Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
40 Cards in this Set
- Front
- Back
|
Refers to the consistency of scores obtained by the same person when retested using the same instruction or one that is parallel to it. |
RELIABILITY |
|
|
requires that the test should be administered uniformly to all students so that the scores obtained will not vary due to factors other than differences of the students' knowledge skills. There should be a clear provision for instruction for the students, proctors and the scorer/s. |
ADMINISTRABILITY |
|
|
states that the test should be easy to score. Directions for scoring should be clear. The test developer should provide the answer sheet and the answer key. |
SCORABILITY |
|
|
is the degree to which the test measures what it intends to measure. It is the usefulness of the test for a given purpose. A valid test is always reliable. |
VALIDITY |
|
|
mandates that the test items that the teacher construct must assess the exact performances called for in the learning objectives. The test items should require the same performance of the student as specified in the learning objectives. |
APPROPRIATENESS |
|
|
states that the test should contain a wide sampling of items to determine the educational outcomes or abilities so that the resulting scores are representative of the total performance in the areas measured. |
ADEQUACY |
|
|
mandates that the test should not be biased to the examinees. It should not be offensive to any examinees subgroups. A test can only be good if it is also fair to all test takers. |
FAIRNESS |
|
|
represents the agreement of two or more raters or a test administrator concerning the score of a student. If the two raters who assess the same student on the same test cannot agree on the score,the test lacks objectivity, and the score of neither judge is valid, thus,lack of objectivity reduces test validity in the same way that the lack of reliability influences validity. |
OBJECTIVITY |
|
|
is usually produce a written document, such as a paper, test, or quiz. _____ usually take place at the end of chapter, unit, or course of study. _____ often use the following types of questions True or False, multiple choice, matching, short-answer ,fill-in-the-blank, and essay. Students are usually tested individually. Students
|
Traditional Assessment |
|
|
is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards based education reform and outcomes-based education Movement. Though ideally type are significantly different from traditional multiple choice test, they are most commonly associated with standards-based assessment which use free form responses to standard questions scored by human scorers on a standards -based scale,meeting, falling below or exceeding a performance standard rather than being ranked on a Curve. |
Performance Assessment |
|
|
is a purposeful collection of student work that tells the story of achievement or growth (Arter, Spandel, & Culhan, 1995). Portfolio Benefit instruction by developing student skills in self-reflection, critical thinking, responsibility for learning, and content area skills and knowledge. They benefit assessmnent because collecting multiple samples of student work over time enables educators to: Develop an in-depth look at what students know and can do, Base assessment on authentic work, Supplement standardized tests, and Communicate student progress. |
Portfolio Assessment |
|
|
refers to the proportion of the number of students in the upper and lower groups who answered an item correctly. In aclassroom achievement test, the desired indices of dificulty should not be lower than 0.20 nor higher than 0.80. The average index of difficulty ranges from 0.30 or 0.40 to a maximum of 0.60.
|
Difficulty Index (DF) |
|
|
Index Range |
0.00-0.20 Very difficult 0.21-0.40 Difficult 0.41-0.60 Moderately Difficult 0.61-0.80 Easy 0.81-1.00 Very Easy
|
|
|
is a single value that used to identify the center of the data, it is considered as the typical value in a set of scores. It tends to lie within the center if it is arranged from lowest to highest or vice versa. |
Central Tendency |
|
|
There are three measures of central tendency commonly used are the? |
The Mean The Median The Mode |
|
|
is the most common measure of center, and it is also known as the arithmetic average. |
The Mean |
|
|
refers to the score or scores that occurred most in the distribution. |
The Mode |
|
|
There are classifications of mode: |
Unimodal- is a distribution that consists of only one mode.
Bimodal - is a distribution of scores that consists of two modes
Multimodal- is a score distribution that consists of more than two modes.
|
|
|
The point that divides the scores in a distribution into two equal parts when the scores are arranged according to magnitude, that is from lowest score to highest score or highest score to lowest score. If the number of score is an odd number, the value of the median is the middle score. When the number of scores is an even number, the median value is the average of the two middle most scores. |
The Median |
|
|
Learning requires meaning 1.1 We learn when we use what we already know to help us understand what is new. "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him/her accordingly." Ausubel, D.P.(1968). Educational Psychology. A Cognitive View. New York: Holt, Rinehart & Winston
Application: Start with what the learners already know about a topic and use that to introduce the new concept. Beginning with the learners' first language and culture will better facilitate mastery of the curriculum content. “Nowhere is the role of prior knowledge more important than in second language educational contexts. Students who can access their prior knowledge through the language and culture most familiar to them can call on a rich array of schemata", |
Known to the unknown |
|
|
Students who use their multilingual skills have been shown to develop both cognitive flexibility and divergent thinking. Application: Continue developing critical thinking in the Ll as well as in L2 and L3. Jim Cummins. Multilingual Matters, 2001.
|
Cognitive Development |
|
|
When we truly learn something, we can explain it, apply it, analyze it,evaluate it, and use it to create new ideas and information.Application: In all subjects, focus on activities that build understanding and that encourage students to apply, analyze, and evaluate what they have learned to create new knowledge. CF Bloom's Revised Taxonomy. |
Higher Order Thinking Skills |
|
|
When we truly learn something, we can explain it, apply it, analyze it,evaluate it, and use it to create new ideas and information.
Application: In all subjects, focus on activities that build understanding and that encourage students to apply, analyze, and evaluate what they have learned to create new knowledge. CF Bloom's Revised Taxonomy. |
Higher Order Thinking Skills (Cognitive Development) |
|
|
The 4 Stages of Cognitive Development |
Sensorimotor stage: birth to 2 years Preoperational stage: ages 2 to 7 Concrete operational stage: ages 7-11 Formal operational stage: ages 12 and up
|
|
|
theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding thenature of intelligence by?? Who? |
Jean Piaget |
|
|
They know world by sensation
They know the world by sucking, grasping looking listening.
They know something continue to exist.
They acquire knowledge by sensing and manipulating object.
They grow rapidly and start to discover how world's work.
|
The Sensorimotor Stage Ages: Birth to 2 Years |
|
|
They learn to use pictures and words to represent objects.
They're egocentric and struggle to see things from the perspective of others They often think things very concrete. - emergence of language They learn pretend play but struggling with logic. They likely choose flat shape cause they think it's larger. |
Preoperational stage |
|
|
-They began to understand that the shape is not big because it's flat. -They begin to think logically but still very concrete -Begin to use inductive logic, or reasoning from specific information to general principle. They become much more adept second language They egocentric begin to disappear and and understand what people think. They begin to realize that they're unique.
|
Concrete Operational Stage |
|
|
Abstract thought emerges They began to think about moral, ethical, social and political issue. - start using logic, deductive reasoning and understanding abstract ideas, and start thinking scientifically. -they start to make plan and think about situation or future.
|
Formal operational stage |
|
|
We learn a new language best when the learning process is non-threatening and meaningful and when we can take small steps" that help us gain confidence in our ability to use the language meaningfully.
Application: Begin the L2 language learning time by focusing on hear-see-do" activities than enable students to build up their "listening vocabulary" before they are expected to talk. Introduce reading and writing in L2 only when they have built up a good hearing and
speaking vocabulary.7.2 Research in second-language acquisition indicates that it takes aminimum of 2 years to learn basic communicative skills in a second language when society supports that learning.It takes five years or more to learn enough L2 for learning complex academic concepts.Thomas & Collier; 2003, Cummins, 2006
|
Language Learning/ Language Transfer |
|
|
Guiding Principles For Teaching And Learning In MTB-MLE |
Principle 1. Known to the unknown Principle 2. Language and Academic Development Principle 3. Cognitive Development Principle 4. Discovery Learning Principle 5. Active Learning Principle 6. Meaning and accuracy Principle 7. Language Learning/Language Transfer Principle 8. Affective Component: Valuing the home language/culture. |
|
|
____ are a normal part of second-language learning. Second language learners benefit from opportunities to receive feedback in a respectful and encouraging way. It is helpful when teachers respond first to the content of what the student is saying or writing... focusing on one or two errors at a time. Patsy M. Lightbown and Nina Spada. How Languages Are Learned, 3rd ed., Oxford University Press, 2006. |
7.3 “Errors" (Language Learning/Language Transfer |
|
|
Students with well-developed skills in their first language have been shown to acquire additional languages more easily and fully and that, in turn, has a positive impact on academic achievement.
Application: Continue the oral development of L1 and begin reading in Ll to strengthen L2 and L3 learning as well as academic achievement across the curriculum. Fred Genesee, Kathryn Lindholm Leary, William Saunders, and Donna Christian. Educating English Language Learners: A Synthesis of Reasearch Evidence. Cambridge University Press, 2006 |
Language and Academic Development |
|
|
Valuing students with talents in their home language more powerfully enables learning than just valuing learners of English whose home language is irrelevant to academic success. |
Affective component: Valuing the home language/culture |
|
|
Peer interaction. Children learn best through peer interactions in which they work together creatively to solve problems.
Application: Do most class activities in teams or pairs. Encourage students to talk with each other and compare ideas in order to solve problems. |
Active Learning |
|
|
Young children gain confidence in learning a new language when they begin with “hear-see-do" (Total Physical Response ) activities.
Application: Begin the L2 language learning time by focusing on listening and responding to oral language. Children listen to a command, observe someone respond to the command and then respond in action (no talking at first).
|
5.2 Second language active learning (Active Learning) |
|
|
Talking helps us make sense of new ideas and information.
Application: 1) Ask a lot of “higher level" questions and give students time to thinkand then respond. 2) Provide plenty of opportunities for students to work in teams,sharing and comparing their ideas. |
5.3 Purposeful Talk (Active learning) |
|
|
We learn when someone who already understands the new idea or task helps us to "discover" the new idea and then use it meaningfully.
Application: Find out what the students already know about a topic. Then provide activities that let them use their knowledge to learn the new concept or task. Bruner, J.S. (1967).
|
Discovery Learning |
|
|
Factors to consider when constructing good test items |
A. VALIDITY B. RELIABILITY C. ADMINISTRABILITY D. SCORABILITY E. APPROPRIATENESS F. ADEQUACY G. FAIRNESS H. OBJECTIVITY
|
|
|
Successful language learning involves hearing, speaking, reading and writing activities that focus on both meaning and accuracy. Application: Include plenty of activities that focus on both MEANING and ACCURACY. |
Meaning and Accuracy |
