As Cl 1

Front 1

assessment

Back 1

assessment is the process of collecting, synthesizing, and interpreting information to aid class room decision making; includes info gathered @pupils, instruction, and classroom climate.

Front 2

measurement

Back 2

Measurement is the process of quantifying or assigning numbers or categories to performance according to rules and standards.

Front 3

test

Back 3

A test is a formal, systematic procedure for obtaining a sample of pupils' behavior; the results of a test are used to make generalizations about how pupils would have performed on similar but untested behaviors

Front 4

standardized assessment

Back 4

Standardized assessment is administered, scored, and interpreted the same way for all pupils taking the test.

Front 5

validity

Back 5

Validity is the extent to which assessment information is appropriate for making the desired decision @ pupils, instruction, or classroom climate; the degree to which assessment information permits correct interpretations of the desired kind; the most important charactersitic of assessment information.

Front 6

reliability

Back 6

Reliability is how consistent the results of an assessment procedure are; if an assessment is reliable, it will yield nearly the same performance information about a pupil on retesting.

Front 7

formative assessment

Back 7

Formative assessment is carried out to improve learning or teachin while it is STILL GOING ON; assessment for improvement, not grading.

Front 8

summative assessment

Back 8

is carreied out at the end of instruction to determine pupil learning and to assign grades; different from formative assesssment, which is intended to improve a poress while it is still going on.

Front 9

official assessment

Back 9

Official assessments are required of teachers to fulfill their official, bureaucratic decision-making responsibilities, such as grading, grouping, placing, and promoting pupils.

Front 10

instructional assessment

Back 10

Instructional assessments are collection, sythesis and interpretation of information needed to make decisions @ planning or carrying out instruction.

Front 11

sizing-up assessment

Back 11

Sizing-up assessments are used by teachers in the first weeks of school to get to know pupils so that they can be organized into a classroom society with rules, communication, and control.

Front 12

selection questions

Back 12

Selection questions are test items in which thepupil respondes by selecting the answer from choices given; EXAMPLES:Multiple-Choice, True-False, and Matching Items

Front 13

supply items

Back 13

Supply items are test items in which the pupil responds by writing or constructing his own answer. EXAMPLES: Short-Answer, Completion, and Essay.

Front 14

production items ~

Back 14

~~production items (supply items) EXAMPLES: Short-Answer, Completion, Essay

Front 15

performance assessments

Back 15

Performance standards are the levels of achievement pupils must reach to recieve particular grades in a criterion-referenced grading system. EXAMPLE: higher than 90 gets an A, betw 80 and 90 gets a B, etc;

Front 16

validity

Back 16

Validity is the extent to which assessment information is APPROPRIATE for making the desired decision @ pupils, instruction, or classroom climate; the degree to which assessment info permits correct interpretations of the desired kind; most important assessment characteristic

Front 17

reliability

Back 17

Reliability is how consistent the results of an assessment procedure are; if an assessment is reliable, it will yeild nearly the same performance info @ a pupil on retesting.

Front 18

*The goodness of assessments is determined in what ways?

Back 18

*The goodness of assessments is determined in 2 ways: most important is validity, then reliability.

Front 19

*Every day in every classroom, teachers make decisions about what?

Back 19

*Every day, every classroom, teachers make decisions @ Pupils, Instruction, Classroom Climate.

Front 20

*Why do teachers collect and interpret various sources of evidence?

Back 20

*Teachers collect and interpret various sources of evidence: to help them Evaluate and choose suitable Courses of Action

Front 21

*What are some of the many puposes of assessment?

Back 21

*Many purposes of assessment include: Establishing Classroom Equilibrium, Planning &Conducting Instruction, Placing Pupils, providing Feedback &Incentives, Diagnosing Pupil Problems, Judging &Grading Academic learning & progress

Front 22

*All the purposes of assessment can be divided into what 3 general categories?

Back 22

*Assessment purposes 3 categories: OFFICIAL (~grades...bureaucracy), INSTRUCTIONAL (both planning & delivering instruction), SIZING-UP (early in school year to get to know students)

Front 23

*Assessment

Back 23

Assessment is the general process of Collecting, Synthesizing, and Interpreting information to aid teacher in their decision making.

Front 24

*a Test

Back 24

*A test is a Formal, usually paper-and-pencil way to gather information.

Front 25

*forms of assessment evidence

Back 25

*forms of assessment EVIDENCE: include Tests, Observation, Interviews, comments from Prior Teachers, and School Record Folders.

Front 26

*Standardized assessments

Back 26

*Standardized assessments are intended to be Administered, Scored, and Interpreted in the same way, no matter when or where they are given.

Front 27

*Why are standardized assessments given in a same test, same way, everywhere manner?

Back 27

*Standardized assessments will be used to compare the performance of pupils across DIFFERENT CLASSROOMS.

Front 28

*validity

Back 28

*validity is most important characteristic of assessment because it is concerned with the MOST RELEVANT collection of information to make a teacher decision

Front 29

*reliability

Back 29

*reliability is concerned with CONSISTENCY or TYPICALITY of the assessment information

Front 30

*Why is assessment both a Technical, and Ethical activity?

Back 30

* Ethics important in assessment: teachers' decisions can influence pupils' self-perception and life opportunites.