Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

stuff ni jas > Unit 4 638 > Flashcards

Unit 4 638 Flashcards

1
Q

desired dimensions of defined characteristics

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

analyzes the result obtained from measurement based on predetermined standards

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

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

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

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

A

Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

essential characteristics in measurement include reliability, validity, and objectivity

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

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

A

Performance of the individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

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

A

Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Evaluation analyzes the result obtained from measurement based on ______

A

predetermined standards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What kind of amount of measurement is measurement?

A

Quantitative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

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

A

value judgement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Measurement or Evaluation: clear assumption formed.

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Measurement or Evaluation: Content-oriented

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

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

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Measurement or Evaluation: scope is wide

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Measurement or Evaluation: Objective-oriented

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Measurement or Evaluation: not clear assumption on students

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Measurement or Evaluation: End in itself

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Measurement or Evaluation: Deduce inferences from the evidence

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Measurement or Evaluation: to gather evidence

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Measurement or Evaluation: not be an essential part of education

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Measurement or Evaluation: ‘what value’

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Measurement or Evaluation: prediction cannot be made meaningfully

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Measurement or Evaluation: quantitative and qualitative

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Measurement or Evaluation: can be conducted anytime

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Measurement or Evaluation: Acquaints with a situation

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Measurement or Evaluation: can be predicted meaningfully

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Measurement or Evaluation: continuous process

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Measurement or Evaluation: necessary in education

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Measurement or Evaluation: numerically displayed

A

Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Measurement or Evaluation: acquaints about an entire situation

A

Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

4 types of assessment?

A

Formal and Informal; Formative and Summative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Formal or Informal: Structured and systematic

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Formal or Informal: content & performance driven

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Formal or Informal: uses rubric

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Formal or Informal: used for comparison against a certain standard

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Formal or Informal: mathematically computed

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Formal or Informal: knowledge testing

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

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

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Formal or Informal: data based test

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Formal or Informal: Spontaneous and flexible

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Formal or Informal: overall achievement

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Formal or Informal: Quantitative

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

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

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

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

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Formal or Informal: normal classroom environment

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Formal or Informal: Qualitative

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Formal or Informal: Criterion references

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Formal or Informal: Norm referenced

A

Formal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Formal or Informal: beyond the classroom environment

A

Informal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

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

A

Summative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Formative or Summative: Provide feedback on how things are going

A

Formative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Formative or Summative: Determine if learning is sufficiently complete

A

Summative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Formative or Summative: Determine whether learning is taking place

A

Formative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

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

56
Q

Formative or Summative: Determine how well things went

57
Q

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

58
Q

Formative or Summative: Evaluate the effectiveness and improvement of teaching

59
Q

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

60
Q

Formative or Summative: Conducted during teaching or instruction

61
Q

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

62
Q

Formative or Summative: Occurs at the end of instruction

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

66
Q

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

67
Q

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

68
Q

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

69
Q

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

70
Q

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

71
Q

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

72
Q

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

73
Q

Norm-referenced or Criterion-referenced: Examinee-centered

74
Q

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

75
Q

Norm-referenced or Criterion-referenced: Setting performance standards

76
Q

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

77
Q

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

78
Q

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

79
Q

Norm-referenced or Criterion-referenced: Content centered

80
Q

Norm-referenced or Criterion-referenced: Highlight achievement differences

81
Q

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

82
Q

Norm-referenced or Criterion-referenced: Test item analysis

83
Q

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

84
Q

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

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

86
Q

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

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

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

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?

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

118
Q

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

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

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.

135
Q

A lower difficulty index indicates what?

A

a difficult item

stuff ni jas (20 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions