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;
16 Cards in this Set
- Front
- Back
Essay
|
Pros
- can measure ability to organize , relate, and communicate ideas - take less time to create Cons - subjective to score - Hard to use and judge person's complete understanding |
|
Short Answer
|
Pros
- easy to construct Cons - can't measure conplex instructional objectives - scoring is objective because there can be more than one answer |
|
True False
|
Cons
- concerned with trivial information - encourage rote memorization - ambiguous and can't be used to measure more complex info |
|
Matching
|
Pros
- easy to construct - cover material effectively Cons - promote rote memorization - limited material can match framework |
|
Multiple Choice
|
Pros
- most versatile measure - less effected by guessing - can use incorrect responses to get useful information about what is unknown |
|
Interviewing
|
Pros
- focuses on content of what person says - can interpret body language - used for many purposes Cons - requires training - subjective interactions and interpretations - rapport building to be effective - time consuming |
|
Self Report Measures
|
Pros
- identifies a person's perceptions Cons - narrow way of looking at a concept - requires individual to be honest |
|
Interscorer Reliability
|
two scorers assign a numerical rating or score to a sample of people. Then the correlation between the two sets of numbers is computed to determine how accurate the scorers were in their ratings
|
|
Reliability
|
the extent to which a assessment measures anything consistently. Relatively free of errors of measurement, so the scores obtained on the instrument are close in numerical value of the true scores of examinees
|
|
Reliability Coefficient
|
A numerical index between .00 and 1.00 of the reliability of an assessment instrument.
|
|
Validity
|
the extent to which a tests measures what it is designed to measure
|
|
Content Validity
|
concerned with whether the content of a test elicits a range of responses that are representative of the entire domain or universe of skills, understandings, or other behaviors the test is supposed to measure
|
|
Criterion Related Validity
|
the proceedures in which the test scores of a group of people are compared with ratings, classifications, and other measures of performance
|
|
Concurrent Validity
|
Are used whenever a test is administered to people in various categories.
|
|
Predictive Validity
|
Concerned with how accurately test scores predict criterion scores as indicated by the correlation between the test (predictor) and a criterion for future performance.
|
|
Construct Validity
|
the extent to which the instrument measures a particular construct (psychological concept)
|