Midterm Exam Reviewer - Principles of Classroom Assessment

Question 1

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.

Answer 1

Learning outcome

Question 2

These are statements of what is expected that the student will be able to do as a result of learning the activity.

Answer 2

Learning outcomes

Question 3

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.

Answer 3

clear statements

Question 4

Six benefits of learning outcomes

Answer 4

1. Better Learning
2. Increased Motivation
3. Better Performance on Assignments and Tests
4. Focused and Strategic Teaching
5. Strategic Assessment
6. Attention to Outputs

Question 5

Verbs that are internal and/or otherwise unobservable.

Answer 5

The sinister sixteen

Question 6

The most common verbs and phrases Potter & Kustra (2012) see in learning outcomes that are all unacceptable.

Answer 6

The sinister sixteen

Question 7

What are the sinister sixteen?

Answer 7

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

Question 8

How are learning outcomes linked to teaching methods and assessment tasks?

Answer 8

Appropriateness of Assessment Methods

Question 9

This connection between what helps to make the overall learning experience more transparent?

Answer 9

learning outcomes, teaching methods, and assessment

Question 10

It is important that the _____ mirror the _____ since, as far as the students are concerned, the assessment is the curriculum.

Answer 10

assessment tasks; learning outcomes

Question 11

What are the three essentials of alignment?

Answer 11

1. Clearly define the general intended learning outcomes of the course.
2. Focus classroom activities, teaching and readings on meeting the intended learning outcomes of the course.
3. Assess only what was taught, read and practiced.

Question 12

This means that scores from an instrument are stable and consistent.

Answer 12

Reliability

Question 13

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.

Answer 13

Reliability

Question 14

This is the most important idea to consider when preparing test.

Answer 14

Validity

Question 15

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.

Answer 15

Validity

Question 16

This is the process of collecting and analyzing evidence to support such inferences.

Answer 16

Validation

Question 17

What are the three main evidences of validity?

Answer 17

1. Content-related evidence of validity
2. Criterion-related evidence of validity
3. Construct-related evidence of validity

Question 18

This refers to the content and format of the instrument.

Answer 18

Content-related evidence of validity

Question 19

One key element of this, then, concerns the adequacy of the sampling.

Answer 19

Content-related evidence of validity

Question 20

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.

Answer 20

Content-related evidence of validity

Question 21

Another consideration related to content validity is _____ - the extent to which an assessment is systematically sensitive tot he nature of instruction offered.

Answer 21

instructional validity

Question 22

The basic elements that students must know to be acquainted with a discipline or solve problems in it.

Answer 22

Factual knowledge

Question 23

Factual knowledge

Answer 23

a. Knowledge of terminology
b. Knowledge of specific details and elements

Question 24

The interrelationships among the basic elements within a larger structure that enable them to function together.

Answer 24

Conceptual knowledge

Question 25

Conceptual knowledge

Answer 25

a. Knowledge of classifications and categories
b. Knowledge of principles and generalizations
c. Knowledge of theories, models, and structures

Question 26

How to do something; methods of injury, and criteria for using skills, algorithms, techniques, and methods.

Answer 26

Procedural knowledge

Question 27

Procedural knowledge

Answer 27

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

Question 28

Knowledge of cognition in general as well s awareness and knowledge of one’s own cognition.

Answer 28

Metacognitive knowledge

Question 29

Metacognitive knowledge

Answer 29

a. Strategic knowledge
b. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
c. Self-knowledge

Question 30

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).

Answer 30

Criterion-based evidence

Question 31

What are the two forms of criterion-related validity?

Answer 31

predictive and concurrent.

Question 32

This refers to the nature of the psychological construct or characteristic being measured by the instrument.

Answer 32

Construct-related evidence of validity

Question 33

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.

Answer 33

Construct-related evidence of validity

Question 34

These refer to the degree by which the measuring instrument can be practically and efficiently used by teachers.

Answer 34

Practicality and efficiency