Final

Question 1

item-level analysis

Answer 1

Selected-response items
Constructed-response items
Performance tasks

Question 2

test-level analysis

Answer 2

Scores from tests and quizzes
Homework marks
Performance assessment marks

Question 3

item difficulty

Answer 3

how many students are able to answer the question correctly

Question 4

easy items

Answer 4

p higher than 0.9

Question 4

p value (selected response)

Answer 4

proportion of items that are correct. Number of correct answers/number of students taking the test

Question 5

difficult items

Answer 5

p lower than 0.5

Question 5

moderate items

Answer 5

p between 0.5 and 0.9

Question 5

p value (constructed response)

Answer 5

sum of marks on the item/ (number of students) x (Max possible mark on the item)

Question 6

high discrimination

Answer 6

over 0.2

Question 6

item discrimination

Answer 6

Whether an item can distinguish low achieving students and high achieving students

Question 7

Discrimination equation

Answer 7

(number of correct answers/upper group) - (Number of correct answers/lower group)

Question 8

distractor functioning

Answer 8

distractors are incorrect response options.
Developing high-quality (e.g., plausible) distractors can be a challenging task

Question 8

low discrimination

Answer 8

under 0.2

Question 9

reliability

Answer 9

indicates whether an assessment can give consistent
results for students

Question 10

summative reliability

Answer 10

between 0.8 and 0.9

Question 11

marks

Answer 11

scores on individual summative assessments

Question 12

grades

Answer 12

aggregates of marks, a score, or letter that is representative
of a students work over a period of time

Question 13

numeric grading

Answer 13

Easier record keeping, more precise measurement

Question 14

letter grading

Answer 14

Interpretable right off the box, Mostly standardized. Comparable.

Question 15

grading systems

Answer 15

typically consists of the following steps:
1. Analysis of test items and scores
2. Assigning a grade
3. Reporting student performance

Question 16

absolute grading

Answer 16

Also known as criterion-referenced
grading
Focus:
Each student’s performance
vs.
Some specified standard

Question 17

relative grading

Answer 17

Also known as norm-referenced
grading
Focus:
Each student’s performance
vs.
Performance of his/her peers

Question 18

report cards

Answer 18

should provide straightforward
information about what students:
* know
* can demonstrate relative to the graded curriculum
* need to do to achieve/maintain mastery

Question 19

SLA’s and PATs

Answer 19

• determine if students are learning what they are expected to learn
• provide information to Albertans regarding how well students have achieved
  provincial standards at given points in their schooling
• assist schools, school authorities, and the province in monitoring and improving
  student learning.

Question 20

Diplomas

Answer 20

• certify the level of individual student achievement in selected Grade 12 courses
• ensure that province-wide standards of achievement are maintained
• report individual and group results.

Question 21

SLA’s

Answer 21

Grade 3. improve student learning, help parents and teacher identify areas of growth

Question 22

PATs

Answer 22

Grades 6 and 9. * Informing students, parents, principals, and public about student
achievement levels
* Helping schools and authorities in monitoring and improving student learning

Question 23

percent correct scores

Answer 23

the score you get on exam based on number of questions you got right

Question 24

scaled scores

Answer 24

E.g., Your scaled score is 345 out of 500 and your achievement level is
“Proficient”.

Question 25

percentile ranks

Answer 25

E.g., You are at the 80th percentile (i.e., you passed 80% of the examinees)

Question 26

standardization

Answer 26

1.requires all students to answer the same questions, or a
selection of questions from a common bank of questions
2.requires all the students to take the test in the same way
3.is scored in a “standard” or consistent manner

Question 27

teacher bias

Answer 27

Differences in grading practices among teachers can
result in variations in SAMs, leading to discrepancies compared to
standardized DIPs.

Question 28

assessment format

Answer 28

Variation in the format of assessments (e.g.,
essays, multiple-choice questions, practical exams) between SAMs
and DIPs may affect comparability due to differences in scoring
criteria and emphasis on different skills.

Question 29

curriculum alignment

Answer 29

Misalignment between classroom instruction
and the content assessed in diploma exams can lead to differences in
student performance and, consequently, discrepancies between
SAMs and DIPs.

Question 30

student motivation

Answer 30

Variations in student motivation levels during
classroom assessments versus high-stakes diploma exams can impact
performance and the comparability of grades.

Question 31

assessment weighting

Answer 31

Differences in the weighting assigned to
various assessment components (e.g., classwork, homework, projects)
in SAMs versus DIPs can affect overall grades and comparability.

Question 32

computer based testing

Answer 32

delivers a digital version of the test via
computers (or a similar tool, such as tablets).

Question 33

computer adaptive testing

Answer 33

After every item, the
program calculates
student performance.
* Items are
continuously
presented until the
maximum number of
items/time is met.

Question 34

electronic scoring of written responses

Answer 34

A scoring program is trained by “reading” a large
representative sample of student responses to a common
question.
➢The program learns what characteristics of a student
response predict the score provided by the human raters.