MODULE 2

Question 1

focus on
how they impact student learning and
motivation.

Answer 1

High-quality classroom assessments

Question 2

The primary criterion is the ___ on students,
not just the test details

Answer 2

effect

Question 3

Assessments should verify and ensure that
learning targets

Answer 3

lead to real learning.

Question 4

They guide better instructional decisions and
provide fair, credible student achievement
reporting.

Answer 4

High-quality classroom assessments

Question 5

CRITERIA FOR ENSURING HIGH-QUALITY
CLASSROOM ASSESSMENT

Answer 5

1. clear and appropriate learning targets or
   instructional objectives
2. alignment of assessment of methods and
   learning targets
3. validity
4. reliability/precision
5. fairness
6. positive consequences
7. practicality and efficiency

Question 6

are statements of intended
learning and student performance.

Answer 6

CLEAR AND APPROPRIATE LEARNING
TARGETS

Question 7

Clear and appropriate learning targets describe what students must learn or do by
the ___of a unit

Answer 7

end

Question 8

Clear learning targets are essential for _______ and ________

Answer 8

effective
assessments / guiding instructional decisions.

Question 9

Learning targets should include both the specific
__________ to be acquired and the criteria
for evaluating performance.

Answer 9

skills/knowledge

Question 10

Every assessment design should begin with ____
and _____________

Answer 10

clear / appropriate learning targets

Question 11

Consider the________ when formulating
learning target statements

Answer 11

types of targets

Question 12

TYPES OF LEARNING TARGETS

Answer 12

1. Knowledge
2. Reasoning
3. SKills
4. Products
   5.Affective/Disposition

Question 13

Student mastery of substantive subject matter.

Answer 13

Knowledge

Question 14

Knowledge targets include _______,
procedural knowledge, and conceptual
understandings foundational to each academic
discipline.

Answer 14

factual information

Question 15

According to ____ et al. (2012), when a target
starts with “understands,” it could be a
knowledge target or a reasoning target,
depending on the intent.

Answer 15

Arter

Question 16

This is about the student’s ability to employ
knowledge to reason and solve problems.

Answer 16

REASONING

Question 17

Reasoning processes include _______,
inferring, classifying, hypothesizing, comparing,
drawing conclusions, summarizing, estimating,
solving problems, analyzing, evaluating,
justifying, and ________. These processes
belong to a higher level in the taxonomy.

Answer 17

predicting / generalizing

Question 18

student ability to demonstrate achievement-related skills, such as reading aloud,
interpersonal interaction, speaking in a second
language, operating equipment correctly and
safely, conducting experiments, operating
computers, and performing psychomotor
behaviors.

Answer 18

SKILLS

Question 19

refer to those learning targets
where a real-time demonstration or physical
performance is the learning source.

Answer 19

Skill targets

Question 20

Students can create achievement-related
products such as written reports, oral
presentations, and art products.

Answer 20

PRODUCTS

Question 21

The key to determining the ultimate task is
focusing on “What is the intended learning?”
rather than “_________________”

Answer 21

How will students perform it?

Question 22

student attainment of affective states such as
attitudes, values, interests, and self-efficacy.

Answer 22

AFFECTIVE

Question 23

in any subject is being influenced by
experiences that must be developed within the
classes’ activities

Answer 23

Disposition

Question 24

OLD BLOOMS TAXONOMY

Answer 24

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

Question 25

REVISED BLOOMS TAXONOMY

Answer 25

Creating Evaluating Analyzing Applying Understanding Remembering

Question 26

can serve as an assessment framework to help teachers determine and maintain the right level of difficulty.

Answer 26

Bloom’s taxonomy and its revised model

Question 27

emphasized that the taxonomy aids teachers in fully understanding the content and processes involved in teaching and assessment.

Answer 27

Kastberg (2003)

Question 28

the taxonomy plays a key role in ensuring the ______ of the assessment process.

Answer 28

quality

Question 29

can prevent mismatches between what is taught and what is assessed. - It also serves as a guideline for developing or revising instructional and assessment activities by providing a physical reminder of essential content and processes for students' cognitive growth.

Answer 29

taxonomy

Question 30

is more appropriate to be the basis in designing product-based assessments (especially the written tests)

Answer 30

Old version

Question 31

in creating process-based (pertaining to skills)

Answer 31

Revised version

Question 32

Different types of assessment methods are used in classrooms, and ensuring a match between the target and method is crucial.

Answer 32

ALIGNMENT OF ASSESSMENT METHODS AND LEARNING TARGETS

Question 33

Knowledge targets align best with objective tests, reasoning targets with essays, and affective targets with observation and student self-reports.

Answer 33

ALIGNMENT OF ASSESSMENT METHODS AND LEARNING TARGETS

Question 33

The _____and ______of any classroom assessment depend on selecting an appropriate assessment method that matches the achievement target.

Answer 33

quality / accuracy

Question 34

According to Mcmillan (2007), the quality of assessment methods improves when there is a _____ between learning targets and the assessment tools used.

Answer 34

match

Question 35

TYPES OF ASSESSMENT METHODS (MCMILLAN, 2007)

Answer 35

-Objective tests -Essay tests -Oral question assessment -Observation assessment -Performance based assessments -Self report assessments

Question 36

Most popular, easy to construct and administer; require structured responses; include supply type (short answer and completion) and selection type (multiple choice, true/false, matching).

Answer 36

Objective tests

Question 37

Paper-and-pencil assessments allowing students to construct responses; can be restricted or extended type.

Answer 37

Essay tests

Question 38

Used continuously to monitor understanding; includes oral examinations, interviews, conferences; goes beyond simple recitation.

Answer 38

Oral question assessments

Question 39

Common in teaching; teachers observe students informally to assess understanding and progress; used extensively in performance-based assessments and to assess classroom climate and teacher effectiveness.

Answer 39

Observation assessment

Question 40

Require students to demonstrate skills or proficiency by creating, producing, or doing something; includes paintings, speeches, demonstrations, projects, etc.; assessments can also focus on the process.

Answer 40

Performance-based assessments

Question 41

Students complete forms or answer questions about themselves, often used in affective assessment. - Quality decreases when there is a mismatch between the assessment method and the learning target, leading to less precise information.

Answer 41

Self-report assessments

Question 42

refers to the degree to which a score-based inference is appropriate, reasonable, and useful in a specific context

Answer 42

Validity

Question 43

_____ and _____ are valid or invalid, not the tests themselves (Popham, 2005).

Answer 43

Inferences and decisions

Question 44

It concerns the soundness, trustworthiness, or legitimacy of claims or inferences based on scores

Answer 44

Validity

Question 44

Validity is the ______of the inferences, uses, and ______resulting from an assessment.

Answer 44

appropriateness / consequences

Question 45

is often understood as the extent to which a test measures what it is supposed to measure, indicating the quality of the assessment.

Answer 45

Validity

Question 46

Validity also encompasses the _________, __________, _________, and _________ of the conclusions drawn from the assessment.

Answer 46

appropriateness correctness meaningfulness usefulness

Question 47

FOUR FORMS OF VALIDITY EVIDENCE

Answer 47

-Content-related evidence -Criterion-related evidence -Construct-related evidence -Face Validity

Question 48

Assesses how well an assessment samples the content of the domain it represents; the Table of Specifications helps ensure this validity by confirming the test's appropriateness. Answers the question, "Am I testing what I taught?"

Answer 48

Content-related evidence

Question 49

Measures how well an exam predicts a student’s subsequent status compared to an existing valid test. Answers the question, "How does this compare with the result of an existing valid test?"

Answer 49

Criterion-related evidence

Question 50

Gathers empirical evidence that a hypothetical construct (e.g., a student’s ability to generate written compositions) is accurately assessed. Answers the question, "Am I testing in the way I have taught?

Answer 50

Construct-related evidence

Question 51

Considered the weakest form of validity, it concerns the physical appearance of the test. Answers the question, "What do students think of the test? Does it look like a valid and official one?"

Answer 51

Face Validity

Question 52

refers to the consistency with which a test measures whatever it is measuring. It is the extent to which an experiment, test, or measuring procedure yields the same result on repeated trials that may reveal an individual's real performance level or capacity. L

Answer 52

Reliability

Question 53

Three distinct types of reliability evidence

Answer 53

1. Stability Realiability 2. Alternate form reliability 3. Internal consistency

Question 54

refers to the consistency of examinees' scores over time. This is usually represented by a test-retest coefficient of correlation between examinee's scores on two measurement occasions.

Answer 54

Stability Realiability

Question 55

refers to the consistency of results between two or more forms of the same test. It is usually represented by the correlation of examinees' scores on two different test forms.

Answer 55

Alternate-form reliability

Question 56

represents the degree of homogeneity in an assessment procedure's items.

Answer 56

Internal consistency

Question 57

A fair pre-instructional assessment provides equal opportunities to all students and is ______and _______

Answer 57

unbiased / non-discriminatory

Question 58

Fair assessments are uninfluenced by irrelevant or subjective factors such as ____ , ____, ______, or _______

Answer 58

race, gender, ethnic background or handicapping condition

Question 59

It is crucial to remain unbiased and give every student an equal opportunity. instead focus on ________on assessment tasks.

Answer 59

individual performance

Question 60

In education, assessments must always be _____, and assessment bias should be _____.

Answer 60

fair / absent

Question 61

POTENTIAL INFLUENCES ON FAIRNESS

Answer 61

1. Students' knowledge of learning targets and assessment 2. Opportunity to learn 3. Prerequisite knowledge and skills 4. Avoiding student stereotyping 5. Avoiding bias in assessment tasks and procedures

Question 62

Students should know the content and scoring criteria before the assessment and often before instruction begins, helping them understand what to study and focus on

Answer 62

Students' knowledge of learning targets and assessment

Question 63

Fair assessments align with instruction that provides adequate time, resources, and conditions for all students to learn and demonstrate their achievement.

Answer 63

Opportunity to learn

Question 64

It is unfair to assess students on content requiring prerequisite knowledge or skills they do not possess; teachers must understand students' levels and scrutinize assessments for required prerequisites.

Answer 64

Prerequisite knowledge and skills

Question 65

Assessment bias distorts students’ performances and reduces the validity of score-based inferences. Teachers must recognize and reduce bias to ensure fair assessments, aiming for the absence of bias.

Answer 65

Avoiding bias in assessment tasks and procedures

Question 66

Teachers must avoid judging students based on stereotypes related to gender, race, socioeconomic status, or other characteristics and instead focus on individual performance on assessment tasks.

Answer 66

Avoiding student stereotyping

Question 67

The nature of classroom assessments significantly impacts teaching and learning.

Answer 67

POSITIVE CONSQUENCE

Question 68

Students are motivated when they believe their effort will lead to meaningful ______

Answer 68

success

Question 69

lead to positive outcomes for both students and teachers.

Answer 69

High-quality assessments

Question 70

encourage active engagement, resulting in deep learning and potentially increased motivation.

Answer 70

Authentic assessments

Question 71

, rather than a single one, reduce fear and anxiety, enhancing risk-taking, exploration, creativity, and questioning among students.

Answer 71

Multiple assessments

Question 72

QUESTIONS TEACHERS SHOULD CONSIDER

Answer 72

 How will the assessment affect student motivation?  Will students be more or less likely to be meaningfully involved?  Will their motivation be intrinsic or extrinsic?  How will the assessment affect how and what students study?  How will the assessment affect my teaching?  How much time will the assessment take away from instruction?  Will the results allow me to provide students with individualized feedback?  What will the parents think about my assessments?

Question 73

 High-quality assessments are practical and efficient, balancing these aspects with other important criteria.  Time is limited for teachers, so it is important to consider the type of assessment used.

Answer 73

PRACTICALITY AND EFFICIENCY

Question 74

__________ for both teachers and students enhance the overall quality of assessment, particularly its effect on student motivation and study habits

Answer 74

Positive consequences

Question 75

Other Factors to Consider

Answer 75

 Familiarity with the method of assessment.  Time required for students to complete the assessments.  Complexity of administering the assessment.  Ease of scoring.  Ease of interpretation.  Cost.