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PSTMT na nonsense > Unit 4 > Flashcards

Unit 4 Flashcards

1
Q

Identify if Measurement, Assessment, or Evaluation

  • desired dimensions of defined characteristics
  • quantitative amount of measurement
  • no value judgment on performance of students
A

Measurement

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2
Q

Identify if Measurement, Assessment, or Evaluation

A student got 75 in microbiology grade

A

Measurement

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3
Q

Identify if Measurement, Assessment, or Evaluation

  • measures the performance of an individual from a known objective
  • form of feedback on students’ learning
  • involves quantitative instruments such as tests, aptitude tests, and questionnaires
  • assists a teacher in determining level of knowledge
A

Assessment

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4
Q

Identify if Measurement, Assessment, or Evaluation

A comprehensive examination will be given at the end of Parasitology and AnaPhy courses

A

Assessment

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5
Q

Identify if Measurement, Assessment, or Evaluation

  • gives value judgment to assessment through the qualitative measure of the prevailing situation
  • analyzes the result obtained from measurement
  • measures the educational achievements of the students
A

Evaluation

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6
Q

Identify if Measurement, Assessment, or Evaluation

Jayson performed poorly in Organic Chemistry

A

Evaluation

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7
Q

Identify if Measurement or Evaluation

not clear assumption on students

A

Measurement

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8
Q

Identify if Measurement or Evaluation

not require much energy and time

A

Measurement

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9
Q

Identify if Measurement or Evaluation

limited scope

A

Measurement

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10
Q

Identify if Measurement or Evaluation

content-oriented

A

Measurement

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11
Q

Identify if Measurement or Evaluation

a means; not an end in itself

A

Measurement

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12
Q

Identify if Measurement or Evaluation

aims to gather evidence

A

Measurement

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13
Q

Identify if Measurement or Evaluation

not an essential part of education

A

Measurement

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14
Q

Identify if Measurement or Evaluation

focuses on the question “how much?”

A

Measurement

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15
Q

Identify if Measurement or Evaluation

prediction cannot be made meaningfully

A

Measurement

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16
Q

Identify if Measurement or Evaluation

quantitative; displayed numerically

A

Measurement

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17
Q

Identify if Measurement or Evaluation

  • can be conducted at any time; not continuous
  • acquainted with one situation
A

Measurement

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18
Q

Identify if Measurement or Evaluation

clear asssumption is formed

A

Evaluation

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19
Q

Identify if Measurement or Evaluation

requires more energy and time

A

Evaluation

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20
Q

Identify if Measurement or Evaluation

has a wide scope

A

Evaluation

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21
Q

Identify if Measurement or Evaluation

objective-oriented

A

Evaluation

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22
Q

Identify if Measurement or Evaluation

it is an end in itself

A

Evaluation

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23
Q

Identify if Measurement or Evaluation

deduces inferences from the evidence

A

Evaluation

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24
Q

Identify if Measurement or Evaluation

integrated or necessary part of education

A

Evaluation

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25
Q

Identify if Measurement or Evaluation

focuses on the value; “what value?”

A

Evaluation

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26
Q

Identify if Measurement or Evaluation

predictions can be made

A

Evaluation

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27
Q

Identify if Measurement or Evaluation

a continuous process and is acquainted with the entire situation

A

Evaluation

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28
Q

Identify if Formal or Informal Assesments

Data-based test

A

Formal Assessment

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29
Q

Identify if Formal or Informal Assesments

knowledge-testing

A

Formal Assessment

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30
Q

Identify if Formal or Informal Assesments

Systematic and Structured

A

Formal Assessment

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31
Q

Identify if Formal or Informal Assesments

Used for comparison against a certain standard and is mathematically computed

A

Formal Assessment

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32
Q

Identify if Formal or Informal Assesments

It assesses overall achievement

A

Formal Assessment

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33
Q

Identify if Formal or Informal Assesments

Norm-referenced

A

Formal Assessment

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34
Q

Identify if Formal or Informal Assesments

It is quantitative and is conducted in a normal classroom environment

A

Formal Assessment

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35
Q

Identify if Formal or Informal Assesments

Examples include: exams, diagnostic tests, achievement tests, aptitude tests

A

Formal Assessment

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36
Q

Identify if Formal or Informal Assesments

Examples include: checklists, observations, portfolio, records, interviews, journal writings

A

Informal Assessment

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37
Q

Identify if Formal or Informal Assesments

It is qualitative and is conducted beyond the classroom environment

A

Informal Assessment

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38
Q

Identify if Formal or Informal Assesments

Criterion-referenced

A

Informal Assessment

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39
Q

Identify if Formal or Informal Assesments

Unlike the assessment of overall achievement, this assesses day-to-day activities

A

Informal Assessment

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40
Q

Identify if Formal or Informal Assesments

  • Progress is measured using actual works
  • A rubric is used for grading
A

Informal Assessment

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41
Q

Identify if Formal or Informal Assesments

Spontaneous and Flexible

A

Informal Assessment

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42
Q

Identify if Formal or Informal Assesments

Progress-measuring

A

Informal Assessment

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43
Q

Identify if Formal or Informal Assesments

Content and performance-driven

A

Informal Assessment

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44
Q

Identify if Formative or Summative Assessment

Informing instruction

A

Formative

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45
Q

Identify if Formative or Summative Assessment

Determine whether learning is taking place

A

Formative

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46
Q

Identify if Formative or Summative Assessment

Provide feedback on how things are going

A

Formative

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47
Q

Identify if Formative or Summative Assessment

helps students perform well at the end of the program

A

Formative

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48
Q

Identify if Formative or Summative Assessment

Gathering of detailed information and narrow in the scope of the content

A

Formative

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49
Q

Identify if Formative or Summative Assessment

Evaluate the effectiveness and improvement of teaching

A

Formative

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50
Q

Identify if Formative or Summative Assessment

Conducted during teaching or instruction

A

Formative

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51
Q

Identify if Formative or Summative Assessment

Primarily prospective

A

Formative

52
Q

Identify if Formative or Summative Assessment

Examples include: Observation, oral questioning, assignments, quizzes, discussions, reflection, research proposal, peer or self-assessment

A

Formative

53
Q

Identify if Formative or Summative Assessment

Determine if learning is sufficiently complete

A

Summative

54
Q

Identify if Formative or Summative Assessment

Determine how well things went

A

Summative

55
Q

Identify if Formative or Summative Assessment

Concerned with purposes, progress and outcomes of the teaching-learning process

A

Summative

56
Q

Identify if Formative or Summative Assessment

Gathering information is less detailed but broader in the scope of content

A

Summative

57
Q

Identify if Formative or Summative Assessment

Provide information to the students, parents, and administrators on the level of accomplishment attained

A

Summative

58
Q

Identify if Formative or Summative Assessment

Primarily retrospective

A

Summative

59
Q

Identify if Formative or Summative Assessment

Examples include: Unit test, final examinations, comprehensive projects, research paper, presentations, project, portfolio

A

Summative

60
Q

Identify if Norm-referenced or Criterion-referenced

Relative ranking of students

A

Norm-referenced

61
Q

Identify if Norm-referenced or Criterion-referenced

Students compete against each other

A

Norm-referenced

62
Q

Identify if Norm-referenced or Criterion-referenced

Determine the students’ placement on a normal distribution curve

A

Norm-referenced

63
Q

Identify if Norm-referenced or Criterion-referenced

Focus too heavily on memorization and routine procedures

A

Norm-referenced

64
Q

Identify if Norm-referenced or Criterion-referenced

Examinee-centered

A

Norm-referenced

65
Q

Identify if Norm-referenced or Criterion-referenced

Evaluate the effectiveness of the teaching program and student’s preparedness

A

Norm-referenced

66
Q

Identify if Norm-referenced or Criterion-referenced

Highlight achievement differences

A

Norm-referenced

67
Q

Identify if Norm-referenced or Criterion-referenced

student performed better or worse

A

Norm-referenced

68
Q

Identify if Norm-referenced or Criterion-referenced

percentile rank, normal curve

A

Norm-referenced

69
Q

Identify if Norm-referenced or Criterion-referenced

Examples include: NSAT, College Entrance Examination, National Achievement Test

A

Norm-referenced

70
Q

Identify if Norm-referenced or Criterion-referenced

Interpret scores in terms of
absolute standard

A

Criterion-referenced

71
Q

Identify if Norm-referenced or Criterion-referenced

Measure how well students have mastered a particular body of knowledge

A

Criterion-referenced

72
Q

Identify if Norm-referenced or Criterion-referenced

Emphasizes thinking and application of knowledge

A

Criterion-referenced

73
Q

Identify if Norm-referenced or Criterion-referenced

Content-centered

A

Criterion-referenced

74
Q

Identify if Norm-referenced or Criterion-referenced

Assess higher-level thinking and writing skills

A

Criterion-referenced

75
Q

Identify if Norm-referenced or Criterion-referenced

Setting performance standards

A

Criterion-referenced

76
Q

Identify if Norm-referenced or Criterion-referenced

monitor students’ performance in their day-to-day activities

A

Criterion-referenced

77
Q

Identify if Norm-referenced or Criterion-referenced

Test item analysis

A

Criterion-referenced

78
Q

Identify if Norm-referenced or Criterion-referenced

Examples include: Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests

A

Criterion-referenced

79
Q

Identify if the definition provided pertains to Validity or Reliability

consistency or accuracy with which the scores measure a particular cognitive ability og interest

A

Validity

80
Q

Identify if the definition provided pertains to Validity or Reliability

degree of relation between what the test measures and what it’s supposed to measure

A

Validity

81
Q

Identify if the definition provided pertains to Validity or Reliability

a measure that is gathered/concluded when repeated results are consistent

A

Reliability

82
Q

True or False

A test may be reliable but not valid

A

True

83
Q

True or False

A valid test is always reliable

A

True

84
Q

What are the three types of validity?

A
  • Content validity
  • Construct validity
  • Criterion-related validity
85
Q

Identify the type of validity

representation of the covered topics discussed or what has been taught

A

Content validity

86
Q

Identify the type of validity

emphasizes the most important content according to the priority of goals and objectives

A

Content validity

87
Q

Identify the type of validity

emphasizes the most important content according to the priority of goals and objectives

A

Content validity

88
Q

Identify the type of validity

answers the question “do the test items constitute an adequate topic to be measured?”

A

Content validity

89
Q

Identify the type of validity

provides a general description of the student’s performance

A

Construct validity

90
Q

Identify the type of validity

provides the meaning of the scores from the test

A

Construct validity

91
Q

Identify the type of validity

explains the test scores in terms of psychological attributes namely intelligence test, communication ability, reading comprehension skills, and personal qualities

A

Construct validity

92
Q

Identify the type of validity

test items being constructed are based on the intended lesson objectives and tend to measure what has been taught

also demonstrates an association between the test scores and the theoretical traits

A

Construct validity

93
Q

Identify the type of validity

test to be measured is compared to the accepted standards

A

criterion-related validity

94
Q

What are the two types of criterion-related validity?

A
  • Predictive validity
  • Concurrent validity
95
Q

Identify if Predictive Validity or Concurrent Validity

Two different tests are given in different periods of time, thereby predicting future performance

A

Predictive validity

96
Q

Identify if Predictive Validity or Concurrent Validity

Two different tests are given at the same time, thereby providing the present standing

A

Concurrent validity

97
Q

Identify if Predictive Validity or Concurrent Validity

Estimated present status or current skills in the actual setting

A

Concurrent validity

98
Q

Identify if Predictive Validity or Concurrent Validity

Determines who is likely to fail or succeed in a certain course, board ecam, or occupation

A

Predictive validity

99
Q

Identify the type of Reliability

Determines the consistency of test across time

A

Test-retest reliability

100
Q

Identify the type of Reliability

Determines the consistency of the raters

A

Inter-rater reliability

101
Q

Identify the type of Reliability

Determines the consistency of the test content

A

Parallel forms reliability

102
Q

Identify the type of Reliability

Determines the consistency of the test result across items

A

Split-half reliability

103
Q

Formula ng Cronbach Alpha?

A

a=Nc/v+(N-1)c

wherein:
- N = number of items
- c = average inter-item covariance
- v = average variance

104
Q

What are the steps in constructing a test?

PLTTTL

Please Let Tim Trace Titi Liit
(sorry memorable kasi kapag funny; u may use Please Let Tim Trace

A
  • Purpose
  • Learning Outcomes
  • Topics
  • TOS
  • Type of Test
  • Length of Test
105
Q

What are the steps in constructing a TOS?

A
  • No. of items
  • Topics w/ weights (time)
  • Time spent teaching
  • Total no. of items per topic
  • percentage allocation per domain
106
Q

Identify the type of objective test (T or F, MCQ, Matching type)

  • declarative sentence statement
  • assesses the essential outcomes in a simple and direct means
  • item must be worded concisely; no double negatives
A

True or False

107
Q

Identify the type of objective test (T or F, MCQ, Matching type)

  • factual statement
  • withstood the test of time as well
  • provides a stem that may be a question or an incomplete statement
  • consists of four or five alternative responses
A

Multiple Choice

108
Q

Identify the type of objective test (T or F, MCQ, Matching type)

  • composed of two sets of terms, phrases, definitions, etc.
  • each premise matches with the corresponding response
A

Matching Type

109
Q

____ is a subjective type of test wherein a it measures a student’s ability to synthesize, analyze, and evaluate information.

A

Essay

110
Q

In a performance-based assessment, what do you call the sheet or basis that provides a feedback mechanism on the performance of a certain task, assignment, or group project?

A

Rubric

111
Q

What do you call the statistical test that evaluates a test based on its item quality, item sets, and the relationship between and among test items?

done every after test

A

Item analysis

112
Q

____ determines the ability of a student against a group of students. It identifies distractors that do not function or serve its purpose. It is essentially appropriate in the multiple-choice format of test questions.

A

Item analysis

113
Q

Item analysis is used as a norm-referenced and criterion-referenced test. A ____ test is applied for pre-test data.

A

norm-referenced

114
Q

Item analysis is used as a norm-referenced and criterion-referenced test. A ____ test is applied for post-test data.

A

criterion-referenced

115
Q

Item analysis may be differentiated/classified into three different types/kinds. What are they?

A
  • Effectiveness of Distractors
  • Index of Discrimination
  • Index of Difficulty
116
Q

Identify the type of item analysis

determines the effectiveness of the incorrect answers to the quality of multiple choice items

A

Effectiveness of Distractors

117
Q

Identify the type of item analysis

measures the proportion of students that selects the option answers

A

Effectiveness of Distractors

118
Q

True or False

If no student selected the incorrect answer, then the test item is considered too easy, and the distractor as implausible.

A

True

119
Q

Identify the type of item analysis

measures the relationship between students’ performance on a test item and the overall score of students

A

Index of Discrimination

120
Q

Identify the type of item analysis

measures the relationship between students’ performance on a test item and the overall score of students

A

Index of Discrimination

121
Q

In the Index of Discrimination, a ____ discrimination indicates that the high-scoring students got the item correctly than the low-scoring students

positive or negative

A

positive

122
Q

In the Index of Discrimination, a ____ discrimination indicates that the low-scoring students got the item correctly than the high-scoring students

positive or negative

A

negative

123
Q

Identify the type of item analysis

determines if the students have learned the concepts being tested

A

Index of Difficulty

124
Q

Identify the type of item analysis

measures the percentage of students who get the item correctly

A

Index of Difficulty

125
Q

A higher index of difficulty indicates a/an ____ item

easier or harder

A

easier

126
Q

A lower index of difficulty indicates a/an ____ item

easier or harder

A

harder

PSTMT na nonsense (1 decks)

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