of activity and production. They can take a variety of forms; some examples are Mural construction, a shared service one, or other collaborative or individual effort.
Project
The breakdown of an aggregate of percentile rankings into four categories: the 0 to 25th, 26 to 50, etc.
Quartile
The measure of consistency for an assessment instrument. The instrument should you’ll similar results over time with similar populations in similar circumstances.
Reliability
In general, the scoring guide used in subjective assessments. It can also be an explicit description of performance characteristics corresponding to a point and a rating scale.
Rubric
Used to assess reading as a student reads from a benchmark book or selection.
Running record
Score is based on a scale ranging from 001-999. They are useful in comparing performance and one subject area across classes, schools, districts, and other large populations, especially in monitoring change over time.
Scale scores
Rules for assigning a score for the dimensions of proficiency in performance used to describe a student’s response to a task. May include rating scales, checklists, answer keys, and other scoring tools.
Scoring criteria
The learner uses an assessment list or rubric and benchmarks to assess his or her own work.
Self-assessment
And objective test that is given and scored in a uniform manner. They are carefully constructed and items are selected after trials for appropriateness and difficulty.
Standardized test
Agreed upon that you used to measure the quality of student performance, instructional methods, curriculum, etc.
Standards
The test in which the impression or opinion of the assessor determines the score or a valuation of performance; this type of test does not provide the learner with answers in advance.
Subjective test
Evaluation at the conclusion of the unit or units of instruction or an activity or plan, to determine or judge student skills and knowledge or effectiveness of a plan or activity.
Summative assessment
The test measures the desired performance inappropriate inferences can be drawn from the results. The assessment accurately reflects the learning it was designed to measure.
Validity
