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Praxis (PLT) Study Guide > Student Assessment > Flashcards

Student Assessment Flashcards

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1
Q

Quality Testing shares four categories

A

reliability, standardization, validity, and practicality

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2
Q

Consistency of test scores. If the test scores are highly consistent, teachers have a valid base for using the scores to determine students understanding.

A

Reliability

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3
Q

When the scores fluctuate wildly, the degree of reliability decreases.

A

Reliability

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4
Q

Improve objectivity of tests. Refers to the degree to which testing procedures are kept uniformed.

A

Standardization

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5
Q

When administrative tasks, equipment, materials, observation, and scoring rules are consistent, it is referred to as standardized.

A

Standardization

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6
Q

Extent that the test measures what it claims to measure.

A

Validity

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7
Q

Validity depends of the purpose and context of its intended use. may be valid for some purposes and less valid for others.

A

Validity

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8
Q

Ease of implementation and the investment or cost of the assessment.

A

Practicality

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9
Q

Objective Assessment

A

Determines the core knowledge students have of a subject.

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10
Q

knowledge of how things are such as

A

Declarative Kowledge

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11
Q

vocabulary, fundamental concepts, and basic procedural means are assessed through

A

Objective Assessments

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12
Q

Theses test require students to answer questions, problem solve and provide responses on paper.
They represent course objectives

A

Objective Assessments

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13
Q

Teacher designed objective tests have a variety of uses. Summative (accumulative) judgments and formative evaluations.

A

Objective Assessments

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14
Q

When used to assign grades objective test take the form of

A

Summative Evaluation

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15
Q

Can also be used as a formative assessment to improve learning and teaching and can determine

A 
Establish student readiness
Judge the effectiveness of instruction
Identify learning difficulties
Determine prior knowledge
Provide motivation for students to learn
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16
Q

Objective test have remained popular because

A

reliability is high
objectivity is high
scoring can be performed electronically
Large numbers of students can be assessed easily

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17
Q

Drawbacks to objective tests

A

Transfer of knowledge decreases when the environment of assessment is unlike the real world.

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18
Q

Drawbacks to objective tests

A

Lack complexity associated with actual performance

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19
Q

Best use of objectives test

A

Beginning of instruction to establish a base core of knowledge that is highly structured, skill based, or literal.

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20
Q

Essay Test

A

Require students to provide explanations

They have to organize responses but have freedom with regard to responses than in objective test.

21
Q

Take less time to construct but more time to grade.

Scoring is subjective

A

Essay Test

22
Q

For transfer purposes, essay tests receive higher marks than their objective counterparts

A

Essay Test

23
Q

Essays that require higher order thinking skills, such as analysis, synthesis, evaluation or justification,

A

increase the likelihood of transfer.

24
Q

Students interact with info by interpreting and elaborating.

A

Through interaction, knowledge connection stored in long term memory increases and are available in the future for transfer to similar or generalized situations.

25
Q

Performance Based Assessment

A

used to determine if students can perform an activity or action as an indicator of academic competence.

26
Q

procedural knowledge

A

How to do things

27
Q

Procedural knowledge is evaluated through

A

performance based assessment.

28
Q

authentic assessment

A

used in a real world context, performance assessment emphasizes student’s active responses that result in a product or event.

29
Q

authenticity

A

gained favor for the increased focus on transfer.

30
Q

The more the activity resembles the real world, the more likely information learned in the school setting will transfer to the environment beyond the classroom.

A

Authenticity

31
Q

Performance Based Assessment

A

should reflect what those in the field of study do.

32
Q

Portfolio assessment

A

related to performance assessment. an assembled collection of work, it chronicles a students abilities.

33
Q

Performance Based Assessment/Portfolio assessment

A

Process takes precedence in this type of assessment.

34
Q

Performance Based Assessment/Portfolio assessment

A

contain a high degree of objectivity if a pre-determined scoring rubric or criterion is established.

35
Q

Performance Based Assessment/Portfolio assessment

A

Just as objectives focus on students lessons establishing a rubric that informs students how various performances equate to grades will guide students to desired outcomes.

36
Q

Norm referenced scores

A

are accomplished by comparing the performance of students.

37
Q

Norm referenced scores

A

Dont tell what has or has not been learned but compares populations

38
Q

Norm referenced scores

A

when scores are norm referenced, the scores are spread out so that even if all the students in the class receive high grades, the lower of the high grades would appear in the lower quartile.

39
Q

Norm referenced

A

viewed as less favorable than criterion referenced test because it encourages competition rather than cooperation among students.

40
Q

evaluation is set on a set of criterion, not performance of other students

A

Criterion referenced test.

41
Q

Also known as mastery test, they can be used by teachers to determine whether the students have attained predetermined knowledge and skills.

A

Criterion referenced test.

42
Q

Criterion referenced test.

A

In an environment where state standards drive curriculum, this scoring makes sense.

43
Q

communication with students

A

By sharing objectives and assessment methods with students, learning and retention improve and anxiety decreases.

44
Q

Show students that learning objectives and assessment directly relate

A

Incorporating students into the assessment procedure

45
Q

Supply students with models of work and rubrics

A

Incorporating students into the assessment procedure

46
Q

Encourage students to monitor their progress

A

Incorporating students into the assessment procedure

47
Q

Allow students to revise or retake assessments.

A

Incorporating students into the assessment procedure

48
Q

Including students in the process encourages their internal locus of control.

A

ncorporating students into the assessment procedure

Praxis (PLT) Study Guide (10 decks)

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