As Cl 4

Front 1

supply questions

Back 1

Supply questions are test items in which the student responds by constructing his own answer;includes Short-Answer, Completion & Essay

Front 2

items

Back 2

Items are Questions or Problems on an assessment instrument

Front 3

stem

Back 3

The stem is the part of a multiple-choice item that States the Question to be Answered.

Front 4

options

Back 4

Options are choices available to select from in answereing a multiple-choice test item.

Front 5

premises

Back 5

A premise is the Stem or Question part of a selection item.

Front 6

responses

Back 6

A response is a pupil's answer to a test item.

Front 7

distractors

Back 7

A distractor is a wrong choice in a selection test item.

Front 8

specific determiners

Back 8

Specific determiners are words that Give Clues to True-False items: All, Always, Never, None (choose false); Some, Sometimes, May (choose true)

Front 9

key

Back 9

A key is a list of correct answers for a test.

Front 10

subjective score

Back 10

A subjective score means that Different Scorers or Raters will not agree on a pupil's score: Independent scorers produces different scores for student.

Front 11

holistic scoring

Back 11

Holistic scoring is a Essay Scoring Method in which a SINGLE score is given to represent the overall quality of the essay across all dimensions.

Front 12

analytic scoring

Back 12

Analytic scoring is the Essay Scoring Method in which separate scores are given for SPECIFIC ASPECTS of essay.

Front 13

*Offical assessments help teachers make summative decisions for?

Back 13

*Official assessments help teachers make summative decisions for: grades, promotion, placement and special ed referrals

Front 14

*Official assessments are taken very seriously by pupils, parents, adminstrators and public, why?

Back 14

*Official assessments are taken seriously because they are PUBLIC and have TANGIBLE CONSEQUENCES

Front 15

*What is the Primary Aim of assessing student achievement?

Back 15

*The primare of assessing student achievement is:
to provide a fair opportunity for students to show what they have learned from the instruction provided.

Front 16

*The methods used to assess pupil learning depend on what?

Back 16

*Methods to assess depend on OBJECTIVES & INSTRUCTION provided.

Front 17

*What methods are ESSENTIAL to valid assessment?

Back 17

*Methods that permit the pupils to SHOW THE BEHAVIORS TAUGHT are essential to assessment.

Front 18

*What are the three types of questions that require Selection or Choice?

Back 18

*"Selection" or choice items:
Multiple-Choice, Matching, True-False

Front 19

*What are the types of questions that require students to "explain, construct, or defend answers"?

Back 19

*"Explain, construct, defend" questions:
Short-Answer & Essay

Front 20

*What type of assessment method is used to "demonstrate or show"?

Back 20

*"Demonstrate, or show" questions require
Actual Performance(s).

Front 21

*What is the decision to construct a test or use textbook test based on?

Back 21

*Decision to use own or textbook test Depends On How Closely Instruction followed the Textbook. (more ommitted, or supplemented=less valid)

Front 22

*What is the most basic requirement of official assessments?

Back 22

*The most basic requirement of official assessments is:
that they assess WHAT STUDENTS WERE TAUGHT!

Front 23

*How should teachers prepare students for official assessment?

Back 23

1)good instruction
2)review (?'s & practice from review)
3)familiarity with test format
4)tell time, coverage, format of test

Front 24

*What items and examples should be discussed by a teacher in review?

Back 24

*Proper type of review items & examples:
SIMILAR but NOT IDENTICAL to actual test items

Front 25

*Paper-and-pencil tests can be composed of what two types of questions?

Back 25

*Paper-and-penil tests:
Selection (mult choice, T-F, matching)
&
Supply (short-answer, completion, & essay)

Front 26

*What two types of of questions can assess higher learning?

Back 26

*Both Selection & Supply
can assess higher learning.

Front 27

*What are the benefits of using Selection Items?

Back 27

*The benefits of Selection Items are: broad sample, scored objectively.

Front 28

*What are the benefits of Supply Items?

Back 28

*The benefits of Supply Items are: easily prepared, pupils "construct" answers, discourage guessing.

Front 29

*What are the down sides to using Selection Items?

Back 29

*Down sides to Selection Items: time-consuming to make, and guessing is a problem.

Front 30

*What are the down sides to using Supply Items?

Back 30

*Supply Items prepare easily, but time consuming to Score and Limited Topics

Front 31

*Supply is =

Back 31

*Supply: easy to write, take forever to score, CAN'T cover as MANY topics

Front 32

*Selection is =

Back 32

*Selection: takes longer to write, Easier to score. CAN cover MANY topics

Front 33

*How can teachers include higher level sckills into paper-and-pencil assessments?

Back 33

*Higher level skills can assessed in paper-and-pencil assignments by "INTERPRETIVE" exercises. i.e. mult choice that requires interpreting know's

Front 34

*What are the 3 general guidelines for writing paper-and-pencil assessments?

Back 34

*pnp assessments:
1) cover important topics/behaviors
2) write CLEAR & SIMPLE
3) review items before testing

Front 35

*Tests should reflect both:

Back 35

*Tests should reflect both
higher level and lower level thinking.

Front 36

*Most items in teacher-made and textbook tests are at what level of thinking?

Back 36

*Most test items shouldn't be but are at RECALL or MEMORY level.

Front 37

*6 rules to write items by:

Back 37

1-no ambiguous/confusing writing, 2-appropriate vocabulary & sentence structure, 3-keep ?'s short and to the point, 4-write items to have just one correct answer, 5-give pupils information towards answer, not 6-giving clues to answer.

Front 38

*In test assembly all items should be grouped together. In what order?

Back 38

*Test items order: Selection, supply (short answer before essay).

Front 39

*Each section of the test should have what?

Back 39

*Each section should have:
directions of What To Do, How To Respond, and Where To Place Answers. (older kids can use how many pts. each item)

Front 40

*What's important in the physical & psychological climate for assessment?

Back 40

*Physical/psychological climate: comfort, advance notice of test, reviewing objectives, and encouragement w/o too much pressure.

Front 41

*Accomodations in testing can be made in two ways:

Back 41

*accomodations in
what's on test,
and
administering test

Front 42

*It is the teacher's responsibility to reduce cheating how?

Back 42

*Reduce cheating: seating arrangements, constantly circulating @ room, forbidding pupils to share things, and enforcing cheating rules, penalties.

Front 43

*Selection items are easier to score Objectively than supply itmes. Supply is more:

Back 43

*SUPPLY scoring: is more SUBJECTIVE scoring. Essay (of supply) is the most subjective scoring.

Front 44

*What are the two principal methods of scoring essay tests?

Back 44

*2 principal methods of scoring essays: Holistic (single overall score) & Analytic (scores for parts)

Front 45

*Essay tests are difficult to score objectively. What makes essay scoring more objective:

Back 45

*Essay scoring objectively:Decide ahead of time what makes a good answer. Decide how punct. & grammar will be scored. Score anonymously if poss. Read all responses to one essay question at a time, then go back to next. Reread essays to corroborate initial scores.

Front 46

*After a test what should a teacher do about items' faulty unusual patterns of answers?

Back 46

*After a test, see if fault is item's or student learning. If item's fault, scoring adjustment may be necessary.