Midterm 2

Question 1

Selected response items

Answer 1

require students to choose the correct answer from a set of options

Question 2

developing selected response items requires

Answer 2

content expertise, assessment expertise, cognitive complexity

Question 3

alternative response items

Answer 3

only two options to select from, ie. true or false. also known as binary choice items

Question 4

matching item

Answer 4

type of selected response assessment where items are matched. Appropriate for measuring the knowledge of related concepts at the remembering, understanding and applying level

Question 5

multiple choice item

Answer 5

type of selected response where many options are available for one question

Question 6

discrete multiple choice item

Answer 6

one question and multiple answers containing distractors

Question 7

source based multiple choice items

Answer 7

stem with a quote or source with many answer options including distractors

Question 8

best answer multiple choice items

Answer 8

questions with “choose the BEST possible answer to…”

Question 9

Blankety-Blank multiple choice items

Answer 9

multiple choice questions with two blanks and each answer has two options

Question 10

Both/neither multiple choice items

Answer 10

multiple choice questions where options c. and d. are “Both a and b” or “neither a or b”

Question 11

complex multiple choice items

Answer 11

multiple choice questions where many options are labelled as I, II, III, IV, and answers are a) I, II, and III, etc.

Question 12

diagnostic multiple choice items

Answer 12

Normal multiple choice questions but space is given to justify your answer

Question 13

constructed response items

Answer 13

students must construct or formulate answer to a question

Question 14

restricted constructed response items

Answer 14

used to measure relatively simple learning outcomes, can be completion items or short answer items. Content knowledge and basic skills

Question 15

completion items

Answer 15

fill in the blank items, completion items are based on a single word, phrase, or number

Question 15

short answer items

Answer 15

students respond in a sentence, paragraph, or some other multi-word/number form

Question 16

extended constructed response items

Answer 16

several paragraphs or more, measuring higher levels of blooms taxonomy. higher order thinking and reasoning

Question 17

Test-to-test effects

Answer 17

Tests may be judged against a previously scored test, rather than against established standard.

Question 17

halo effect

Answer 17

Extraneous factors (i.e., student behavior, penmanship,
etc.) may influence the scoring.

Question 17

Item-to-item carry-over effects

Answer 17

A response to one item tends to
influence the assessment of subsequent responses.

Question 18

Slide effect

Answer 18

Essay scores tend to decrease as the number of essays scored increases because markers may get less tolerant if they are seeing the same mistakes frequently repeated.

Question 19

analytical rubric

Answer 19

Assigns points to each factor, Identifies students’ strengths and weaknesses, Ignores overall quality of response, Usually best suited for an extended-constructed response

Question 20

performance assessment

Answer 20

students perform a real life task that may not be apparent through other kinds of assessment. multiple solutions are possible

Question 20

holistic rubric

Answer 20

Focuses on the response as a
whole, Reflects overall performance, Usually best suited for a restricted constructed response

Question 21

restricted performance assessment

Answer 21

performance of a specific and limited skill. structured and specific

Question 22

extended performance assessment

Answer 22

elaborate and time consuming, students demonstrate multiple skills. complex cognitive skills

Question 23

portfolio assessment

Answer 23

purposeful, systematic process of collecting and evaluating student products to document progress and show evidence that a learning outcome has been achieved

Question 24

showcase portfolio

Answer 24

selection of best work as a celebration. students reflect on quality of work

Question 25

documentation or working portfolio

Answer 25

provides evidence of student growth or lack of it, provides opportunities for self evaluation

Question 26

growth portfolio

Answer 26

reveals change in students proficiency over time, products collected at different times to show growth

Question 27

generosity error

Answer 27

Caused by teachers’ tendency to be too forgiving and
insufficiently critical scores

Question 28

central tendency error

Answer 28

Caused by the teacher’s tendency to assign average scores to most students regardless of the differences in their performance

Question 29

severity error

Answer 29

Caused by teachers’ tendency to be too strict and
undeservedly low scores

Question 30

four tools for evaluating performance assessment

Answer 30

anecdotal records, checklists, rating scales, rubrics

Question 31

anecdotal records

Answer 31

can record a specific skill or event, description of the observation, and interpretation. records should be taken immediately and individually. Should be brief, objective, focused

Question 32

checklists, rating scales, rubrics

Answer 32

tools that state specific criteria and allow teachers to make judgements about what students know and can do in relation to the learner outcomes.

Question 33

checklists

Answer 33

record observations of individual, small group, or entire class. good for evaluating a sequence

Question 34

rating scales

Answer 34

mark the degree to which a criterion is met. can be numerical or use numbers and symbols

Question 34

rubrics

Answer 34

used to differentiate various levels of performance. provides a set of guidelines that describe the characteristics of the different levels of student performance

Question 35

scoring instrument flaws

Answer 35

• Lack of descriptive criteria
• Ambiguous scoring criteria
• Unreliable ratings

Question 36

procedural flaws

Answer 36

• Too many scoring criteria
• Teachers’ being overwhelmed about marking