Edu 320 Midterm

Front 1

What is the relationship between assessment and learning?

Back 1

Assessing is supposed to increase learning.

Front 2

Of Learning

Back 2

Summative assessments
- Inobstrusive (blending in and not known)
- Evidence of student mastery
- Often for grading purposes
- Occurs after learning

Front 3

For Learning

Back 3

Formative assessment
- Help student learn (questions)
- obstrusive (stops to measure learning)
- evidence of progress
- feedback
- occurs during learning

Front 4

The difference between formative and summative assessment?

Back 4

When the cook tastes the soup, that is formative. When the customer tastes the soup, that is summative.

Front 5

Examples of assessment that can improve student learning?

Back 5

- Set purpose for assessment then develop the assessments themselves
- Make the test before teaching the lesson so a purpose and target can be established
- Results of assignments need to be known to everyone (parents, students, admistrators, etc..)

Front 6

- Specify thought process. Students are to learn to do well within a range of subjects
- Infer, predict, classify, hypothesize, compare, draw conclusion, summarize, estimate, solve problems, analyze, justify, evaluate, and generalize

Back 6

Reasoning

Front 7

-Those where a demonstration or physical based performance is at the heart of the learning.
- Measures, uses, pronounces, blends, segments, responding, participates in, perform

Back 7

Skills

Front 8

-Describe learning in terms of artifacts where creation of a product is the focus. The specifications for quality of the product itself is the focus of the teaching assessment.
- Creates tables, graphs, scatter plots and box plots, creates a quality plan, term papers, research reports, lab reports, portfolio

Back 8

Product

Front 9

- The attitudes, motivations, and interests that affect students' approaches to learning.
- How we feel or think
- A specific object as the focus, a positive or negative direction, varied levels of intensity

Back 9

Disposition

Front 10

Represents the factual information
- Know, lists, names, identifies, recalls,

Back 10

Knowledge

Front 11

The best ways to communicate achievement expectations to students

Back 11

- Deconstruct the learning targets
- Classify the learning targets and terms
- Construct specific skill statements
- Make sure it is done clearly

Front 12

When to use multiple choice assessments

Back 12

- ask complete questions
- don't repeat the same words within each response action
- only one correct answer
- grammatically parallel

Front 13

When to use True/False

Back 13

- make the item entirely true or false as stated

Front 14

When to use matching

Back 14

- Clear directions
- short
- don't mix events with dates or names
- clear straight-foward language

Front 15

When to use fill in the blank

Back 15

A clear, short answer is required. You want to determine if students know the answer, rather than if they can select from a list.

Front 16

What are writing propositions ( assessment making)

Back 16

Important facts, concepts, or understandings that students will be accountable for learning.

Front 17

Steps to take when created selected response assessments

Back 17

- Determine users
- Identify targets (knowledge, reasoning, skill, product)
- Select Method
- Determine sample size (how many questions and points)
- Develop item (take wording of topics and turn into questions)

Front 18

How to fix flawed selected response items

Back 18

- Analyze the material to be tested to find the knowledge and reasoning targets
- See if the selected response methods assess mastery of knowledge and appropriate kinds of reasoning only.
- Include enough items to cover key concepts
- shorten but maintain enough support
- Lower reading level of test
- Double check answer key

Front 19

Emily's writing story

Back 19

- Students keep writing portfolio to see their own progression
- Student involved classroom assessment
- Have students better understand the writing process by having them analyze other people's writing.
- Students learn to self-assess themselves
- Start with a highly refined vision of the learning target

Front 20

articulate how you would evaluate a pre-made test

Back 20

- Ask if the items themselves adhere to the quality control guidelines
- Transform the items into the propositions that they reflect
- Analyze the resulting list of propositions, asking, "do these reflect the priorities in my instruction?"