D293 Flashcards
Formative Assessment
Provides insight to instructors and teachers to tailor their strategies or adjust their lessons
Diagnostic Assessment
Typically presented at the start of a course to provide a point of reference to measure progress
Summative Assessment
Measures the achievement of learning goals or objectives
Competency-based Assessment
Focuses more on the application of skills and knowledge than possession of knowledge
Criterion-referenced Assessment
Measures student learning based on concrete standard, objective, or outcome
Ipsative Assessment
Measures student learning against past knowledge or performance
Norm-referenced Assessment
Grading on a curve
Standards-based Assessment
Similar to criterion-referenced; however, a criterion often references a standard. Multiple criteria can be derived from one standard.
Traditional Assessment
Catchall term for common assessment types like multiple choice, true/false, fill in the blank etc.
Direct Assessment
Evaluate learner’s understanding of a concept, achievement of a learning objective, or completion of a goal
Indirect Assessment
Does not look at learners’ actual work but instead uses information gathered from other sources
Project-based AssessmentReflection-focused Assessment
Allows learners to reflect on the learning experience.
Provides a basis for planning what to focus on in the future.
Cognitive Knowledge/Mental Skills
Six areas of intellectual skills that build from simple to complex behaviors
Remembering.
Understanding.
Applying.
Analyzing.
Evaluating.
Creating.
Affective Attitude/Emotions
Five areas of emotional response are characterized from simple to complex.
Receiving.
Responding.
Valuing.
Organizing.
Characterizing.
Psychomotor Skills/Physical Skills
Perception.
Set.
Guided Response.
Mechanism.
Complex Overt Response.
Adaptation.
Origination.
Descriptive analytics
facts; “what happened?”
Diagnostic analytics
answer why; “why did it happen?
Predictive analytics
make a forecast; “what is likely to happen?”
Prescriptive analytics
suggest a solution; “what should be done?”
Quantitative analysis
based on objective, numerical data and statistics
Qualitative analysis
based on non-numerical information such as observations, reflections, and interviews
Social network analysis
Study of patterns or trends in relationships among groups of learners or between learners and instructors
Construct-validity Bias
Does the test accurately measure what it was designed to measure?
Content-validity Bias
Is the content of the test more difficult for one group of students than for others?Item-selection bias - Are the individual test items more suited to one group’s language and cultural experiences?
Predictive-validity Bias
Does the test predict that all groups of students will perform equally well?
Task level
tells how well the learner has performed at a specific task
Process level
feedback specific to the processes used for tasks
Self-regulation level
encourages learner to self-assess to a more critical degree
Self level
Focuses more on the person than on the work; least effective
Mastery-oriented Feedback
Guide learners towards mastery rather than a fixed notion of performance or compliance.
Emphasize effort and improvement rather than relative performance.
Frequent, timely, and specific.
