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TL 1 > Method Eval For Students > Flashcards

Method Eval For Students Flashcards

1
Q

the teacher constructs a set of questions for students to answer

Choice’s
- Assessment
- Testing Activity
- Measurement
- Grading

A

Testing Activity

Testing Activity is the process when teacher constructs a set of questions for students to answer (in written or any other form)

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2
Q

the act of determining the degree to which a learner possess a certain attribute.

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Measurement

Measurement is the act of determining the degree to which a learner possess a certain attribute.

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3
Q

the process that is followed by a decision of pass, promote, remediate, or fail a student

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Grading

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4
Q

the act of determining the degree to which a learner possess a certain attribute.

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Grading

Grading is the act of determining the degree to which a learner possess a certain attribute.

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5
Q

Test as a Tool to evaluate student performance: (3)

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A
  1. to determine students’ entry knowledge and skills
  2. to identify students’ weaknesses and learning difficulties
  3. to certify students’ performance

Test as a Tool to evaluate student performance: (3)

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6
Q

Test as an aid to instruction: (2)

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A
  1. to evaluate effectiveness of instruction
  2. to motivate students to study

Test as an aid to instruction: (2)

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7
Q

a. to evaluate effectiveness of instruction
b. to motivate students to study

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

Test as an aid to instruction:

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8
Q

a. to determine students’ entry knowledge and skills

b. to identify students’ weaknesses and learning difficulties

C. to certify students’ performance

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

Test as a Tool to evaluate student performance:

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9
Q

Qualities of an effective test (4)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A
  1. Validity
  2. Reliability
  3. Inter-rater Reliability
  4. Student Learning Problems
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10
Q

Validity (4)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A
  1. Content Validity
  2. Concurrent Validity
  3. Predictive Validity
  4. Construct Validity
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11
Q

Reliability (2)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A
  1. Test-retest method
  2. Alternate form method
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12
Q

Student Learning Problems (3)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A
  1. Amnesia
  2. Fantasia
  3. Inertia
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13
Q

when a test measures accurately and adequately the specific objectives or content area of a subject, best assured by making a test blueprint or a table of specifications as basis for formulating the test questons ex. plotting what exam items will comprise the assessment (usually in pattern of asking students key concepts and basic questions for the 1st 10 items using multiple choice & then making another type of exam like an essay or matching type or ordering which requires a higher level of thinking)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Content Validity

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14
Q

concerns with the relationship between test scores and an accepted contemporary or current criterion of performance on the variable that the test is intended to measure

ex. If exam is about the head and neck region. of GA then its important that all topics asked in that specific should contain only head and neck anatomy (provided by the correlation coefficient between the test and the prescribed criterion)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Concurrent Validity

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15
Q

concerns with the relationship between the test scores and performance using another evaluation tool given later ex. when doing an assessment in writing/written form/online form like answering an online quiz about special test and vital signs. then we assessed in practical setting or labprac. there should be an alignment between the two (you should be able to show understanding in theory or writing and also show understanding when you are asked to perform and demonstrate the actual procedure)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Predictive validity

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16
Q

concerns with whether the test as constructed can substitute for the actual observation of the person performing the skill in real life situations

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Construct validity

Construct validity concerns with whether the test as constructed can substitute for the actual observation of the person performing the skill in real life situations

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17
Q

is very import for teachers to make sure that when the same test is given twice at different times. similar scores are obtained by the examines in either test. This indicates a reliable test. This is one very specific quality to consider when handling several sections with the same course and topic

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Test-retest method

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18
Q

when two equivalent or parallel forms of test are administered at the same time. these equivalent forms of a test may be done or giving the same item but arranged differently in the second test (ex. shuffled online quiizzes)

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Alternate form method

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19
Q

Important when comparing results from the different raters. This is seen perfectly in a setting where there is 3 different raters durring a lab practical. what should be kept in mind when having different raters all at the same time is there should be an inter-rater reliability through giving a standardized scoring system for the 3 raters. This is to make sure that there is no wide variation. bec. a wide variation and result may point to a highly unreliable evaluation of a students performance of skill

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

Inter-rater Reliability

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20
Q

its important to establish specific instructions for students to follow a certain activity

Choice’s
- Alternate form method
- Assessment
- Amnesia
- Alternate form method
- Concurrent Validity
- Content Validity
- Content Validity
- Concurrent Validity
- Construct Validity
- Fantasia
- Grading
- Inertia
- Inter-rater Reliability
- Measurement
- Predictive validity
- Predictive Validity
- Reliability
- Student Learning Problems
- Test-retest method
- Test-retest method
- unclear directions
- Validity

A

unclear directions

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21
Q

this can cause exhaustion to student which results to poor reliability of being able to evaluate the cognitive skill of the student

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Feedbacks
- Grading constructively
- Inertia:
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Lengthy Examination

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22
Q

when answering, student should be in a peaceful env. where distractions are not present

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

Presence of distractions

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23
Q

the simpler the question the better or the more reliable the test it (if its ambiguous it can be misinterpreted)

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

ambiguous test items

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24
Q

if scoring/rating is subjective to instructor, then its a threat bec. of there’s no standard scoring or rubric there is tendency that rater is evaluating student what they feel like giving a student

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

lack of objectivity in scoring

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25
Q

refers to usefulness or applicability of testing procedure in order to serve the needs of its users. its important that teachers evaluate student in sense that knowledge should be remembered or kept/skills should be demonstrated well for students to be able to apply it in the real setting

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Feedbacks
- Grading constructively
- Inertia:
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Practicality

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26
Q

loss of the ability to remember

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Feedbacks
- Grading constructively
- Inertia:
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Amnesia

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27
Q

a state which students are absolutely confident that they understand something, but they dont

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

AKA illusory understanding or persistent misconception

AKA illusory understanding or persistent misconception is a state which students are absolutely confident that they understand something, but they dont

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28
Q

AKA illusory understanding or persistent misconception - a state which students are absolutely confident that they understand something, but they dont

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia:
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Fantasia

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29
Q

Ideas that simply lie there but are not in a form that serves to have a useful purpose beyond of being remembered

(you know that you need to know something, but you dont know how it is applied in the real setting)

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Inertia

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30
Q

i. Multiple choice
ii. True-false
iii. Matching
iv. Completion
v. Fill-in-the-blank questions
vi. Problem-solving questions
vii. Excluded terms
viii. Rank in order

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

Objective Examination Item

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31
Q

i. Essay items
ii. Short-answer essay
iii. Extended response essay
iv. Problem solving
V. Performance test items

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

Subjective Examination Item

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32
Q

a. Length of test
b. Clear, concise instructions
c. Mix types of items
d. Test early
e. Test frequently
f. Check for accuracy
g. Proofread exams
h. One wrong answer
I. Special considerations
J. A little humor

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

Qualities of an effective test

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33
Q

General categories of test items: Advantages and Disadvantages of each type of examination items) (See Exam Item Preparation Handout) (2)

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

a. Objective Examination Item
B. Subjective Examination Item

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34
Q

Steps in planning a test (6)

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A
  1. Cognitive Complexity
  2. Content Quality
  3. Meaningfulness
  4. Language Appropriateness
  5. Transfer and Generalizability
  6. Fairness

Steps in planning a test (6)

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35
Q

Refers to the various levels of learning that can be tested. A good test reflects the goals of the instruction.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Cognitive Complexity

Refers to the various levels of learning that can be tested. A good test reflects the goals of the instruction.

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36
Q

The test questions will focus on appropriate intellectual activity ranging from simple recall of facts to problem solving, critical thinking, and reasoning

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Cognitive Complexity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Recognizing and recalling information. Including Dates, Events, persona, places, terms, definitions, facts, principles, theories; methods and procedures

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Who invented the….?
What is meant by…..?
Where is the……?

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Understanding the meaning of information, including restating (in own words) translating from one form to another; or interpreting, explaining and summarizing.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Comprehension

40
Q

Restate in your own words…?
Convert fractions into…?
List three reasons for….?

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Comprehension

41
Q

Applying general rules, methods, or principles to a new situation, including classifying something as a specific example of a general principle or using a formula to solve a problem

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Application

42
Q

How is…an example of…..?
How is…..related to…..?
Why is…..significant?

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Application

43
Q

identifying the organization and patterns within a system by identifying its component parts and the relationship among the components.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Analysis

44
Q

What are the parts of….?
Classify…. According to…?
Outlinediagram…..?

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Analysis

What are the parts of….?
Classify…. According to…?
Outlinediagram…..?

45
Q

Discovering/creating new connections. Generalizations patterns or perspectives combining idea to form a new whole

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Synthesis

46
Q

What would you infer from…?
What ideas can you add to….?
How would you create a….?

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Synthesis

47
Q

Using evidence and reasoned argument to judge how well a proposal would accomplish a particular purpose resolving controversies or differences of opinion.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Evaluation

48
Q

Do you agree….?
How would you decide about….?
what priority would you give…?

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Evaluation

Do you agree….?
How would you decide about….?
what priority would you give…?

49
Q

Cognitive Complexity (6)

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A
  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation
50
Q

Test questions will permit students to demonstrate their knowledge of challenging and important subject matter

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Content Quality

Content Quality test questions will permit students to demonstrate their knowledge of challenging and important subject matter

51
Q

Important questions need to be answered.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Content Quality

52
Q

The test questions will be worth students time and students should be able to recognize and understand their value

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Meaningfulness

53
Q

The language demands will be clear and appropriate to the assessment tasks and to students

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Language Appropriateness

54
Q

Test questions should reflect the language that is used in the classroom.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Language Appropriateness

55
Q

Test items should be stated in simple, clear language, free of nonfunctional material and extraneous clues.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Language Appropriateness

56
Q

Should also be free from race, ethnic, and sex bias.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Language Appropriateness

57
Q

Vocabulary and the syntax of the test may create language barriers.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Language Appropriateness

58
Q

Transfer and Generalizability

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:

A

Successful performance of the test will allow valid generalizations about achievement to be made

59
Q

Presentations, scenarios, projects, and portfolios add dimensions that traditional testing cannot. (2)

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Transfer and Generalizability

60
Q

Search gpt

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Fairness

61
Q

_____________ requires the instructor to provide feedback (written and/or oral) that helps the student to appreciate what they achieved and did not achieve by taking the test.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Grading constructively

Grading constructively requires the instructor to provide feedback (written and/or oral) that helps the student to appreciate what they achieved and did not achieve by taking the test.

62
Q

Encouraging comments on test or paper that convey respect for what the student attempted to accomplish

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Feedbacks

63
Q

Praise for what the student did accomplish and suggestions for improving performance

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Feedbacks

64
Q

• Test questions should reflect the objectives of the unit
• Expectations should be clearly known by the subjects
• Each test item should present a clearly formulated task
• One item should not aide in answering another
• Ample time for test completion should be allowed
• Assignment of points should be determined before test is administered

Choice’s
- ambiguous test items
- AKA illusory understanding or persistent misconception
- lack of objectivity in scoring
- Objective Examination Item
- Presence of distractions
- Qualities of an effective test
- Successful performance of the test will allow valid generalizations about achievement to be made
- Subjective Examination Item
- to determine students’ entry knowledge and skills
- to identify students’ weaknesses and learning difficulties
- to certify students’ performance
- to evaluate effectiveness of instruction
- to motivate students to study
- Test as an aid to instruction
- Test as a Tool to evaluate student performance:
- The Basic Rules Of Fairness

A

Basic rules of fairness:

65
Q

Answers to test questions will be consistently trusted to represent what students know

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Reliability

66
Q

A good test is designed with test that are not easily guessed without proper studying.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Reliability

67
Q

Construct all types of test questions that will require a student to comprehend basic factual material.

Choice’s
- Amnesia
- Analysis
- Application
- Basic rules of fairness
- Content Quality
- Cognitive Complexity
- Comprehension
- Evaluation
- Fairness
- Fantasia
- Feedbacks
- Grading constructively
- Inertia
- Knowledge
- Meaningfulness
- Language Appropriateness
- Lengthy Examination
- Practicality
- Reliability
- Synthesis
- Transfer and Generalizability
- Fantasia

A

Reliability

68
Q

(Answer later got sleepy)

A

Tell students to survey the entire test before they begin.
This will help them identify which section will be quick and/or easy and which will require more time and thought.

69
Q

??? Add later

A

Encourage students to underline important words in the directions such as list, discuss, define, etc.

70
Q

True Or False? Do not Instruct students that when they take a test, they should do the easy questions first.

A

False

Instruct students that when they take a test, they should do the easy questions first.

71
Q

Skip for now

A

Help students schedule their time by estimating the total time available compared to the number of questions on the test. They need to recognize that some types of ques tions will take longer than others.

72
Q

Skip for now

A

Suggest that students put a checkmark next to any ques tions which they left blank and will need to come back to for completion later.

73
Q

True Or False? Prompt students to hold onto their test until they have looked it over thoroughly. They should make sure they have completed each task and have reread the entire test to verify that they have given the answers they intended.

A

True

Prompt students to hold onto their test until they have looked it over thoroughly. They should make sure they have completed each task and have reread the entire test to verify that they have given the answers they intended.

74
Q

True or False? Students report a higher level of test anxiety over teaching-made tests (64%) than over standardized tests (30%). The top three (3) reasons include: poor test construction, irrelevant or obscure material coverage, and unclear directions (NCATE, 2001).

A

True

Students report a higher level of test anxiety over teaching-made tests (64%) than over standardized tests (30%). The top three (3) reasons include: poor test construction, irrelevant or obscure material coverage, and unclear directions (NCATE, 2001).

75
Q

True Or False? Teachers tend to use test that they have found online much more often than any other type of test (NCATE, 2000).

A

False

Teachers tend to use test that they have prepared themselves much more often than any other type of test (NCATE, 2000).

76
Q

most common method of grading; common system based on the students level of achievement compared with a specific standard which is set by the instructor.

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Criterion-Referenced Grading

77
Q

AKA grading on the curve (?); grades are assigned according to percentages of the class so that there’s a normal distribution.
(most common type of distribution observed is that there should be few As, more Bs, few Cs, some Ds, and few Fs)

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Norm-Referenced Grading

78
Q

when students are held to a standard and must demonstrate competency in performing skill or demonstrating knowledge according to a specific objective when students who do not achieve certain objectives continue to be assessed until they demonstrate the certain competence

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Competency-Based Grading

79
Q

when students must fulfill the designated aspects of the contract to receive a designated grade. requirements of the level contract differ from one contract to the other. there is flexibility and opportunity to participate in grading process

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Contract Grading

80
Q

Usually happens at the end of the course or a unit of instruction

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Formative Assessment

81
Q

Results in a grade

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Formative Assessment

82
Q

Focus on determining how well the student learned the content presented

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Formative Assessment

83
Q

Provide the evidence that your need to be able to make a judgement about student learning

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Formative Assessment

84
Q

The ongoing process

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Summative Assessment

85
Q

Skip for now

Something went wrong got too sleepy to fix lol

setting standard of certain passing percentage and creating own grading system)

-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Summative Assessment

86
Q

A form of feedback to the instructor about teaching, presentation skill, and/or instructional strategies

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Summative Assessment

87
Q

Areas for improvement and can be identified

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Summative Assessment

Summative Assessment have Areas for improvement that can be identified

88
Q

Traditional assessment tool’s: can take a number of forms like multiple choice. Fill in the blanks. matching. and ordering usually short and easy to access; ideal for measuring learning across a wide audience; usually employ for larger numbers o class sizes

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Online Quizzes

89
Q

most popular for qualitative assessments; prompts learners to explore their thoughts, feelings, and opinions while testing Their overall comprehension of a topic: encourages critical thinking. and is best suited for evaluating a higher level of learning: reguires longer time for students to think. organize. and compose their answers: a formative way for students to be evaluated

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Open-Ended/ Essay Questions

90
Q

incorporates a video conference within online teaching to give learning a more personal touch, students can demonstrate their proficiency in language and mastering of skills as an important requirement: may include the form of mentoring component enabling students to get immediate feedback from the instructors and help them feel responsible about their studies; usually done for level 5 (5th years or interns) through presentation of medical bg of a certain condition

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Online Interview

91
Q

one way to train learners for real life conversations to the clients and parents. colleagues. and others: dialogue between instructor and student to simulate a situation to ensure you are ready for real life situations

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Dialog Simulations

92
Q

short form of feedback that captures directly the audience about learning experience; used to quickly grab and focus the attention of the learners on something important or break the ice during an online session; can be randomly assessed during the entire discussion

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Online Polls

Online Polls is a short form of feedback that captures directly the audience about learning experience; used to quickly grab and focus the attention of the learners on something important or break the ice during an online session; can be randomly assessed during the entire discussion

93
Q

done in games and simulations that can also be done in a form of evaluation; turns a series of test questions into a game; considered fun and not a test; generally a good indicator of true skill and knowledge of a student; have been shown to enhance learning by promoting the development of non-cognitive skills like discipline, risk taking, collaboration, and problem solving

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Game-type Activities

94
Q

turns the table by putting learners into the instructor’s seat & allows students to review and edit each others work: gives each participant chance to reflect on their own knowledge and communicate feedback in a consistent and structured way

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Peer Evaluation and Review

95
Q

all online discussion board organized around a topic, an excellent way to gauge a students understanding of interest and support their learning, students are given the chance to respond, used when you want learners to interact, communicate, and collaborate as a part of their learning process and checking their comprehension of the topic

Choice’s
-setting standard of certain passing percentage and creating own grading system)
-Choice”s Criterion-Referenced Grading
-Competency-Based Grading
-Contract Grading
-Dialog Simulations
-Formative Assessment
-Game-type Activities
-Norm-Referenced Grading
-Online Quizzes
-Open-Ended/ Essay Questions
-Online Interview
-Online Polls
-Peer Evaluation and Review
-Summative Assessment
- Forum Posts

A

Forum Posts

Forum Posts are all online discussion board organized around a topic, an excellent way to gauge a students understanding of interest and support their learning, students are given the chance to respond, used when you want learners to interact, communicate, and collaborate as a part of their learning process and checking their comprehension of the topic

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