Dapat Tandaan kag Intindihun Gd DAPAT DAPAT DAPAT Unit 3

Question 1

What is high quality classroom assessment

Answer 1

High quality classroom assessment are technically sound and provide results that demonstrate and improve targeted students

Question 2

Principle of high quality assessment

Answer 2

Continuous process
Appropriate method
Practicality and efficiency
Appropriate and clear learning targets
Balance
Fairness
Communication
Authenticity
Positive consequences
Ethics and morality
Reliability
Validity

Question 3

L1. Learning Target
A statement of what we want to observe on the behavior or performance of our students.

Answer 3

A. Cognitive Targets
B. Affective Domain
C. Psychomotor Domain

Question 4

A. Cognitive Targets (Bloom 1954 original)

Answer 4

Level 1. Knowledge
Level 2. Comprehension
Level 3. Application
Level 4. Analysis
Level 5. Synthesis
Level 6. Evaluation

Question 5

Cognitive Targets (Bloom 2001- revised)

Answer 5

Level 1. Remembering
Level 2. Understanding
Level 3. Applying
Level 4. Analyzing
Level 5. Evaluating
Level 6. Creating

Question 6

B. Affective Domain (Krathwohl, Bloom and Masia - 1956)

Answer 6

Level 1. Receiving
Level 2. Responding
Level 3. Valuing
Level 4. Organization
Level 5. Characterization by value

Question 7

C. Psychomotor Domain (action based)

Answer 7

Level 1. Perception -first step in performing a motor act

Level 2. Set -preparatory adjustment of readiness for a particular kind of action in experience

Level 3. Guided Response -early step by the development of skill

Level 4. Mechanism -the learner has confidence and degree of proficiency In the performance of the act

Level 5. Complex Overt Response -individual performs a motor act that is complex

Level 6. Adaptation -more activities are altered

Level 7. Organization -creating you motor act or way based on understandings abilities and skills developed in the psychomotor area

Question 8

Skills, competencies, and abilities targets

Answer 8

Skills are activities that is student can’t proficiently do

Competencies are skills that are clustered together

Abilities are characterized per related competencies (cognitive, psychomotor and affective)

Question 9

Products, outputs and projects targets

Answer 9

Products output and projects are proof or evidence of students ability. Learning targets for products and project most clearly specify the level of workmanship of such project (expert level, skilled level)

Question 10

Constructive Alignment

Answer 10

The teaching learning activity or activities and assessment task are aligned with the intended learning outcome

Question 11

Principles of good practice in assessing learning outcomes

Question 12

Constructive Alignment

Answer 12

Learning Objectives= Learning Activities= Assessment

Question 13

Validity

Answer 13

Validity refers to the appropriateness and correctness of an assessment method in measuring what it purports to measure

Question 14

Types of validity

Answer 14

Content validity
Criterion related validity
Construct validity

Question 15

1. Content validity

Answer 15

•It occurs when the assessment/ experiment provides adequate coverage of the subject being studied

•the use of tables specifications insures content validity

Question 16

2. Criterion- Related Validity

Answer 16

• this assess weather a test reflects a certain set of abilities.
• do the test results match up with other known measures of a characteristic

Question 17

Types of criterion-related validity

Answer 17

Concurrent validity -the scores on a test are related to the scores on another, already established, test administered at or nearly same time.

Predictive validity -it is a measure of how will a test predicts abilities or future performance

Question 18

3. Construct Validity

Answer 18

It refers to how well the result obtained from the use of the measure fit the theories around which the test is design

Question 19

Types of construct validity

Answer 19

Convergent validity- this type of validity test weather the constructs that are expected to be related are in fact related.

Divergent validity-this type of validity test is construct that should have no relationship do, in fact not have any relationship.

Face validity- the test looks like it measures what it claims to

Question 20

Factors that influence validity

Question 21

Reliability

Answer 21

Refers to the repeatability and consistency of a test results from one administration of an instrument to another and from one set of items to another

Question 22

Ways to establish or testing reliability

Answer 22

A. Test retest reliability
B. Parallel forms reliability
C. Internal consistency
D. Inter-rater reliability

Question 23

A. Test- retest reliability

Answer 23

• the degree to which scores are consistent overtime

*Spearman rank correlation coefficient or Spearman RHO -statistical tool used to measure the relationship between paired rank assigned to individual scores on two variable of the first administration and the second administration.

Question 24

B. Parallel forms reliability (equivalent forms/alternate form reliability)

Answer 24

• test of equivalent

*Pearson product-moment correlation coefficient - statistical tool used to determine the correlation of parallel forms

Question 25

C. Internal Consistency

Answer 25

• items should correlate with each other
• used in psychological test that consist of the dichotomous scored items

Question 26

D. Inter-rater reliability

Answer 26

• the extent to which two or more rater (observer, coders examiners) agree
• address the issue of consistency of the implementation of a rating system

Question 27

Fairness

Answer 27

• a fair assessment is one that provides all student an equal opportunity to demonstrate achievement

Question 28

Key components of fairness

Answer 28

Student knowledge of the targets and assessment

Opportunity to learn

Prerequisite knowledge and skill

Avoiding student stereotyping

Avoiding bias in assessment test and procedures

Accommodating special needs students and ESI learners

Question 29

Two major forms of assessment

Answer 29

• Offensiveness
• Unfair penalization

Question 30

Cultural background influences assessment

Answer 30

Knowledge from the immediate environment of the student

Depending on the culture, rules for sharing beliefs, discussion, taking turns and expressing opinions differ

Respect and politeness may be expressed differently

Learning style difference influence is student’s confidence and motivation to complete task

Question 31

Positive consequences
3 key components

Answer 31

Assessment should have a positive effect

Assessment should motivates students to learn and do more

Assessment should give way to improve the teachers instruction

Question 32

Alignment with standard

Answer 32

Level 4 Refined
Level 3 Good
Level 2 Rough
Level 1 Primitive

Question 33

Steps in achieving alignment

Answer 33

1. Understand state standards and assessment
2. Combined States standards and the assessment with local learning targets
3. Specify cognitive depth range, and balance
4. Align with curriculum and pacing guides
5. Develop classroom assessment
6. Identify appropriate theories of Learning and motivation
7. Determine instructional strategies

Question 34

Practicality and efficiency

Answer 34

Practicality- refers to how fishable a particular assessment or test is to administer

Efficiency - it pertains to the development, administration and grading of assessment with the least waste of resources and efforts

Question 35

Factors to consider

Answer 35

Teacher familiarity with the method

Time required

Complexity of administration

Ease of scoring

Ease of interpretation

Cost