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Unit 4 638 Flashcards

1
Q

desired dimensions of defined characteristics

A

Measurement

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2
Q

analyzes the result obtained from measurement based on predetermined standards

A

Evaluation

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3
Q

give value judgment to assessment through the qualitative measure of the prevailing situation

A

Evaluation

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4
Q

Quantitative instruments are used: tests, aptitude tests, questionnaires, etc.

A

Assessment

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5
Q

essential characteristics in measurement include reliability, validity, and objectivity

A

Measurement

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6
Q

Assessment measures the _____ from a known objective
form of feedback on students’ learning

A

Performance of the individual

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7
Q

assist a teacher in determining what, how much and how well the students are learning

A

Assessment

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8
Q

Evaluation analyzes the result obtained from measurement based on ______

A

predetermined standards

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9
Q

The___ is a special form of assessment and can be given at the end of a lesson or unit, however, you can assess the progress of a students’ learning at the end of the term through _______

A

test; verbal and skills testing

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10
Q

What kind of amount of measurement is measurement?

A

Quantitative

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11
Q

Measurement is not making a ____ on the performance of the student

A

value judgement

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12
Q

Measurement or Evaluation: clear assumption formed.

A

Evaluation

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13
Q

Measurement or Evaluation: Content-oriented

A

Measurement

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14
Q

Measurement or Evaluation: It is a means, and not an end in itself

A

Measurement

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15
Q

Measurement or Evaluation: scope is wide

A

Evaluation

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16
Q

Measurement or Evaluation: Objective-oriented

A

Evaluation

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17
Q

Measurement or Evaluation: not clear assumption on students

A

Measurement

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18
Q

Measurement or Evaluation: End in itself

A

Evaluation

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19
Q

Measurement or Evaluation: Deduce inferences from the evidence

A

Evaluation

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20
Q

Measurement or Evaluation: to gather evidence

A

Measurement

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21
Q

Measurement or Evaluation: not be an essential part of education

A

Measurement

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22
Q

Measurement or Evaluation: ‘what value’

A

Evaluation

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23
Q

Measurement or Evaluation: prediction cannot be made meaningfully

A

Measurement

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24
Q

Measurement or Evaluation: quantitative and qualitative

A

Evaluation

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25
Q

Measurement or Evaluation: can be conducted anytime

A

Measurement

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26
Q

Measurement or Evaluation: Acquaints with a situation

A

Measurement

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27
Q

Measurement or Evaluation: can be predicted meaningfully

A

Evaluation

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28
Q

Measurement or Evaluation: continuous process

A

Evaluation

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29
Q

Measurement or Evaluation: necessary in education

A

Evaluation

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30
Q

Measurement or Evaluation: numerically displayed

A

Measurement

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31
Q

Measurement or Evaluation: acquaints about an entire situation

A

Evaluation

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32
Q

4 types of assessment?

A

Formal and Informal; Formative and Summative

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33
Q

Formal or Informal: Structured and systematic

A

Formal

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34
Q

Formal or Informal: content & performance driven

A

Informal

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35
Q

Formal or Informal: uses rubric

A

Informal

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36
Q

Formal or Informal: used for comparison against a certain standard

A

Formal

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37
Q

Formal or Informal: mathematically computed

A

Formal

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38
Q

Formal or Informal: knowledge testing

A

Formal

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39
Q

Formal or Informal: Progress of each student by using actual works

A

Informal

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40
Q

Formal or Informal: data based test

A

Formal

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41
Q

Formal or Informal: Spontaneous and flexible

A

Informal

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42
Q

Formal or Informal: overall achievement

A

Formal

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43
Q

Formal or Informal: Quantitative

A

Formal

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44
Q

Formal or Informal: Checklist, observation, portfolio, rating scale, records, interviews, journal writing

A

Informal

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45
Q

Formal or Informal: Exams, diagnostics tests, achievement tests, aptitude tests, intelligence tests, quizzes

A

Formal

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46
Q

Formal or Informal: normal classroom environment

A

Formal

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47
Q

Formal or Informal: Qualitative

A

Informal

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48
Q

Formal or Informal: Criterion references

A

Informal

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49
Q

Formal or Informal: Norm referenced

A

Formal

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50
Q

Formal or Informal: beyond the classroom environment

A

Informal

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51
Q

Formative or Summative: Concerned with purposes, progress and outcomes of the teaching-learning process

A

Summative

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52
Q

Formative or Summative: Provide feedback on how things are going

A

Formative

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53
Q

Formative or Summative: Determine if learning is sufficiently complete

A

Summative

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54
Q

Formative or Summative: Determine whether learning is taking place

A

Formative

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55
Q

Formative or Summative: helps students perform well at the end of the program

A

Formative

56
Q

Formative or Summative: Determine how well things went

A

Summative

57
Q

Formative or Summative: Gathering of detailed information and narrow in the scope of the content

A

Formative

58
Q

Formative or Summative: Evaluate the effectiveness and improvement of teaching

A

Formative

59
Q

Formative or Summative: Gathering information is less detailed but broader in the scope of content

A

Summative

60
Q

Formative or Summative: Conducted during teaching or instruction

A

Formative

61
Q

Formative or Summative: Provide information to the students, parents, and administrators on the level of accomplishment attained

A

Summative

62
Q

Formative or Summative: Occurs at the end of instruction

A

Summative

63
Q

Formative assessment is primarily ____

A

prospective

64
Q

Summative assessment is primarily ___

A

retrospective

65
Q

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

A

Formative

66
Q

Formative or Summative: Unit test, final examinations, comprehensive projects, research paper, presentations, project, portfolio

A

Summative

67
Q

Norm-referenced or Criterion-referenced: Students compete against each other

A

Norm

68
Q

Norm-referenced or Criterion-referenced: Relative ranking of students

A

Norm

69
Q

Norm-referenced or Criterion-referenced: A student competes against himself or herself

A

Criterion

70
Q

Norm-referenced or Criterion-referenced: Determine students’ placement on a normal distribution curve

A

Norm

71
Q

Norm-referenced or Criterion-referenced: Measure how well students have mastered a particular body of knowledge

A

Criterion

72
Q

Norm-referenced or Criterion-referenced: Interpret scores in terms of absolute standard

A

Criterion

73
Q

Norm-referenced or Criterion-referenced: Examinee-centered

A

Norm

74
Q

Norm-referenced or Criterion-referenced: emphasizes thinking and application of knowledge

A

Criterion

75
Q

Norm-referenced or Criterion-referenced: Setting performance standards

A

Criterion

76
Q

Norm-referenced or Criterion-referenced: Focuses on memorization and routine procedures

A

Norm

77
Q

Norm-referenced or Criterion-referenced: Evaluate the effectiveness of the teaching program and student’s preparedness

A

Norm

78
Q

Norm-referenced or Criterion-referenced: Assess higher-level thinking and writing skills

A

Criterion

79
Q

Norm-referenced or Criterion-referenced: Content centered

A

Criterion

80
Q

Norm-referenced or Criterion-referenced: Highlight achievement differences

A

Norm

81
Q

Norm-referenced or Criterion-referenced: student performed for better or for worse

A

Norm

82
Q

Norm-referenced or Criterion-referenced: Test item analysis

A

Criterion

83
Q

Norm-referenced or Criterion-referenced: percentile rank, normal curve

A

Norm

84
Q

Norm-referenced or Criterion-referenced: monitors students’ day to day activities

A

Criterion

85
Q

Norm-referenced or Criterion-referenced: Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests, authentic assessments, standards-based tests

A

Criterion

86
Q

Norm-referenced or Criterion-referenced: NSAT, College Entrance Examination, National Achievement Test, IQ test, Cognitive Ability Test

A

Norm

87
Q

What are the qualities of a good measuring instrument?

A

Validity and Reliability

88
Q

Validity is the degree of relation between?

A

between what the test measures and what is supposed to measure

89
Q

Validity is the ___ or ____ with which the scores measure a particular cognitive ability of interest

A

consistency; accuracy

90
Q

3 types of validity?

A

Content
Construct
Criterion-related

91
Q

representation of the covered topics discussed or what has been taught

A

Content

92
Q

test is compared to the accepted standards

A

Criterion-related

93
Q

general description of student’s performance; provides the meaning of the scores from the test

A

Construct

94
Q

2 types of criterion-related validity?

A

Predictive
Concurrent

95
Q

Predictive or Concurrent: Two different tests (scholastic aptitude scores & criterion performance) is given at a different time (months).

A

Predictive

96
Q

Predictive or Concurrent: Relates to the present standing on other valued measure called a criterion.

A

Concurrent

97
Q

Predictive or Concurrent: Two different tests (scholastic aptitude scores & criterion performance) is given at the same time.

A

Concurrent

98
Q

Predictive or Concurrent: Test performance predicts future performance.

A

Predictive

99
Q

Predictive or Concurrent: Estimate present status or current skills in the actual setting.

A

Concurrent

100
Q

Predictive or Concurrent: Determines who is likely to succeed or fail in a certain course, board examinations or occupation.

A

Predictive

101
Q

In reliability, repeated results are?

A

consistent

102
Q

T or F: A test may be reliable and valid but a valid test is always reliable

A

False; A test may be reliable but not valid but a valid test is always reliable

103
Q

4 methods of reliability?

A

Test-retest
Inter-rater
Parellel-forms
Split-half

104
Q

What type of method: consistency of tests across time

A

Test-retest

105
Q

What type of method: consistency of tests across items

A

Split-half

106
Q

What type of method: consistency of raters

A

Inter-rater

107
Q

What type of method: consistency of test content

A

Parallel-forms

108
Q

What formula is used in test reliability?

A

Cronbach’s alpha formula

109
Q

Steps in constructing a test

A

Determine purpose
Identify learning outcomes
Outline topics
Prepare TOS
Determine type of test
Determine length of test

110
Q

Purposes of TOS?

A

Guide for teachers
Guide for item construction
Improves validity of teacher evaluation
For teachers to support their proficient judgement
Framework

111
Q

How to make a TOS?

A

Desired no. of items
Allocation of time for topics
Length of time spent in teaching a topic
Total no. of items per topic
Percentage allocation per domain

112
Q

Guidelines for developing different types of items?

A

Objective
Sufficiency
Free from ambiguity
Difficulty
Novelty

113
Q

Types of Achievement Tests?

A

True or false
Multiple Choice
Matching type
Essay

114
Q

Performance-based assessment has?

A

Rubric

115
Q

What is a rubric?

A

Feedback mechanism
Identifies strengths and weaknesses of topics
Varies for every activity/ task

116
Q

2 types of rubrics?

A

Holistic/global
Analytical

117
Q

Analytical or Global: does not separate the parts of the activity to be evaluated

A

Global

118
Q

Analytical or Global: does not specify the components of the process

A

Global

119
Q

Analytical or Global: clearly details the indicators of each activity

A

Analytical

120
Q

What is item analysis?

A

statistical test

121
Q

Item analysis determines?

A

ability of a students against a group of students

122
Q

What is item analysis used as?

A

norm-referenced and criterion-referenced test

123
Q

Purpose of Item Analysis?

A

Review and measure student knowledge
Assess question for its value
Guide for improving the test

124
Q

Quality of the test item?

A

Effectiveness of distractors
Index of Discrimination (point biserial)
Index of Difficulty (p-value)

125
Q

determines the effectiveness of the incorrect answers (distractors) to the quality of multiple-choice items.

A

Effectiveness of distractors

126
Q

True or False: The higher the discrimination index the better the item. Since, positive discrimination index indicates that most of the high scoring students get the item correctly than the low scoring students

A

True

127
Q

True or False: If the item has discrimination below 0.0, this also indicates that there is no problem.

A

False, it indicates that there is a problem

128
Q

True or False: A negative discrimination index indicates that most of the high scoring students get the item correctly than the low scoring students.

A

False; A negative discrimination index indicates that most of the low scoring students get the item correctly than the high scoring students.

129
Q

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

A

Index of Discrimination

130
Q

measures the proportion of students that selects the options answers.

A

Effectiveness of Distractors

131
Q

measures the percentage of students who get the item correctly

A

Index of Difficulty

132
Q

determines if the students have learned the concept being tested

A

Index of Difficulty

133
Q

Formula for difficulty?

A

(no. of students that for the item right / total no. of students) x 100

134
Q

A ____ difficulty index indicates an easier item.

A

higher

135
Q

A lower difficulty index indicates what?

A

a difficult item

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