Assessing Student Progress And Advising Students

Front 1

Grading must correlate with

Back 1

Educational objectives the

Front 2

The three main categories assessed and graded in schools of cosmetology and related career fields are theoretical knowledge, practical skills development and

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Attitude and professionalism

Front 3

Practical assignments are evaluated as completed and counted toward course completion only when

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They are completed and rated as satisfactory or better

Front 4

Students must maintain a minimum theory grade average of

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75 percent

Front 5

The learners theoretical knowledge is usually assessed through written testing consisting of

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True/ false questions

Multiple choice questions

Fill in the blank questions

Front 6

Practical skills and attitudes are generally assessed using a performance evaluation method such as

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Likert scales

Front 7

The evaluation that determines what the student knows after having been taught a certain material or skills is called

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Outcome evaluation

Front 8

The process of assigning grades at established checkpoints or after a unit of study is termed

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Summative evaluation

Front 9

When grading and important factor to consider is

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Consistency

Front 10

When grading the educator must be

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Fair

Just

Honest

Front 11

When educators ignore the predetermined performance criteria and grade according to their disposition, either good or bad this is termed

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Grading by disposition

Front 12

When an educator takes a personal dislike to a student and grades unfairly, it is harmful to the students progress and self esteem and is called

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Grading with spite

Front 13

When the educator feels it's my way or the highway the educator is

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Grading by personal fetish

Front 14

An educator who always gives and average grade right in the middle is

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Grading without risk

Front 15

Learners will not have a clear understanding of how they are performing if the educator is

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Grading with out risk

Front 16

Using a learners past performance to measure the present is

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Grading by assumption

Front 17

When the educator gets distracted, fails to see end results of all services, and then sits down at the end of the day and simply writes grades for students the educator is

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Grading in absentia

Front 18

The teacher who gives all students high grades is giving them false perception of their skills and is

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Grading with warm and fuzzies

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An outline of the content that will be covered by the test is called the

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Test plan

Front 20

Test that can be completed by at least 80 percent of the students within one hour are called

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Power tests

Front 21

In a true false test the student has no prior knowledge of the subject has a

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50 50 chance of selecting the correct answer

Front 22

When writing true false test do not use words such as

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Never

Usually

Always

Front 23

When writing matching test questions the educator should not consider these guidelines

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Keep sets to 25

Items in set should not be common to each other

The number of problems should exceed the matches

Front 24

To eliminate subjectivity in scoring an essay test the educator should

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Protect students identity by assigning the students numbers that can be correlated to their names

First write a response to each question

Review the response and make notation on each important point

Front 25

When constructing fill in the blank questions

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Avoid writing styles that give the learners the answer

Ensure all questions begin and end on the same page of the test

Keep the statements appropriate for reading level of the learners

Front 26

Completion or fill in the blank questions are used to measure

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Recall learning

Front 27

In multiple choice questions the incorrect answers are known as

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Distracters or foils

Front 28

In a multiple choice test the difficulty of each question can be controlled by

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How much alike the possible answers are

Front 29

To ensure consistency and objectivity when evaluating the practical skills of learners

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Educators will use evaluation scales to measure student performance on an individual basis

Front 30

A five point rating scale ranging from strongly agree to strongly disagree or from poor to excellent is the simple

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Likert scale

Front 31

A rating scale with fewer categories than the likert scale that can be used to compare performance as well as work

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Rating scale

Front 32

The rating scale known as the checklist would have categories such as

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Adequate/ inadequate

Satisfactory

Unsatisfactory

Front 33

The type of evaluation that uses specific performance criteria in the rating process to ensure that a certain competency level has been reached is the

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Performance checklist

Front 34

An advantage of using performance checklist is that

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It removes the opinion of the educator from the rating process

It is effective in preparing students for state licensing exam

It is useful when determining certain competency levels have been completed

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How is the performance checklist helpful to the educator

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The checklist is constructed in a way to minimize educator subjectivity and focus on weather or not the activity was performed as written

Front 36

The method of grading that incorporates scoring of more than one area of learner assessment is

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Multiple category grading

Front 37

In point grading points are given to each criteria this allows the educator to

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Ensure learner receives credit for performing the more difficult task correctly

Place emphasis on the more important tasks to be completed during the evaluation

Ensure learner receives credit for performing the more important task correctly

Front 38

A clearly developed scoring document used to differentiate between levels of development in a specific activity and that may also be used as a self assessment tool is the

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Rubric

Front 39

A student whose academic or attendance progress is unsatisfactory must be advised and provided with

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Academic advisement and counseling

Referral to professional assistance

Any needed assistance

Front 40

Educators may have the need to discuss the learners work attitudes, professionalism, and compliance with the institutions code of conduct the best place to do this is

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When doing academic advisement counseling

Front 41

Student conferences should

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Have educator and student sit face to face

Bring about change and not intimidate

Be as non threatening as possible

Front 42

Critical qualities of a master educator are

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Fairness and consistency

Front 43

Educators using grading with warm and fuzzies

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Want all learners to feel great

May lack confidence in their own skills

May lack understanding of grading procedures and criteria

Front 44

During the conference the educator should practice

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Effective listening skills

Front 45

A written agreement made between the learner and educator determining agreed upon behavior is

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A contract

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The purpose of a signed agreement is to

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Add meaning between the educator and learner

Be signed by the educator and learner to document the commitment

Instill a greater commitment to the agreed upon behavior

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Feedback on progress should be given to the learner

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Regularly

Routinely

On a schedual

Front 48

The essay form of testing may use hi order thinking but the responses become

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Subjective

Front 49

When the educator unconsciously gives higher scores because of previous positive experience with a learner that is

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Halo grading

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Grading a learner for higher than deserved achievement is

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Grading improvement only