Midterm Exam Reviewer - Principles of Classroom Assessment Flashcards
This is a statement of what a learner is expected to know, understand and be able to do at the end of a period of learning and of how that learning is to be demonstrated.
Learning outcome
These are statements of what is expected that the student will be able to do as a result of learning the activity.
Learning outcomes
One of the great advantages of learning outcomes is that they are _____ of what the learner is expected to achieve and how he or she is expected to demonstrate that achievement.
clear statements
Six benefits of learning outcomes
- Better Learning
- Increased Motivation
- Better Performance on Assignments and Tests
- Focused and Strategic Teaching
- Strategic Assessment
- Attention to Outputs
Verbs that are internal and/or otherwise unobservable.
The sinister sixteen
The most common verbs and phrases Potter & Kustra (2012) see in learning outcomes that are all unacceptable.
The sinister sixteen
What are the sinister sixteen?
Understand | Know | Be aware of | Value | Appreciate | See | Be conscious of | Get | Comprehend | Accept | Be familiar with | Apprehend | Grasp | Learn | Have a knowledge of | Perceive
How are learning outcomes linked to teaching methods and assessment tasks?
Appropriateness of Assessment Methods
This connection between what helps to make the overall learning experience more transparent?
learning outcomes, teaching methods, and assessment
It is important that the _____ mirror the _____ since, as far as the students are concerned, the assessment is the curriculum.
assessment tasks; learning outcomes
What are the three essentials of alignment?
- Clearly define the general intended learning outcomes of the course.
- Focus classroom activities, teaching and readings on meeting the intended learning outcomes of the course.
- Assess only what was taught, read and practiced.
This means that scores from an instrument are stable and consistent.
Reliability
This refers to the consistency of scores obtained - how consistent they are for each individual from one administration of a test to another and from one set of items to another.
Reliability
This is the most important idea to consider when preparing test.
Validity
In recent years, this has been defined as referring to the appropriateness, correctness, meaningfulness, and usefulness of the specific inferences teachers make based on the data they collect.
Validity
This is the process of collecting and analyzing evidence to support such inferences.
Validation
What are the three main evidences of validity?
- Content-related evidence of validity
- Criterion-related evidence of validity
- Construct-related evidence of validity
This refers to the content and format of the instrument.
Content-related evidence of validity
One key element of this, then, concerns the adequacy of the sampling.
Content-related evidence of validity
The other aspect of this has to do with the format of instrument. This includes such things as the clarity of printing, font size, adequacy of workspace, appropriateness of language, clarity of directions, and so on.
Content-related evidence of validity
Another consideration related to content validity is _____ - the extent to which an assessment is systematically sensitive tot he nature of instruction offered.
instructional validity
The basic elements that students must know to be acquainted with a discipline or solve problems in it.
Factual knowledge
Factual knowledge
a. Knowledge of terminology
b. Knowledge of specific details and elements
The interrelationships among the basic elements within a larger structure that enable them to function together.
Conceptual knowledge
Conceptual knowledge
a. Knowledge of classifications and categories
b. Knowledge of principles and generalizations
c. Knowledge of theories, models, and structures
How to do something; methods of injury, and criteria for using skills, algorithms, techniques, and methods.
Procedural knowledge
Procedural knowledge
a. Knowledge of subject-specific skills and algorithms
b. Knowledge of subject-specific techniques and methods
c. Knowledge of criteria for determining when to use appropriate procedures
Knowledge of cognition in general as well s awareness and knowledge of one’s own cognition.
Metacognitive knowledge
Metacognitive knowledge
a. Strategic knowledge
b. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
c. Self-knowledge
This refers to the relationship between scores obtained using the test instrument and scores obtained using one or more other test instruments )often called as criterion).
Criterion-based evidence
What are the two forms of criterion-related validity?
predictive and concurrent.
This refers to the nature of the psychological construct or characteristic being measured by the instrument.
Construct-related evidence of validity
It is the broadest of the three categories of evidence for validity that we are considering. There is no single piece of evidence that satisfies this.
Construct-related evidence of validity
These refer to the degree by which the measuring instrument can be practically and efficiently used by teachers.
Practicality and efficiency
