Exam 3

Question 1

Subjective Assessment

Answer 1

non quantifiable

test environment is artificial

Question 2

Alternative assessments

Answer 2

rubrics, questionnaires, rating scales, portfolios, observations, interviews

Question 3

formative evaluation

Answer 3

designed to improve performance

Question 4

criterion referenced

Answer 4

tied to a specific level of performance/independent of others

Question 5

authentic assessment

Answer 5

when the skill, performance or task evaluations are conducted in realistic environments that are actually faced in real life

ised in both formative (ongoing) and summative (end) assessments

has ecological relevance

many skills assessed while active

assess when to use a skill an dhow to use a skill

used in educational settings.

Question 6

Primary trait rubric

Answer 6

assess very specific guidelines

Question 7

scoring rubrics should be

Answer 7

valid

goals understandable by all parties involved

scoring criteria is clear

precise enough to be valid

assessment should = skills assessed

practical

Question 8

top level of a rubric assesses

Answer 8

how crucial each concept is
time spent on skill development
age and ability level
amount of exposure to concept

Question 9

Halo effect

Answer 9

prior info biases an observer positively or negatively

Question 10

questionnaire

Answer 10

qualitative research

Question 11

what do questionnaires assess

Answer 11

knowledge, opinions, preferences

needs large groups

Question 12

how to develop a questionnaire

Answer 12

purpose statement, planning for administration, planning for evaluation

must be IRB approved

Question 13

presentation of questionnaire

Answer 13

easy to read, clear, understandable, font, color, enough options, length, check boxes or open ended questions

Question 14

Systematic observation

Answer 14

looking for patterns, behaviors, has specific purpose to collect data,

targets certain behaviors

Question 15

issue with systematic observation

Answer 15

alot of error built in,
not always valid/reliable
bias is difficult to exclude

Question 16

systematic observation used to:

Answer 16

document typical performance/behavior

document unusual behavior

confirm results of another assessment (triangulation)

compare clients’ behaviors

Question 17

Checklists

Answer 17

checklists, rating scales, anecdotal records, critical incident reports, record if present or absent, useful to assess mastery

Question 18

Rating Scale

Answer 18

can indicate a 'degree'
easy to administer and score
hard to contract
personal bias is an issue
4-6 points should be provided for rating

Question 19

Anecdotal Records

Answer 19

snapshot of actual behavior

allows recording of environment antecedents and consequences of behaviors

allows recording in non-standardized form

can be time consuming

hard to be objective

Question 20

Interviews

Answer 20

asking questions

can be individual, face to face, face to face - group, mediated via forms of communication,

Question 21

interviews setup types

Answer 21

structured, semi-structured, unstructured

Question 22

considerations for an interview

Answer 22

focus of your research, what you want to learn, time and resources, what do you already know

Question 23

affective domain

Answer 23

values, interests, emotional responses

behavior/personality

difficult to measure, always changing, personal understanding is different

Question 24

Affective MEasures

Answer 24

Likert, Borg RPE, Myers-Briggs personality, spot competition analysis