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33 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Clarity and appropriateness of learning targets Appropriateness of assessment methods Balance Validity Reliability Fairness Practicality and efficiency Continuity Authenticity Commn (+) Consequences Ethics |
12 principles of high quality student assessment |
CAB VR FPCAC PE |
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Cognitive Psychomotor Affective |
3 domains of learning (Hint) refers to these |
Targets |
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Cognitive |
domain of learning Mental or thought complexity of students |
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Psychomotor |
domain of learning Reflexive behavior |
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Affective |
Reflects underlying emotions feelings or values |
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Traditional Performance Portfolio |
3 Modes of assessment |
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Traditional |
Mode of assessment Pen and paper Assesses cognitive domain and (Hint1), (Hint2), & (Hint3) intelligences |
Logical/mathematical Linguistic Visual |
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Performance |
Mode of assessment Demo of skills Creation of products Assesses psychomotor and (Hint1,2,3,4) intelligences |
Musical Kinesthetic Interpersonal Naturalist |
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Portfolio |
Mode of assessment Collection of varied evidences of one's learning Assesses affective domain and (Hint 1,2) intelligences |
Intrapersonal Existential |
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Objective supply Objective selection Essay Performance-based Oral questioning Observation Self-report |
7 Types of assessment methods |
Ooepoos |
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Balanced |
A _ assessment sets targets in all domains of learning/intelligence |
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Validity |
Principle Degree to which the assessment instrument measures what it intends to measure Accuracy, appropriateness, usefulness |
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Face Content Criterion-related Construct |
4 ways of establishing validity |
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Face validity |
way of establishing validity Examine physical appearance (font, format, readability) |
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Content validity |
way of establishing validity Exam of objectives of assessment to reflect curricular objectives Seek experts to help validate accuracy of concepts and info |
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Criterion-related |
way of establishing validity Established stat'ly Set of scores revealed by measuring instrument is correlated with scores obtained in a external predictor/measure |
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Concurrent Predictive |
2 purposes of criterion-related validity |
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Construct |
way of establishing validity Established by comparing psychological traits that theoretically influence scores in a test |
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Convergent Divergent |
2 Types of construct validity |
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Reliability |
Principle Being Trustworthy, truthful, dependable consistency of scores obtained by same person when retested using same instrument |
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Fairness |
Principle Roofing all student equal opportunity to demo achievement |
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Students... Know targets and assessment Have equal opportunities to learn Possess pre-req knowledge and skills No tchr stereotypes Not biased assessment |
Keys to fairness |
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Practicality and efficiency |
Principle Info obtained should be worth the resources and time required |
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Continuity |
Principle Assessment takes place in all phases of instruction |
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Meaningful perf task Clear standards and public criteria Quality products and perf (+) Interaction Emphasis on metacognition and self-evaluation Learning that transfers |
6 features of authentic assessment Accdg to Burke |
Mcqpel |
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Disciplined inquiry Integration of knowledge Value beyond evaluation |
3 criteria of authentic achievement |
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Disciplined integrity |
criteria of authentic achievement Requires indepth understanding of problem and a move beyond knowledge produced by others to formulate new ideas |
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Integration of knowledge |
criteria of authentic achievement Considers things as a whole |
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Value beyond evaluation |
criteria of authentic achievement What students do have some value beyond the classroom |
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Communicated |
Assessment targets, standards and results should be _ to important users thru direct interaction/regular ongoing feedback on their progress |
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Motivate; learn |
11th principle Assessment should _ students to _ |
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Improve; effectiveness |
11th principle Assesment should help teachers _ the _ of their instruction |
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Ethics |
Principle Tchrs Should: free students from harmful consequences Be guided by laws and policies |
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