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22 Cards in this Set

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key DEVELOP
words of 28
DIAGNOSTIC
FORMATIVE
SUMMATIVE
II ASSCESS
DESIGN
DEVELOP
ANALYZE
DESCRIPTOR 1
USE ASSESSMENT TO MAKE INFORMED DECISIONS ABOUT STUDENTS AND INSTRUCTION
USE ASSESSMENT
DESC
LINK ASSMENT TO WHAT IS TAHUGH AND HOW IT IS TAUGHT
TEH COMPETENCY EXPECTS THE TEACHER TO RECOGNIZE THAT ASSESSMENT IS NOT JUST ABOUT GIVING A GRADE, BUT ABOUT
EVALUATING LEARNING AND INSTURCTION
DIAGONOSTIC/FORMATIVE/SUMMATIVE-DIANOSTIC
USED TO DETEMINE WHAT STUDENTS KNOW AND WHAT THEY DON'T KNOW
DIAGNOSITC EXAMPLE-
PRETEST BEFORE INSTRUCTION ON THAT UNIT BEGINS
DIAGONOSTIC/FORMATIVE/SUMMATIVE-FORMATIVE
USED TO DETERMINE WHAT STUDENTS HAVE LEARNED AND WHERE ADDITIONAL INSTRUCTION IS NEEDED
ALREADY FORMED
FORMATIVE EXAMPLE
A QUIZ WITHIN A UNIT
QUIZ
DIAGONOSTIC/FORMATIVE/SUMMATIVE-SUMMATIVE
USED TO DETEMINE EXTENT T WHICH STUDEENTS HVE MASTERED THE MATERIAL
SUMMATIVE-TO SUM IT ALL UP
SUMMATIVE EXAMPLE
A SEMESTER EXAM OR A PROJECT INCORPERATING ALL OBJECTIVES OF A UNIT
SUM IT UP
STANDARZISED VS CRITERION REFERNCED-STANDARIZED
THE ITEMS ON THE ASSESSMENT ARE WRITTTEN TO GENERAL CONTENT, AND THE PERFORMANCE ON THE TEST IS BASED ON A COMPARISON TO OTHER SIMILAR STUDETNS WHO TOOK THE TEST
EXAMPLES OF STANDARIZED
SAT, ACT, GRE, National assessment of educational progess
sat, act, gre, naof ed progress
EXAMPLES OF CRITERION REFERENCED
THE ITEMS ON THE ASSESSMENT ARE WRITTEN TO MEASURE SPECIFIC CONTENT AND THE CRITERIA FOR PASSING THE TEST IS PRE-SPECIFIED
TEXES
EXAMPLES OF CRITERION REFERENCED
A WELL-DESIGNED TEACHERS UNIT, TAKS, TEXES
A WELL-DESIGNED TEACHERS UNIT, TAKS, TEXES
FORMAL VS INFORMAL-FORMAL
A SORT OF END-PRODUCT TESTING
EXAMPLE OF FORMAL
A UNIT TEST, A FINAL EXAM, A CULMINATING PROJECT
INFORMAL
THE TEACHER OBSERVES, LISTENS, AND QUESTIONS TO GATER INFORMATION REGAURDING STUDENT LEARNING
INFORMAL EXAMPL E
WHEN WALKING AROUND THE CLASSROOM DURING GUIDED PRACTICE, THE TEACHER OBSERVED THAT THREE STUDENTS WERE "COUNTING" TO DO MULTIPL
PROBLEMS
the 7 purposes of assessment
student placement, monitoring student progres, summative evaluation of a student, varlidating student achievement, program evaluation, accountability, designs
forms of assessment
t or f, fill in blank, mult. choice, essas, applications, lab investigations, always/sometives/never, matching, worked out problems,
reports, models, progects
If a teacher gives a quiz and about 1/2 of the class get a problem wrong what should she do? a conceptual error with the fraction 3 (5/8) = 48/9
the teacher can DEVELOPs a lesson to address the conceptual error. the teacher is using the quiz to not only assess the students, but also her instructin
example 2-a seventh grade math class has just completed an acivity INVESTIGATING the relationship of sides of similar polygons. Which of the following would be the most valid method for the teacher to use in order to ASSESS the students understanding of this characteristic of smilar polygons
ask the student to use a CUT-OUT triangle to draw a similar triangle. The teacher should ask teh students to create a smilialr polygon