Assessments

Front 1

This assessment technique is often used to evaluate open-ended oral and written responses.

Back 1

Rubric

Front 2

This technique is more popular for K-12 settings, but gaining ground in college and graduate school. This technique provides tangible evidence of students' work across a period of time.

Back 2

Portfolio

Front 3

This technique is a log of one's thoughts, feelings, reactions, assessment, ideas or progress towards language learning goals.

Back 3

Journal

Front 4

This is an opportunity for the student to meet with the teacher on a one-on-one basis. The teacher acts as a facilitator/guide, and this type of assessment technique is strongly associated with formative assessment and positive washback.

Back 4

Conference/Interview

Front 5

This technique is a systemic, planned procedure for real-time, spontaneous (and surreptitious) recording of students' classroom performance.

Back 5

Observation

Front 6

This is a very important part of any language learning experience- this technique supports students' autonomy and lifelong learning, including developing their ability to critically evaluate.

Back 6

Self/Peer Assessment

Front 7

This technique involves a 50/50 chance of getting a right/wrong answer and is generally not recommended.

Back 7

True False/ Yes No

Front 8

This technique is difficult to make, including the right answer and multiple distractors.

Back 8

Multiple Choice

Front 9

This is a valuable technique for measuring grammar and vocabulary skills, but still relatively new in the ASL field, possibly because of technology limitations in the past.

Back 9

Short Answer Technique

Front 10

Multiple choice items

Back 10

Practical and Reliable, Easy to make, usually authentic and valid

Front 11

Yes/No, Either/Or, True/False

Back 11

are not recommended for assessment in general.are usually deceptive and often frustrates teachers.makes it difficult to cheat.

Front 12

Teacher Observation

Back 12

have a high degree of washback, because findings are shared with students through extrasensory perception. are easy to do, especially when teaching a complicated lesson with a high number of students.

Front 13

Which two assessment principles are usually grouped together?

Back 13

Washback and authenticity

Front 14

Practicality

Back 14

refers to the logistical, down-to-earth, administrative issues involved in making, giving, and scoring an assessment instrument.

Front 15

Reliability

Back 15

is connected to consistency and dependability in the design of the test (clear instructions, uniform scoring) and contains items and tasks that are unambiguous.

Front 16

Validity

Back 16

refers to an assessment tool measuring exactly what it proposes to measure, focuses heavily on language performance and meeting course outcomes.

Front 17

Authenticity

Back 17

is present in a test when it contains language that is demonstrated as naturally as possibly, contextualized, meaningful, organized and reflects the real-world.

Front 18

Washback/Backwash

Back 18

has much to do with the effect of testing on teaching and learning which can be beneficial and/or harmful.

Front 19

If you'd like to compare your students' performance with other students in the nation, this is called a

Back 19

Norm-Referenced Approach

Front 20

A summative assessment aims to measure what a student has grasped in a course, and typically occurs at the end of a course or a unit of instruction.

Back 20

Agree

Front 21

If I know a little French, and want to take a French class, but I'm not sure which level I should be in, what kind of test should I take?

Back 21

Placement Test

Front 22

If I have a 10 year old ASL speaking child who sign-stutters occassionally, and struggles with spatial verbs, I would have my child take a

Back 22

Diagnostic test

Front 23

People know tests, quizzes and exams are examples of ______________, but people don't realize that a homework assignment is also an example of ______________ too.

Back 23

Formal Assessment, Formal Assessment

Front 24

A test designed based on content covered in a course curriculum is:

Back 24

Criterion-Referenced

Front 25

Requiring weekly video journals and tracking progress from week to week, including goals on how to improve for next week is an example of:

Back 25

Formative Assessment

Front 26

Designing a test to specifically test your students' ability to differeniate between nouns and verbs in ASL is an example of:

Back 26

Discrete-point

Front 27

A smile, praise or positive comment from the teacher is considered as:

Back 27

an informal assessment of the student's performance during class time.

Front 28

Your online video posts for this course and the use of a rubric to measure your postings are an example of:

Back 28

an integrative, holistic approach to assessment - your knowledge, language fluency and ability to pose critical thought is being evaluated in whole.

Front 29

Assessment

Back 29

an ongoing process that encompasses a wide range of methodological techniques.

Front 30

Tests

Back 30

a method of measuring a person's knowledge or performance in a subject area.

Front 31

Measurement

Back 31

the process of quantifying the observed performance of students.

Front 32

Evaluation

Back 32

interpreting a specific test (or quiz, assignment, etc.) score for decision making (e.g. letter grade, passing or failing, etc).

Front 33

When a student participates in class with no problems at all, speaking ASL fluently, but the same student struggles with giving a stand-up ASL presentation to the class, this is called a:

Back 33

Performance Issue

Front 34

According to Brown and Abeywickrama (2010), tennis coaches and teachers should be similar in what way?

Back 34

Similar in allowing and encouraging students/players to play in class/on court without being formally graded/ranked for a tournament.