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33 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Standardized tests
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Assessments that are administered and scored in exactly the same manner for all students. Typically mass produced and machine scored
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Norm-referenced Tests
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the performance results of the students who take this test are compared with the performance results of other students taking the test . . .
COMPARE WITH OTHERS |
SAT, PCAT etc.
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Criterion-referenced tests
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Compare student's knowledge and achievements in an academic area to those objectives of the curriculum established by state standards. These show a student's mastery of a particular content area . . .
NOT COMPARED WITH OTHERS. INDIVIDUAL |
CRT
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Achievement Tests
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Designed to measure the current level of learners' performances, also designed to show the depth of one's knowledge and mastery of subject area curricula
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Aptitude Tests
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Measures student's capacity for altering behavior when presented with new information or experiences . . . .
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IQ tests
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Structured Observations
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a more formal assessment where the teacher is observing if a student has learned a specific task. Monitors HOW students are working.
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Anecdotal notes
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notes that the teacher makes while they are observing students in various classroom situations. Primarily you observe those behaviors that you can't assess any other way. . .
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4 keys to effective anecdotal notes:
1. don't record too much 2. Be consistent 3. Record + and - factors 4. Don't draw inferences from a single incident |
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Assessment of prior knowledge. What is it and how do you do it?
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what we already know. Can assess through word associations, subject mapping, KWL chart etc.
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Student responses during a lesson
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while teaching ask students questions and assess their understanding by their responses. Re-teach concepts where there is still confusion.
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Portfolios
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A collection of materials that demonstrate how each student is progressing across time in the learning content.
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Essays written to prompts
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Students bring closure on their thoughts about the topic of study and give the teacher a better connection to the intellectual happenings in the class.
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Journals
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Allows students the opportunity to express their thoughts, feelings and ideas in a non-threatening context. May use prompts to guide.
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Self-evaluations
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students evaluated their own learning. They know themselves the best and what they can do. . .
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popsicle sticks!
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Performances Assessment
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Ranked according to pre-established performance criteria or guidelines that are listed on rubrics.
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Formative Evaluation
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On-going throughout the learning process - to discover where students are at in the learning process
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Summative
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A process in which the teacher determines how well the students have mastered the new concepts and skills and met lesson objectives.
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Diagnostic Evaluation
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Norm-referrenced and standardized but are designed to be administered to students who are showing signs of difficulty in specific subject areas.
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Validity
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The degree to which a test measures what it is intended to measure
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Reliability
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The consistency of test results
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Norm-referenced
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the norms represent average performances of many students in various age, grade and demographic groups and are used to compare the performance of individuals or special groups to the performance of those in the norm group. Designed to measure achievement or past learning's.
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Criterion-referenced
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Enablet he teacher to compare a student's performance to a predetermined goal or outcome. Provide a way of determining whether a student has met instructional goals, or criteria.
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Mean
Median Mode |
Mean: the average (student scored 88,45,67,81,91 - the mean is 74.9)
Median: is the point on a distribution at which there are equal numbers of scored above and below it Mode: the most frequently occurring score. |
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Analytical scoring
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the assessment of student performance by means of a rating system.
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Holistic Scoring
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The assessment of a student's work in its entirety rather than judging specific parts.
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Rubrics
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examples of different types, models, illustrations or levels or possible responses that are used as guidelines for assessing student work.
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Percentile Rank
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ranging from 1%-99%, where a score lies within this range indicates relative performance compared with the norm of the group . . .
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Example: a score in the 98th percentile means that the student did as well as or better than 98 percent of the norm group and that only 1 percent attained higher scores. 50th percentile = average.
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Stanines
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the distribution of possible scores is divided into 9 parts. Stanine scores range from 1-9, a score of 5 is the mena (average)4 & 6 are average. 1-3 are below average and 7-9 are above average.
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Mastery Levels
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Levels that describe whether a student has met a certain criteria deemed in the curriculum. A certain score creates a level
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Raw Score
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a score without any sort of adjustment or transformation, such as the simple number of questions answered correctly
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Scaled Score
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A scaled score is the results of some transformation applied to the raw score.The purpose of scaled scores is to report scores for all examinees on a consistent scale.
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grade equivalent
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they represent a level of achievement that is considered average for a particular grade and month of school within that grade
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Standard deviation
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an index of how scores are spread out around the mean (average) regardless of the shape of the distribution
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Standard error of measurement
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used in judging reliability, it refers to the fact that no score is absolutely precise. A small standard error indicates high reliability.
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