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EDPY 303 > MT1 > Flashcards

MT1 Flashcards

1
Q

Learner Outcome

A

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

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2
Q

Instructional objectives

A

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

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3
Q

High quality IO’s

A

Observable, measurable, concise

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4
Q

create

A

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

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5
Q

evaluate

A

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

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6
Q

analyze

A

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

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7
Q

apply

A

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

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8
Q

understand

A

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

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9
Q

Big ideas

A

create and evaluate

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9
Q

remember

A

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

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10
Q

understandings

A

analyze, apply

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11
Q

facts, concepts, knowledge

A

understand, remember

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12
Q

Ice taxonomy

A

ideas, connections, extensions

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13
Q

connections

A

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

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14
Q

ideas

A

fundamental skills. information oriented

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15
Q

extensions

A

apply knowledge to new situations

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16
Q

selected response

A

recall - evaluate

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17
Q

performance assessment

A

analyze - create

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18
Q

constructed response

A

extensions, connections

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18
Q

Pre-instructional assessment

A

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

19
Q

formative assessment

A

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

20
Q

in-class assignments

A

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.

21
Q

homework

A

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

22
Q

quizzes

A

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.

23
Q

group activities

A

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.

24
Q

Student self-reflection

A

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

25
Q

praise

A

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

26
Q

primacy effects

A

Initial impressions distorts later observations.

27
Q

misinterpreting behaviours

A

Ambiguity clouds teachers judgement

27
Q

recency effects

A

Recent impressions distorts overall observation.

28
Q

hawthorne effect

A

Students nervousness in teachers presence

29
Q

student faking

A

Students appear to be attentive

30
Q

summative assessment

A

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

31
Q

assembly

A

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

32
Q

high quality summative assessment

A

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

33
Q

preparation

A

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

34
Q

Administration, scoring, reporting

A

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

35
Q

validity

A

Appropriate use and interpretation of assessment results

36
Q

reliability

A

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

37
Q

Consistency

A

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

38
Q

fairness

A

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

39
Q

harmony

A

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

40
Q

stability

A

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

41
Q

internal threats against reliability

A
  • Emotional instability* Test anxiety* Language barrier* Test Wiseness
42
Q

external threats against reliability

A
  • Environmental factors (e.g., noise)* Cultural reference (e.g., weather, popculture)* Ambiguous questions* Giveaway items
43
Q

content

A

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?

43
Q

prediction

A

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?

44
Q

use and inference

A

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

45
Q

fidelity

A

aligning assessment with instruction

EDPY 303 (5 decks)

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