FOI chapter 6: assessment

Question 1

types of assessment

Answer 1

traditional (written) vs. authentic (scenario-based)
formal (documented) vs. informal (casual)
formative (ungraded review) vs. summative (measurement of course progress)
norm-referenced (comparing against other learners) vs. criterion-referenced (comparing against standards)

Question 2

purpose of an assessment

Answer 2

RICH

reveals quality of instruction
indicates if objectives were met
contributes to learning
highlighting strong & weak areas

Question 3

characteristics of an effective assessment

Answer 3

FAST COCO

flexible (fits the learner)
acceptable (learner must accept instructor before accepting critique)
specific (clear & concise)
thoughtful (doesn’t ridicule or anger learner)
comprehensive (covers strengths & weaknesses)
objective (not based on opinion)
constructive (benefits learner)
organized (it’s logical & makes sense)

Question 4

traditional assessments…

Answer 4

are generally written
evaluate rote & understanding levels of learning
are instructor-centered
use a traditional grading system

Question 5

characteristics of a good written test

Answer 5

Discrimination (small differences can be measured between learners)
Usability (easy to take & grade)
Comprehensiveness (samples a good crux section of the knowledge being measured)
Validity (measures objectives and nothing else)
Objectivity (can be graded consistently)
Reliability (yields consistent results)

Question 6

authentic assessments…

Answer 6

focus on real-world tasks
evaluate application & correlation levels of learning
are learner-centered (focuses on leaning more than grading)

Question 7

collaborative assessment method

Answer 7

used during post-flight briefing
replay, reconstruct, reflect, redirect

Question 8

types of oral questions

Answer 8

objective: have one correct answer (who, what, when, where)
open-ended: statements that ask for completion (why, how)

Question 9

characteristics of effective questions

Answer 9

center on one idea
present a challenge
apply to the subject of instruction
are brief, concise, and clear
adapted to learner’s abilities and experiences

Question 10

types of questions to avoid

Answer 10

• Bewildering (hard to read or Understand)
• Yes or no (short answer)
• Puzzling (too many parts that must be understood before answering)
• Irrelevant (unrelated to the learning objective)
• Toss up (two viable options)
• Oversize (too broad)
• Trick (designed to be misleading)

Question 11

types of critiques

Answer 11

• instructor/learner (joint/group discussion)
• instructor-led (instructor critiques a learner’s performance)
• learner-led (learner leads the assessment)
• small-group (class splits up then regroups)
• critique by another learner (instructor requires another learner to present a critique)
• self
• written (notes help instructor recall details)