MT1

Question 1

Learner Outcome

Answer 1

statement regarding student performance that should be demonstrated at the end of an instructional unit or a lesson. expectations, learning goals, or learning expectations

Question 2

Instructional objectives

Answer 2

statement about student performance to be demonstrated at the end of the instruction process as evidence of learning. behavioral or performance outcomes or learning target

Question 3

High quality IO’s

Answer 3

Observable, measurable, concise

Question 4

create

Answer 4

Produce new or original work (design, assemble, construct, develop, formulate, investigate)

Question 5

evaluate

Answer 5

justify a stand or position (appraise, argue, defend, judge, select, support, value, critique, weigh)

Question 6

analyze

Answer 6

draw connections among ideas (differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test)

Question 7

apply

Answer 7

use information in new situations (execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch)

Question 8

understand

Answer 8

explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate)

Question 9

Big ideas

Answer 9

create and evaluate

Question 9

remember

Answer 9

recall facts and basic concepts (define, duplicate, list, memorize, repeat, state)

Question 10

understandings

Answer 10

analyze, apply

Question 11

facts, concepts, knowledge

Answer 11

understand, remember

Question 12

Ice taxonomy

Answer 12

ideas, connections, extensions

Question 13

connections

Answer 13

relate new learning to what is already known. combine two or more pieces of information together

Question 14

ideas

Answer 14

fundamental skills. information oriented

Question 15

extensions

Answer 15

apply knowledge to new situations

Question 16

selected response

Answer 16

recall - evaluate

Question 17

performance assessment

Answer 17

analyze - create

Question 18

constructed response

Answer 18

extensions, connections

Question 18

Pre-instructional assessment

Answer 18

Identify students differentiated needs, Recognize students current ability levels, Evaluate students readiness to acquire the knowledge and skills outlined in programs of studies, Knowing students strength and choosing appropriate assessments

Question 19

formative assessment

Answer 19

planned process in which evidence of students learning is gathered and used by teachers to inform their instruction and by students to improve their learning. ASSESSMENT FOR LEARNING

Question 20

in-class assignments

Answer 20

Can be used for monitoring student progress. should allow the teacher to monitor students closely, give immediate feedback, and encourage students to do self reflection.

Question 21

homework

Answer 21

can extend and reinforce student learning. identify which specific areas of knowledge and skill need further instruction. Students can receive assistance from parents, siblings, and friends without learning the content

Question 22

quizzes

Answer 22

provide the teacher with an indication of progress. can be used by the teacher to identify which content need further instruction or clarification. If feedback is not timely, it is not as effective.

Question 23

group activities

Answer 23

effective in creating a collaborative learning environment. Students can receive peer feedback from group members or from members of other groups. It is difficult to identify each students contribution to group work. Feedback to a group is not individualized feedback.

Question 24

Student self-reflection

Answer 24

students gather information about themselves and reflect on their learning. Students need clearly identified criteria, appropriate resources

Question 25

praise

Answer 25

should be: Specific, Timely, Relates to standard, Focuses on attribution, Celebrate progress, Genuine

Question 26

primacy effects

Answer 26

Initial impressions distorts later observations.

Question 27

misinterpreting behaviours

Answer 27

Ambiguity clouds teachers judgement

Question 27

recency effects

Answer 27

Recent impressions distorts overall observation.

Question 28

hawthorne effect

Answer 28

Students nervousness in teachers presence

Question 29

student faking

Answer 29

Students appear to be attentive

Question 30

summative assessment

Answer 30

Assessments that we use to evaluate students after instruction. Goal = to give students a fair opportunity to demonstrate their achievement of program expectations. ASSESSMENT OF LEARNING

Question 31

assembly

Answer 31

Create a directions section, Arrange questions in a logical order (e.g. by topic), Determine the physical layout

Question 32

high quality summative assessment

Answer 32

Tasks include a representative sample of the content taught. The skills/knowledge assessed have been emphasized in instruction. The tasks, directions, and scoring are clear and straightforward

Question 33

preparation

Answer 33

Print the exam, Review the exam to ensure there are no errors (e.g. two item 31), Determine what resources (e.g., data table, calculator, etc.) are necessary

Question 34

Administration, scoring, reporting

Answer 34

Administer the exam, Score the questions objectively and accurately, Report results in a timely fashion

Question 35

validity

Answer 35

Appropriate use and interpretation of assessment results

Question 36

reliability

Answer 36

consistency of assessment. the degree to which test scores for a group of test takers are consistent over repeated applications of a measurement procedure

Question 37

Consistency

Answer 37

When we use the same assessment again, do we consistently get the same/similar results for all students?

Question 38

fairness

Answer 38

equity of assessment. Support every students opportunity to learn. Provide all students with an equal opportunity to demonstrate their learning

Question 39

harmony

Answer 39

Within a single assessment, do all of our questions, tasks, or activities seem to measure the target content equally well?

Question 40

stability

Answer 40

When we use similar assessments, do we receive the same/similar results throughout the semester?

Question 41

internal threats against reliability

Answer 41

* Emotional instability* Test anxiety* Language barrier* Test Wiseness

Question 42

external threats against reliability

Answer 42

* Environmental factors (e.g., noise)* Cultural reference (e.g., weather, popculture)* Ambiguous questions* Giveaway items

Question 43

content

Answer 43

Does the content of your assessment (e.g., a test or a quiz) match your instructional objectives? Does your assessment cover all the required content at different cognitive levels?

Question 43

prediction

Answer 43

Are marks (or scores) on your assessments in agreement with each other? Do marks/scores on your current assessments predict marks from your future assessments?

Question 44

use and inference

Answer 44

Are your assessment methods appropriate for collecting the evidence of learning? Is there enough evidence to support your inferences?

Question 45

fidelity

Answer 45

aligning assessment with instruction