Midterm Flashcards
This uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product
Performance-based assessment
It is a kind of performance-based assessment wherein it mimics the kind of work that is done in real-world contexts
Authentic performance-based assessment
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
Analyzing the information
True or false. Performance tasks often have more than one acceptable solution or answer and also require students to explain their reasoning.
True
A kind of tasks that can be completed in a given amount of time
On-demand
A kind of tasks that involve independent work or research outside of class
Long-term projects
True or false. Performance-based assessment is used only for summative purposes
False; it is used for both formative and summative purposes
A type of performance-based assessment which refers to something produced by students, providing concrete examples of the application of knowledge
Product
Examples of this type of performance-based assessments include brochures, reports, web pages and audio or video clip
Product
This allow students to show how they can apply knowledge and skills under the direct observation of the teacher
Performance
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
Process-oriented assessments
Examples of this include oral reports, skills and role-plays, demonstrations, and debates
Performances
Examples are think-aloud, self/peer assessment checklists or surveys, learning logs, and individu or pair conferences
Process-oriented assessments
What step in building a performance-based assessment defines the performance outcomes, or learning targets
First step
It serves as the foundation for the development of the scoring rubrics and performance tasks
Performance outcomes
To ensure ____, performance outcomes are aligned with state or national standards, college readiness standards, and the core skills of the discipline.
Content validity
It is defined to ensure that the designed performance tasks will measure the desired outcomes
Task parameters or task shell
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
Second step
It is used to assess the student works
Scoring rubrics
What step in building a performance-based assessment wherein the development of the common scoring rubrics will be used to assess the student work
Step 3
Content-specific performance taks are designed using a ______ to ensure alignment with the performance outcomes, specific content standards, or other learning targets
Backward-planning tool
These are vetted by content-area experts, assessment specialists, and other stakeholders
Designed tasks
Approved tasks are entered into the
Task bank
To check on score reliability and the comparability of scores across teachers and schools, what are the two strategies that may be followed?
Independent external audit of local school scores or some percentage of student work may be double-scored at the school site
Type of validity wherein it truly measute state content standards or represent college readiness skills
Content validity
The extent of test serves itd purpose; it measures what it intends to measure
Validity
Assessment should shoe consistent and stable results
Reliability
A type of validity wherein it shows how consistent student’s performance tasks scores are with student’s grade, SAT scores, etc
Concurrent validity
A type of validity. How well students’ performance task scores predict performances in college
Predictive validity
A type of validity. What students learn from completing a performance task, or what the teachers learn from implementing these tasks
Consequential validity
Proponents of the GRASPS model
Wiggins and McTighe
What are the three types of performance-based assessment according to McTighe and Ferrera?
Product
Peformances
Process-oriented assessments
GRASPS is an acronym for
Goal
Role
Audience
Situation
Product, performance, and purpose
Standards and criteria for success
It state the goal, problem, challenge, or obstacle to be resolved in the task. Should be consistent to the intended learning outcome/objective
Goal
It aims to evaluate students’ abilities in real-world contexts
Authentic assessment
Give at least two criteria for considering an assessment as authentic.
It is realistic
It requires judgement and innovation
What are the three viable methods one can utilize for an in-depth knowledge development of assessment on the affective domain?
Teacher observation
Student self-reports
Peer ratings
Acccording to Wel, these are the three considerations in assessing affect;
- Emotions and feelings change quickly
- Use varied approaches in measuring the same affective traits
- Decide the type of data or results needed. Is it individual or group data?
True or false. One-time observation of affect reveals the authentic behavior of our students
False
True or false. It is more reliable to use anonymous students self-reports
True
It is an action or a process of careful watching and observing something or someone to gain information
Teacher observation
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
Teacher observation
The behaviors in the positive column are called ______, while the negative ones are known as ______.
approach behaviors; avoidance behaviors
Unstructured observation are also called
Anecdotal
Also called anecdotal, which can be used to make summative judgements on the behaviors that indicate the affective traits of students.
Unstructured observation
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
Unstructured observation
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
Structured observation
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.
Student self-report
Two types of studen self-report
Student’s interview
Questionnaires and Survey
Set of actual questions that students will have to answer individually
Questionnaires
It is a process of using the questionnaires to be collected, analayzed and interpreted to determine insights, common characteristics and affect
Survey
Two format in using questionnaires and surveys
Constructed-response format
Selected-response format
This format is more direct in asking students’ affect. Questions asked must lead to short and straightforward sentences as a response.
Constructured-response format
Two techniques used in determining the affective qualities of your student to reinforce observation and self-reports are the
Guess-Who and Socio-metric techniques
A technique used to obtain peer judgement or ratings requiring students to name their classmates who portray the behavioral descriptors presented by the teacher
Guess-who technique
A technique used to assess the students’ social interactions, acceptance, and liking patterns from each other or among other classmates
Socio-metric technique
This affective assessment tool is commonly usrd to assess difficulties in attention, concentration, and hyperactivity exhibited by students
Checklist
A type of assessment tool which is useful in evaluating psychological objects, individual characters, and reactions, stimuli and products, such as essay, concepts, etc
Rating scale
Types of rating scales
Numerical
Graphical
Comparative
Paired comparison and ranking
It enables a rater to assign values on any position along the continuum and provides a pictorial impression of students’ behavior
Descriptive graphic rating scale
An assessment instrument which asks an individual to respond to a series of statements. It indicates whether students strongly agree, agree, undecided, etc
Likert scale
An assessment tool which uses contrasting objectives at each end as bipolar scales to provide feelings ot beliefs on something
Semantic differential scale
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
Value scale
