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ASL 2 > MODULE 2 > Flashcards

MODULE 2 Flashcards

1
Q

focus on
how they impact student learning and
motivation.

A

High-quality classroom assessments

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2
Q

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

A

effect

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3
Q

Assessments should verify and ensure that
learning targets

A

lead to real learning.

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4
Q

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

A

High-quality classroom assessments

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5
Q

CRITERIA FOR ENSURING HIGH-QUALITY
CLASSROOM ASSESSMENT

A
  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
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6
Q

are statements of intended
learning and student performance.

A

CLEAR AND APPROPRIATE LEARNING
TARGETS

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7
Q

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

A

end

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8
Q

Clear learning targets are essential for _______ and ________

A

effective
assessments / guiding instructional decisions.

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9
Q

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

A

skills/knowledge

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10
Q

Every assessment design should begin with ____
and _____________

A

clear / appropriate learning targets

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11
Q

Consider the________ when formulating
learning target statements

A

types of targets

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12
Q

TYPES OF LEARNING TARGETS

A
  1. Knowledge
  2. Reasoning
  3. SKills
  4. Products
    5.Affective/Disposition
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13
Q

Student mastery of substantive subject matter.

A

Knowledge

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14
Q

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

A

factual information

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15
Q

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.

A

Arter

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16
Q

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

A

REASONING

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17
Q

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.

A

predicting / generalizing

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18
Q

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.

A

SKILLS

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19
Q

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

A

Skill targets

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20
Q

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

A

PRODUCTS

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21
Q

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

A

How will students perform it?

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22
Q

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

A

AFFECTIVE

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23
Q

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

A

Disposition

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24
Q

OLD BLOOMS TAXONOMY

A

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

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25
Q

REVISED BLOOMS TAXONOMY

A

Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

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26
Q

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

A

Bloom’s taxonomy and its revised model

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27
Q

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

A

Kastberg (2003)

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28
Q

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

A

quality

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29
Q

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.

A

taxonomy

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30
Q

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

A

Old version

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31
Q

in creating process-based
(pertaining to skills)

A

Revised version

32
Q

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

A

ALIGNMENT OF ASSESSMENT METHODS
AND LEARNING TARGETS

33
Q

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

A

ALIGNMENT OF ASSESSMENT METHODS
AND LEARNING TARGETS

33
Q

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

A

quality / accuracy

34
Q

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

A

match

35
Q

TYPES OF ASSESSMENT METHODS (MCMILLAN, 2007)

A

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

36
Q

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).

A

Objective tests

37
Q

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

A

Essay tests

38
Q

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

A

Oral question assessments

39
Q

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.

A

Observation assessment

40
Q

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.

A

Performance-based assessments

41
Q

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.

A

Self-report assessments

42
Q

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

A

Validity

43
Q

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

A

Inferences and decisions

44
Q

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

A

Validity

44
Q

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

A

appropriateness / consequences

45
Q

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

A

Validity

46
Q

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

A

appropriateness
correctness
meaningfulness
usefulness

47
Q

FOUR FORMS OF VALIDITY EVIDENCE

A

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

48
Q

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?”

A

Content-related evidence

49
Q

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?”

A

Criterion-related evidence

50
Q

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?

A

Construct-related evidence

51
Q

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?”

A

Face Validity

52
Q

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

A

Reliability

53
Q

Three distinct types of reliability evidence

A
  1. Stability Realiability
  2. Alternate form reliability
  3. Internal consistency
54
Q

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.

A

Stability Realiability

55
Q

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.

A

Alternate-form reliability

56
Q

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

A

Internal consistency

57
Q

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

A

unbiased / non-discriminatory

58
Q

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

A

race, gender, ethnic
background or handicapping condition

59
Q

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

A

individual performance

60
Q

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

A

fair / absent

61
Q

POTENTIAL INFLUENCES ON FAIRNESS

A
  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
62
Q

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

A

Students’ knowledge of learning targets and
assessment

63
Q

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

A

Opportunity to learn

64
Q

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.

A

Prerequisite knowledge and skills

65
Q

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.

A

Avoiding bias in assessment tasks and
procedures

66
Q

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.

A

Avoiding student stereotyping

67
Q

The nature of classroom assessments significantly
impacts teaching and learning.

A

POSITIVE CONSQUENCE

68
Q

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

A

success

69
Q

lead to positive
outcomes for both students and teachers.

A

High-quality assessments

70
Q

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

A

Authentic assessments

71
Q

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

A

Multiple assessments

72
Q

QUESTIONS TEACHERS SHOULD CONSIDER

A

 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?

73
Q

 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.

A

PRACTICALITY AND EFFICIENCY

74
Q

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

A

Positive consequences

75
Q

Other Factors to Consider

A

 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.

ASL 2 (2 decks)

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