Chapter One Flashcards
Tools. When designed well and placed in the hands of well-trained users for an intended purpose and audience, _____ can give educators valuable information.
Tests
brief assessments given frequently to assess the instruction and to guide day-to-day instructional decision making.
Formative Assessments
given more than once a year, but not as often as formative assessments. They typically measure student growth over time and can be used as benchmark assessments to determine students at risk for poor performance.
Interim Assessments
given at the end of units, courses, or academic school years. They have a limited impact on day-to-day instructional decision making.
Summative Assessments
multiple choice, true-false, matching, typically only measure factual knowledge
Objective Tests
Vary in length, measure high-order thinking skills, more difficult to score objectively
Essay Item Tests
Activity-based assessment, difficult to score consistently, reduce pressure of tests
Performance and Portfolio Assessments
designed, graded, and administered by teacher
Teacher-made Tests
created by professionals, quite expensive, same process for administration no matter who administers the test
Standardized Tests
Standardized tests that compare the performance with a norm group.
Measure broad educational goals.
Lengthy.
Scores are always relative to the norm group.
Norm-referenced Tests (NRTs)
May be standardized or teacher made.
Shorter than NRTs and smaller focus.
Can determine whether a student has mastered a skill.
More likely to be used for day-to-day instructional decision making than NRTs.
Criterion-referenced Tests (CRTs)
Brief, formative tests.
May be standardized or teacher made.
First used in special education programs: now used in RTI and progress monitoring.
Curriculum-Based Measurements (CBMs)
helps us determine if the test is measuring what it is intended to measure.
Validity
