UNIT 4 Educational Measurement, Assessment and Evaluation Flashcards
1
Q
desired dimensions of defined
characteristics
A
Measurement
2
Q
quantitative amount of
measurement
A
Measurement
3
Q
not making a value judgment on
the performance of the student
A
Measurement
4
Q
not making a value judgment on
the performance of the student
A
Measurement
5
Q
measures the performance of an individual from a
known objective
A
Assessment
6
Q
form of feedback on students’ learning
A
Assessment
7
Q
assist a teacher in determining what, how much and how well the students are learning
A
Assessment
8
Q
Quantitative instruments are used: tests, aptitude tests, questionnaires, etc.
A
Assessment
9
Q
give value judgment to assessment through the qualitative measure of the prevailing situatio
A
Evaluation
10
Q
analyzes the result obtained from measurement based on predetermined standards
A
Evaluation
11
Q
measures the educational achievements of the
students
A
Evaluation
12
Q
Difference between Measurement and Evaluation
not clear assumption on students
A
Measurement
13
Q
Difference between Measurement and Evaluation
not require much energy and time.
A
Measurement
14
Q
Difference between Measurement and Evaluation
scope is limited
A
Measurement
15
Q
Difference between Measurement and Evaluation
Content-oriented
A
Measurement
16
Q
Difference between Measurement and Evaluation
It is a means, and not an
end in itself
A
Measurement
17
Q
Difference between Measurement and Evaluation
to gather evidence
A
Measurement
18
Q
Difference between Measurement and Evaluation
not be an essential part of education
A
Measurement
19
Q
Difference between Measurement and Evaluation
’how much’
A
Measurement
20
Q
Difference between Measurement and Evaluation
Prediction cannot be made
meaningfully
A
Measurement
21
Q
Difference between Measurement and Evaluation
Acquaints with a situation
A
Measurement
22
Q
Difference between Measurement and Evaluation
displayed numerically
A
Measurement
23
Q
Difference between Measurement and Evaluation
can be conducted at any time
A
Measurement
24
Q
Difference between Measurement and Evaluation
clear assumption formed.
A
Evaluation
25
# Difference between Measurement and Evaluation
requires more energy and time
Evaluation
26
# Difference between Measurement and Evaluation
scope is wide
Evaluation
27
# Difference between Measurement and Evaluation
Objective-oriented
Evaluation
28
# Difference between Measurement and Evaluation
It is an end in itself
Evaluation
29
# Difference between Measurement and Evaluation
Deduce inferences from the evidence
Evaluation
30
# Difference between Measurement and Evaluation
integrated or necessary part of
education
Evaluation
31
# Difference between Measurement and Evaluation
‘what value’
Evaluation
32
# Difference between Measurement and Evaluation
Can predict meaningfully
Evaluation
33
# Difference between Measurement and Evaluation
Acquaints about the entire situation
Evaluation
34
# Difference between Measurement and Evaluation
both quantitative and qualitative
Evaluation
35
# Difference between Measurement and Evaluation
continuous process
Evaluation
36
# Types of Assessment
Data-based test
Formal Assessment
37
# Types of Assessment
knowledge testing
Formal Assessment
38
# Types of Assessment
Systematic
Formal Assessment
39
# Types of Assessment
Structured
Formal Assessment
40
# Types of Assessment
Used for comparison against a certain
standard
Formal Assessment
41
# Types of Assessment
Mathematically computed and
summarized
Formal Assessment
42
# Types of Assessment
Assess overall achievement
Formal Assessment
43
# Types of Assessment
Norm-referenced
Formal Assessment
44
# Types of Assessment
Quantitative
Formal Assessment
45
# Types of Assessment
Normal classroom environment
Formal Assessment
46
# Types of Assessment
Exams, diagnostics tests,
achievement tests, aptitude tests,
intelligence tests, quizzes
Formal Assessment
47
# Types of Assessment
Content and performance-driven
Informal Assessment
48
# Types of Assessment
progress measuring
Informal Assessment
49
# Types of Assessment
Spontaneous
Informal Assessment
50
# Types of Assessment
Flexible
Informal Assessment
51
# Types of Assessment
Progress of every student by using
actual works
Informal Assessment
52
# Types of Assessment
rubric score is used
Informal Assessment
53
# Types of Assessment
Day-to-day activities
Informal Assessment
54
# Types of Assessment
Criterion-referenced
Informal Assessment
55
# Types of Assessment
Qualitative
Informal Assessment
56
# Types of Assessment
beyond the classroom environment
Informal Assessment
57
# Types of Assessment
Checklist, observation, portfolio,
rating scale, records, interviews,
journal writing
Informal Assessment
58
# Types of Assessment
Determine whether learning is taking
place
Formative Assessment
59
# Types of Assessment
Provide feedback on how things are
going
Formative Assessment
60
# Types of Assessment
helps students perform well at the end
of the program
Formative Assessment
61
# Types of Assessment
Gathering of detailed information and
narrow in the scope of the content
Formative Assessment
62
# Types of Assessment
Evaluate the effectiveness and
improvement of teaching
Formative Assessment
63
# Types of Assessment
Conducted during teaching or
instruction
Formative Assessment
64
# Types of Assessment
Primarily prospective
Formative Assessment
65
# Types of Assessment
Observation, oral questioning,
assignments, quizzes, discussions,
reflection, research proposal, peer or
self-assessment
Formative Assessment
66
# Types of Assessment
Gathering information is less detailed
but broader in the scope of content
Summative Assessment
67
# Types of Assessment
Provide information to the students,
parents, and administrators on the
level of accomplishment attained
Summative Assessment
68
# Types of Assessment
Occur at the end of the instruction
Summative Assessment
69
# Types of Assessment
Primarily retrospective
Summative Assessment
70
# Types of Assessment
Unit test, final examinations,
comprehensive projects, research
paper, presentations, project, portfolio
Summative Assessment
71
# Types of Assessment
Relative ranking of students
Norm-referenced
72
# Types of Assessment
Students compete against each other
Norm-referenced
73
# Types of Assessment
Determine students’ placement on a
normal distribution curve
Norm-referenced
74
# Types of Assessment
Focus too heavily on memorization
and routine procedures
Norm-referenced
75
# Types of Assessment
Examinee-centered
Norm-referenced
76
# Types of Assessment
Evaluate the effectiveness of the
teaching program and student's
preparedness
Norm-referenced
77
# Types of Assessment
Highlight achievement differences
Norm-referenced
78
# Types of Assessment
student performed better or worse
Norm-referenced
79
# Types of Assessment
percentile rank, normal curve
Norm-referenced
80
# Types of Assessment
NSAT, College Entrance Examination,
National Achievement Test, IQ test,
Cognitive Ability Test
Norm-referenced
81
# Types of Assessment
Emphasizes thinking and application
of knowledge
Criterion-reference
82
# Types of Assessment
Content-centered
Criterion-reference
83
# Types of Assessment
Assess higher-level thinking and
writing skills
Criterion-reference
84
# Types of Assessment
Setting performance standards
Criterion-reference
85
# Types of Assessment
monitor students’ performance in their
day-to-day activities
Criterion-reference
86
# Types of Assessment
Test item analysis
Criterion-reference
87
# Types of Assessment
Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests, authentic assessments, standards-based tests
Criterion-reference
88
# Qualities of a Good Measuring Instrument
“consistency or accuracy with which the scores measure a
particular cognitive ability of interest”
Validity
89
# Qualities of a Good Measuring Instrument
degree of relation between what the test measures and what is
supposed to measure
Validity
90
# Qualities of a Good Measuring Instrument
Representation of covered topic that has been discussed or taught to students.
| Types of Validity
Content Validity
91
# Qualities of a Good Measuring Instrument
This can be demonstrated and ensured by the professors by giving students the exam coverage and TOS, which should be the teachers’ guide in constructing the examination.
| Types of Validity
Content Validity
92
# Qualities of a Good Measuring Instrument
Given at the start
| Types of Validity
Content Validity
93
# Qualities of a Good Measuring Instrument
Course plan dictates what topics should be covered in
the shiftings.
| Types of Validity
Content Validity
94
# Qualities of a Good Measuring Instrument
If there are no TOS or exam coverage, you should go back to the course plan since it is contains ALL the information needed.
| Types of Validity
Content Validity
95
# Qualities of a Good Measuring Instrument
It refers to the general description of students’ performance providing meaning of the scores generated from the tests.
| Types of Validity
Construct Validity
96
# Qualities of a Good Measuring Instrument
What can we use to validate the test items that we are using – go back to the intended learning outcomes of
the particular topic
| Types of Validity
Construct Validity
97
# Qualities of a Good Measuring Instrument
Tests to be measured are compared to the accepted
standards.
| Types of Validity
Criterion-Related
98
# Qualities of a Good Measuring Instrument
The topics and templates to be followed.
| Types of Validity
Criterion-Related
99
# Qualities of a Good Measuring Instrument
Test performance predicts
future performance of the
examinees.
| Types of Criterion Validity
Predictive Validity
100
# Qualities of a Good Measuring Instrument
Two different tests
(scholastic aptitude scores &
criterion performance) are
given at a different time
(months).
| Types of Criterion Validity
Predictive Validity
101
# Qualities of a Good Measuring Instrument
Determines who is likely to
succeed or fail in a certain
course, board examinations
or occupation.
| Types of Criterion Validity
Predictive Validity
102
# Qualities of a Good Measuring Instrument
Relates to the present
standing on other valued
measure called a criterion.
| Types of Criterion Validity
Concurrent Validity
103
# Qualities of a Good Measuring Instrument
Two different tests
(scholastic aptitude scores &
criterion performance) are
given at the same time.
| Types of Criterion Validity
Concurrent Validity
104
# Qualities of a Good Measuring Instrument
Estimate present status or
current skills in the actual
setting.
| Types of Criterion Validity
Concurrent Validity
105
# Qualities of a Good Measuring Instrument
repeated results are consistent
Reliability
106
# Qualities of a Good Measuring Instrument
A test may be reliable but not valid but a valid test is always reliable
Reliability
107
# Qualities of a Good Measuring Instrument
Determine the consistency of test across time
| Reliability methods
Test-retest reliability
108
# Qualities of a Good Measuring Instrument
Determine the consistency of the raters.
| Reliability methods
Inter-rater reliability
109
# Qualities of a Good Measuring Instrument
Determine the consistency of the test content.
| Reliability methods
Parallel-forms reliability
110
# Qualities of a Good Measuring Instrument
Determine the consistency of the test results
across items.
| Reliability methods
Split-half reliability
111
# Qualities of a Good Measuring Instrument
formula for Test Reliability
Cronbach’s alpha Formula
112
# Qualities of a Good Measuring Instrument
number of items
| Cronbach’s alpha Formula
N
113
# Qualities of a Good Measuring Instrument
average inter-item covariance among the items
| Cronbach’s alpha Formula
¯c
114
# Qualities of a Good Measuring Instrument
equals the average variance
| Cronbach’s alpha Formula
¯v
115
# Development of an Instruments
assesses students the essential outcomes
| Types of Achievement Tests
True or False
116
# Development of an Instruments
measures the extent of the students judging the truth or false
| Types of Achievement Tests
True or False
117
# Development of an Instruments
easily prepare and cover a wide range of topics
| Types of Achievement Tests
True or False
118
# Development of an Instruments
a factual statement
| Types of Achievement Tests
Multiple choice
119
# Development of an Instruments
provides a stem that may be a question or an incomplete
statement
| Types of Achievement Tests
Multiple choice
120
# Development of an Instruments
A choice test if you want to go beyond recall of information
| Types of Achievement Tests
Multiple choice
121
# Development of an Instruments
consists of four or five alternative responses
| Types of Achievement Tests
Multiple choice
122
# Development of an Instruments
composed of two (2) sets of terms, events, phrases, definitions, statements, etc
| Types of Achievement Tests
Matching type
123
# Development of an Instruments
The two sets can be interchanged.
| Types of Achievement Tests
Matching type
124
# Development of an Instruments
Each premise matches with the corresponding response
| Types of Achievement Tests
Matching type
125
# Development of an Instruments
form of descriptive, explanatory, discussion, comparison,
illustrative, and criticism, etc
| Types of Achievement Tests
Essay
126
# Development of an Instruments
measures the student's ability to analyze, synthesize, or
evaluate
| Types of Achievement Tests
Essay
127
# Development of an Instruments
subjective type of test
| Types of Achievement Tests
Essay
128
# Performance-based assessment
provides a feedback mechanism on the performance of a
certain task, assignment or group project
Rubric
129
# Performance-based assessment
identifies the strength and weaknesses of the course topics
Rubric
130
# Performance-based assessment
varies for every activity or task to be accomplished
Rubric
131
a statistical test
Item Analysis
132
determines the ability of a student against a group of
students.
Item Analysis
133
used as a norm-referenced and criterion-referenced test
Item Analysis
134
Reviews the students’ understanding and ability to answer a
question
Item Analysis
135
Measures students’ knowledge accurately.
Item Analysis
136
Assess a question for it's valuable
Item Analysis
137
Serves as a guide for improving the test construction skills of an
instructor
Item Analysis
138
# Quality of the test item
determines the effectiveness of the incorrect answers
(distractors) to the quality of multiple-choice items.
Effectiveness of Distractors
139
# Quality of the test item
measures the proportion of students that selects the options
answers.
Effectiveness of Distractors
140
# Quality of the test item
measures the relationship between students’ performance
on a test item and the overall score of students
Index of Discrimination
141
# Quality of the test item
Formula for Discrimination Index (D)
D = No. of correct scores (highest 27%) – correct answers (lowest 27%)
142
# Types of Discrimination Index
decision is selected
Positive discrimination index
143
# Types of Discrimination Index
decision is rejected
- Negative and zero discrimination index
- High and low difficulty value
items
144
# Discrimination Index
Very good
>= 0.40
145
# Discrimination Index
Reasonably good
0.30 - 0.39
146
# Discrimination Index
Marginal items need
improvement
0.20 - 0.29
147
# Discrimination Index
Poor. Rejected or revised
< 0.2
148
# Quality of the test item
determines if the students have learned the concept being tested
Index of Difficulty
149
# Quality of the test item
measures the percentage of students who get the item correctly
Index of Difficulty
150
# Index of Difficulty
Formula
Difficulty = no. of students who answered the item correctly / total number of student x 100
151
# Index of Difficulty
Most difficult
20 – 30% (0.20 – 0.30)
152
# Index of Difficulty
Difficult
30 – 40% (0.30 – 0.40)
153
# Index of Difficulty
Moderate difficult
40 – 60% (0.40 – 0.60)
154
# Index of Difficulty
Easy
60 – 70% (0.60 – 0.70)
155
# Index of Difficulty
Most easy
70 – 80% (0.70 – 0.80)
156
# Index of Difficulty
Five-response multiple-choice
| Ideal Difficulty
60 (0.60)
157
# Index of Difficulty
Four-response multiple-choice
| Ideal Difficulty
63 (0.63)
158
# Index of Difficulty
Three-response multiple-choice
| Ideal Difficulty
67 (0.77)
159
# Index of Difficulty
True-False
| Ideal Difficulty
75 (0.75)
160
# Development of an Instruments
Serves as a guide for teachers to translate their instructional objectives
Table of Specifications (TOS)
161
# Development of an Instruments
A guide to the item construction on the relative importance of each
component
Table of Specifications (TOS)
162
# Development of an Instruments
Improves the validity of the teachers’ evaluation
Table of Specifications (TOS)
163
# Development of an Instruments
Useful for teachers to support their proficient judgment in creating a test.
Table of Specifications (TOS)
164
# Development of an Instruments
Provides a framework for organizing information.
Table of Specifications (TOS)
