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45 Cards in this Set
- Front
- Back
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Informal measures
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may include observation, journals, written drafts, and conversations
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Formal measures
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may include teacher-made tests, district exams, and standardized tests.
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Formative evaluation
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occurs during the process of learning, when the teacher or the student monitors progress in obtaining outcomes, while it is still possible to modify instructions. Formative assessment is a diagnostic assessment about learning that has occurred by providing feedback to teachers and students over the course of instruction.
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Summative evaluation
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occurs at the end of a specific time period or course,, usually by a single grade used to represent a student’s performance.
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Norm-Referenced Tests
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provide a way to compare the performance of groups of students. NRT scores are usually reported in percentile scores which indicate the percent of the population whose scores fall at or below the score. Percentile scores rank students from highest to lowest.
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Criterion-Referenced Tests
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measures each student against uniform objectives or criteria. CRTs allow the possibility that all students can score 100 percent because they understand the concepts being tested. Teacher-made tests should be criterion-referenced tests.
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Performance-Based Assessment
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assesses students on how well they perform certain tasks. This allows students to use higher-level thinking skills to supply, analyze, synthesize, and evaluate ideas and data. Performance-based assessment allows students to be creative in their solutions to problems or questions, and it requires them to use higher-level skills. This type of assessment also requires multiple resources, which can be expensive. It also requires teachers to be trained in how to use this type of assessment.
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Test reliability
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test should give consistent results when the measurement is repeated
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Test validity
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the test should measure what it is suppose to measure
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Good tests are the product of
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careful planning, creative thinking, hard work, and technical knowledge about the different methods of measuring student knowledge and performance
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Tests help determine
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pupil progress and also provide feedback to teachers regarding their own effectiveness.
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Projects, papers, and portfolios can provide assessment of
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higher-level thinking skills.
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Advantages of an essay
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include the possibility for students to be creative in their answers, the opportunity for students to explain their responses, and the potential to test for higher-level thinking skills.
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Disadvantages of an essay
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include the time needed for students to formulate meaningful responses, language difficulties of some students, and the time needed to evaluate the essays.
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Authentic Assessments include assessments
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other than pencil and paper tests, such as projects, observation, checklists, anecdotal records, portfolios, self-assessment, and peer assessment.
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Classroom assessment can be defined as
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the collection, evaluation, and use of information to help teachers make decision that improve student learning
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Four Essential components to implementing classroom assessment
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Purpose
Measurement Evaluation Use |
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Measurement
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the process by which traits, characteristics, or behavior are differentiated. Consists of differentiating behavior and performance
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Evaluation
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involves an interpretation of what has been gathered through measurement The professional judgment of the value or worth of the measured performance.
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Formative assessment is what teachers do when
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they obtain information about student understanding during instruction and provide feedback that includes correctives to help students learn.
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A self-reflective process that intends to promote student attainment
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Formative assessment
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High-stakes tests
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are ones that have important consequences (such as FCAT).
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AYP (adequate yearly progress)
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established increasingly high percentages of students reaching the proficient level at each grade each year, until 2014, when 100 percent of students must be at the proficient level.
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Educational Goal
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a very general statement of what students will know and be able to do.
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Educational Objectives:
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relatively specific statements of student performance that should be demonstrated at the end of an instructional unit.
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Teaching objective may include
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such things as lecturing for certain amount of time, asking questions, putting students in groups, giving feedback to students individually, conducting experiments, using a map to show where certain countries are located, asking students to solve math problems on the board, having students read orally, and so on.
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Content standards
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are statements about what students should know, understand, and be able to do.
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Performance standard indicates
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the level of proficiency that must be demonstrated to indicate the degree to which content standards have been attained. Performance standards address issues of attainment and quality.
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Criteria
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are clearly articulated and public description of facets or dimensions of student performance that are used for judging the level of achievement.
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Expectation
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is what you communicate to your students about the level of performance that you think they will be able to demonstrate.
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Learning target is defined as
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a statement of student performance that includes both a description of what students should know, understand, and be able to do at the end of a unit of instruction and as much as possible and feasible about the criteria for judging the level of performance demonstrated. Combines content standards and criteria.
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Constructed response
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requires students to create or produce their own answer in response to a question or task.
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Selected Response
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gives questions that has two or more possible answers; i.e., multiple choice, true/false, and matching.
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Performance Assessments require students
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to construct a more extensive and elaborate answer or response.
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Refers to the appropriateness of the inferences, uses, and consequences that result from the assessment.
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Validity
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Concerned with the consistency, stability, and dependability of the scores.
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Reliability
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Provides all students an equal opportunity to demonstrate achievement and yields scores that are comparably valid from one person or group to another.
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Fairness
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basic elements of a discipline; knowledge of terminology or specific details and elements; i.e., vocabulary, major facts
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Factual knowledge
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interrelationships among basic elements that enable them to function together; knowledge of classifications and categories, principles and generalizations, theories and structures; i.e., forms of business ownership, law of supply and demand, theory of evolution
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Conceptual knowledge
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how to do something, methods of inquiry, and skills, algorithms, and methods; knowledge of subject specific skills and algorithms, subject-specific techniques and methods, or criteria for when to use appropriate procedures; i.e., painting skills, division algorithm, scientific method, knowing when to apply Newton’s second law.
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Procedural knowledge
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retrieval of knowledge from long-term memory; recognizing or recalling; identifying or retrieving
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Remember
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construct meaning from oral, written, and graphic communication; interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
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Understand
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carry out procedure; executing and implementing
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Apply
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items for which the student responds to an incomplete statement are completion items
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Completion
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a brief response to a question; one word, a few words, or a sentence or two; generally preferred to completion items for assessing knowledge targets.
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Short-answer
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