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ASL 2 > Midterm > Flashcards

Midterm Flashcards

1
Q

This uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product

A

Performance-based assessment

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2
Q

It is a kind of performance-based assessment wherein it mimics the kind of work that is done in real-world contexts

A

Authentic performance-based assessment

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3
Q

The following are the higher-order thinking skills tapped in performance-based assessment, EXCEPT;

Evaluating the reliability of sources of information
Analyzing the information
Synthesizing information to draw conclusions
Using deductive/inductive reasoning to solve a problem

A

Analyzing the information

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4
Q

True or false. Performance tasks often have more than one acceptable solution or answer and also require students to explain their reasoning.

A

True

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5
Q

A kind of tasks that can be completed in a given amount of time

A

On-demand

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6
Q

A kind of tasks that involve independent work or research outside of class

A

Long-term projects

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7
Q

True or false. Performance-based assessment is used only for summative purposes

A

False; it is used for both formative and summative purposes

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8
Q

A type of performance-based assessment which refers to something produced by students, providing concrete examples of the application of knowledge

A

Product

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9
Q

Examples of this type of performance-based assessments include brochures, reports, web pages and audio or video clip

A

Product

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10
Q

This allow students to show how they can apply knowledge and skills under the direct observation of the teacher

A

Performance

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11
Q

It provide insight into student thinking, reasoning, and motivation. They can provide diagnostic information on how when students are asked to reflect on their learning and set goals to improve it

A

Process-oriented assessments

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12
Q

Examples of this include oral reports, skills and role-plays, demonstrations, and debates

A

Performances

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13
Q

Examples are think-aloud, self/peer assessment checklists or surveys, learning logs, and individu or pair conferences

A

Process-oriented assessments

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14
Q

What step in building a performance-based assessment defines the performance outcomes, or learning targets

A

First step

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15
Q

It serves as the foundation for the development of the scoring rubrics and performance tasks

A

Performance outcomes

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16
Q

To ensure ____, performance outcomes are aligned with state or national standards, college readiness standards, and the core skills of the discipline.

A

Content validity

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17
Q

It is defined to ensure that the designed performance tasks will measure the desired outcomes

A

Task parameters or task shell

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18
Q

What step in building a performance-based assessment wherein task parameters or task shells are defined to ensure that the designed performance tasks will measure the desired outcomes

A

Second step

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19
Q

It is used to assess the student works

A

Scoring rubrics

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20
Q

What step in building a performance-based assessment wherein the development of the common scoring rubrics will be used to assess the student work

A

Step 3

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21
Q

Content-specific performance taks are designed using a ______ to ensure alignment with the performance outcomes, specific content standards, or other learning targets

A

Backward-planning tool

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22
Q

These are vetted by content-area experts, assessment specialists, and other stakeholders

A

Designed tasks

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23
Q

Approved tasks are entered into the

A

Task bank

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24
Q

To check on score reliability and the comparability of scores across teachers and schools, what are the two strategies that may be followed?

A

Independent external audit of local school scores or some percentage of student work may be double-scored at the school site

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25
Q

Type of validity wherein it truly measute state content standards or represent college readiness skills

A

Content validity

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26
Q

The extent of test serves itd purpose; it measures what it intends to measure

A

Validity

27
Q

Assessment should shoe consistent and stable results

A

Reliability

28
Q

A type of validity wherein it shows how consistent student’s performance tasks scores are with student’s grade, SAT scores, etc

A

Concurrent validity

29
Q

A type of validity. How well students’ performance task scores predict performances in college

A

Predictive validity

30
Q

A type of validity. What students learn from completing a performance task, or what the teachers learn from implementing these tasks

A

Consequential validity

31
Q

Proponents of the GRASPS model

A

Wiggins and McTighe

32
Q

What are the three types of performance-based assessment according to McTighe and Ferrera?

A

Product
Peformances
Process-oriented assessments

33
Q

GRASPS is an acronym for

A

Goal
Role
Audience
Situation
Product, performance, and purpose
Standards and criteria for success

34
Q

It state the goal, problem, challenge, or obstacle to be resolved in the task. Should be consistent to the intended learning outcome/objective

A

Goal

35
Q

It aims to evaluate students’ abilities in real-world contexts

A

Authentic assessment

36
Q

Give at least two criteria for considering an assessment as authentic.

A

It is realistic
It requires judgement and innovation

37
Q

What are the three viable methods one can utilize for an in-depth knowledge development of assessment on the affective domain?

A

Teacher observation
Student self-reports
Peer ratings

38
Q

Acccording to Wel, these are the three considerations in assessing affect;

A
  1. Emotions and feelings change quickly
  2. Use varied approaches in measuring the same affective traits
  3. Decide the type of data or results needed. Is it individual or group data?
39
Q

True or false. One-time observation of affect reveals the authentic behavior of our students

A

False

40
Q

True or false. It is more reliable to use anonymous students self-reports

A

True

41
Q

It is an action or a process of careful watching and observing something or someone to gain information

A

Teacher observation

42
Q

This method is used to record and determine specific behaviors of students as an indicator of the targeted affective traits vividly manifested during learning processes

A

Teacher observation

43
Q

The behaviors in the positive column are called ______, while the negative ones are known as ______.

A

approach behaviors; avoidance behaviors

44
Q

Unstructured observation are also called

A

Anecdotal

45
Q

Also called anecdotal, which can be used to make summative judgements on the behaviors that indicate the affective traits of students.

A

Unstructured observation

46
Q

This type of observation is typically open-ended, and there is no checklist or rating scale used. It is just simply recording all observed affective traits present

A

Unstructured observation

47
Q

In this type of observation, more time is needed since checklist or rating forms are to be generated from the lists of observed positive and negative behaviors to be used for an easy and convenient way of completing the structured observation

A

Structured observation

48
Q

Can be done through a casual conversation or interview and written questionnaire or survey forms. These methods are commonly used in assessing students’ affect to gain a deeper understanding of their personal self or other students.

A

Student self-report

49
Q

Two types of studen self-report

A

Student’s interview
Questionnaires and Survey

50
Q

Set of actual questions that students will have to answer individually

A

Questionnaires

51
Q

It is a process of using the questionnaires to be collected, analayzed and interpreted to determine insights, common characteristics and affect

A

Survey

52
Q

Two format in using questionnaires and surveys

A

Constructed-response format
Selected-response format

53
Q

This format is more direct in asking students’ affect. Questions asked must lead to short and straightforward sentences as a response.

A

Constructured-response format

54
Q

Two techniques used in determining the affective qualities of your student to reinforce observation and self-reports are the

A

Guess-Who and Socio-metric techniques

55
Q

A technique used to obtain peer judgement or ratings requiring students to name their classmates who portray the behavioral descriptors presented by the teacher

A

Guess-who technique

56
Q

A technique used to assess the students’ social interactions, acceptance, and liking patterns from each other or among other classmates

A

Socio-metric technique

57
Q

This affective assessment tool is commonly usrd to assess difficulties in attention, concentration, and hyperactivity exhibited by students

A

Checklist

58
Q

A type of assessment tool which is useful in evaluating psychological objects, individual characters, and reactions, stimuli and products, such as essay, concepts, etc

A

Rating scale

59
Q

Types of rating scales

A

Numerical
Graphical
Comparative
Paired comparison and ranking

60
Q

It enables a rater to assign values on any position along the continuum and provides a pictorial impression of students’ behavior

A

Descriptive graphic rating scale

61
Q

An assessment instrument which asks an individual to respond to a series of statements. It indicates whether students strongly agree, agree, undecided, etc

A

Likert scale

62
Q

An assessment tool which uses contrasting objectives at each end as bipolar scales to provide feelings ot beliefs on something

A

Semantic differential scale

63
Q

This measures the preferred value/s to be internalized or liven out by students. This scale provides two options only for students to choose as value-enhanced or value-deprived in their life

A

Value scale

ASL 2 (1 decks)

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