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EDPY 303 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

Learner Outcome

A

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

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2
Q

Instructional objectives

A

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”.

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2
Q

High quality IO’s

A

Observable, measurable, concise

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2
Q

Create

A

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

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3
Q

evaluate

A

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

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4
Q

analyze

A

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

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5
Q

apply

A

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

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6
Q

understand

A

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

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7
Q

remember

A

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

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8
Q

Big ideas

A

create and evaluate

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9
Q

understandings

A

analyze, apply

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10
Q

facts, concepts, knowledge

A

understand, remember

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11
Q

Ice taxonomy

A

ideas, connections, extensions

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12
Q

connections

A

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

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12
Q

ideas

A

fundamental skills. information oriented

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13
Q

extensions

A

apply knowledge to new situations

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14
Q

selected response

A

recall - evaluate

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15
Q

performance assessment

A

analyze - create

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16
Q

Pre-instructional assessment

A

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

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17
Q

constructed response

A

extensions, connections

18
Q

formative assessment

A

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

19
Q

homework

A

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

20
Q

in-class assignments

A

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.

21
Q

quizzes

A

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.

22
Q

group activities

A

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.

23
Q

Student self-reflection

A

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

24
Q

praise

A

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

25
Q

primacy effects

A

Initial impressions distorts later observations.

26
Q

recency effects

A

Recent impressions distorts overall observation.

27
Q

misinterpreting behaviours

A

Ambiguity clouds teachers’ judgement

28
Q

hawthorne effect

A

Students’ nervousness in teachers’ presence

29
Q

student faking

A

Students “appear” to be attentive

30
Q

summative assessment

A

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

31
Q

high quality summative assessment

A

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

32
Q

assembly

A

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

33
Q

preparation

A

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

34
Q

Administration, scoring, reporting

A

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

35
Q

validity

A

Appropriate use and interpretation of assessment results

36
Q

reliability

A

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

37
Q

Consistency

A

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

37
Q

fairness

A

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

38
Q

stability

A

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

39
Q

harmony

A

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

40
Q

internal threats against reliability

A
  • Emotional instability
  • Test anxiety
  • Language barrier
  • Test Wiseness
41
Q

external threats against reliability

A
  • Environmental factors (e.g., noise)
  • Cultural reference (e.g., weather, pop
    culture)
  • Ambiguous questions
  • Giveaway items
42
Q

content

A

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?

43
Q

prediction

A

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?

44
Q

use and inference

A

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

45
Q

fidelity

A

aligning assessment with instruction

EDPY 303 (5 decks)

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