Midterm 1

Question 1

Learner Outcome

Answer 1

statement regarding student performance that
should be demonstrated at the end of an instructional unit or a lesson. “expectations”, “learning goals”, or “learning expectations”

Question 2

Instructional objectives

Answer 2

statement about student
performance to be demonstrated at the end of the instruction
process as evidence of learning. “behavioral or performance outcomes” or “learning
target”.

Question 2

High quality IO’s

Answer 2

Observable, measurable, concise

Question 2

Create

Answer 2

Produce new or original work (design, assemble, construct, develop, formulate, investigate)

Question 3

evaluate

Answer 3

justify a stand or position (appraise, argue, defend, judge, select, support, value, critique, weigh)

Question 4

analyze

Answer 4

draw connections among ideas (differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test)

Question 5

apply

Answer 5

use information in new situations (execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch)

Question 6

understand

Answer 6

explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate)

Question 7

remember

Answer 7

recall facts and basic concepts (define, duplicate, list, memorize, repeat, state)

Question 8

Big ideas

Answer 8

create and evaluate

Question 9

understandings

Answer 9

analyze, apply

Question 10

facts, concepts, knowledge

Answer 10

understand, remember

Question 11

Ice taxonomy

Answer 11

ideas, connections, extensions

Question 12

connections

Answer 12

relate new learning to what is already known. combine two or more pieces of information together

Question 12

ideas

Answer 12

fundamental skills. information oriented

Question 13

extensions

Answer 13

apply knowledge to new situations

Question 14

selected response

Answer 14

recall - evaluate

Question 15

performance assessment

Answer 15

analyze - create

Question 16

Pre-instructional assessment

Answer 16

Identify students’ differentiated needs, Recognize students’ current ability levels, Evaluate students’readiness to acquire the knowledge and skills outlined in programs of studies, Knowing students’ strength and choosing appropriate assessments

Question 17

constructed response

Answer 17

extensions, connections

Question 18

formative assessment

Answer 18

planned process in which evidence of
students’ learning is gathered and used by teachers to inform their
instruction and by students to improve their learning. ASSESSMENT FOR LEARNING

Question 19

homework

Answer 19

can extend and reinforce student learning. identify which specific areas of knowledge and skill need further instruction. Students can receive assistance from parents, siblings, and friends without learning the content

Question 20

in-class assignments

Answer 20

Can be used for monitoring student progress. should allow the teacher to monitor students closely, give immediate feedback, and encourage students to do self reflection.

Question 21

quizzes

Answer 21

provide the teacher with an indication of progress. can be used by the teacher to identify which content need further instruction or clarification. If feedback is not timely, it is not as effective.

Question 22

group activities

Answer 22

effective in creating a collaborative learning environment. Students can receive peer feedback from group members or from members of other groups. It is difficult to identify each student’s contribution to group work. Feedback to a group is not individualized feedback.

Question 23

Student self-reflection

Answer 23

students gather information about themselves and reflect on their learning. Students need clearly identified criteria, appropriate resources

Question 24

praise

Answer 24

should be: Specific, Timely, Relates to standard, Focuses on attribution, Celebrate progress, Genuine

Question 25

primacy effects

Answer 25

Initial impressions distorts later observations.

Question 26

recency effects

Answer 26

Recent impressions distorts overall observation.

Question 27

misinterpreting behaviours

Answer 27

Ambiguity clouds teachers’ judgement

Question 28

hawthorne effect

Answer 28

Students’ nervousness in teachers’ presence

Question 29

student faking

Answer 29

Students “appear” to be attentive

Question 30

summative assessment

Answer 30

Assessments that we use to evaluate students after instruction. Goal = to give students a fair opportunity to demonstrate their achievement of program expectations. ASSESSMENT OF LEARNING

Question 31

high quality summative assessment

Answer 31

Tasks include a representative sample of the content taught. The skills/knowledge assessed have been emphasized in instruction. The tasks, directions, and scoring are clear and straightforward

Question 32

assembly

Answer 32

Create a “directions” section, Arrange questions in a logical order (e.g. by topic), Determine the physical layout

Question 33

preparation

Answer 33

Print the exam, Review the exam to ensure there are no errors (e.g. two “item 31”), Determine what resources (e.g., data table, calculator, etc.) are necessary

Question 34

Administration, scoring, reporting

Answer 34

Administer the exam, Score the questions objectively and accurately, Report results in a timely fashion

Question 35

validity

Answer 35

Appropriate use and interpretation of assessment results

Question 36

reliability

Answer 36

consistency of assessment. the degree to which test scores for a group of test takers are consistent over repeated applications of a measurement procedure

Question 37

Consistency

Answer 37

When we use the same assessment again, do we consistently get the same/similar results for all students?

Question 37

fairness

Answer 37

equity of assessment. Support every student’s opportunity to learn. Provide all students with an equal opportunity to demonstrate their learning

Question 38

stability

Answer 38

When we use similar assessments, do we receive the same/similar results throughout the semester?

Question 39

harmony

Answer 39

Within a single assessment, do all of our questions, tasks, or activities seem to measure the target content equally well?

Question 40

internal threats against reliability

Answer 40

* Emotional instability * Test anxiety * Language barrier * Test Wiseness

Question 41

external threats against reliability

Answer 41

* Environmental factors (e.g., noise) * Cultural reference (e.g., weather, pop culture) * Ambiguous questions * Giveaway items

Question 42

content

Answer 42

Does the content of your assessment (e.g., a test or a quiz) match your instructional objectives? Does your assessment cover all the required content at different cognitive levels?

Question 43

prediction

Answer 43

Are marks (or scores) on your assessments in agreement with each other? Do marks/scores on your current assessments predict marks from your future assessments?

Question 44

use and inference

Answer 44

Are your assessment methods appropriate for collecting the evidence of learning? Is there enough evidence to support your inferences?

Question 45

fidelity

Answer 45

aligning assessment with instruction