ASSESSMENT IN LEARNING Flashcards by Bella Tangerine

An instrument designed to measure any characteristics, knowledge, or skill
comprised of items in the area it is intended to measure

test

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quantifying the degree to which someone/something possesses a given trait
assigning numbers to the results of a test
awarding points for a particular aspect

measurement

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instrument designed to elicit a predetermined behavior, performance, or product from a student

assessment as product

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collection, interpretation, and use of qualitative and quantitative information to assist teachers in their educational decision-making
pre-requisite to evaluation

assessment as process

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done behavior instruction
assess needs of learners as basis in planning relevant instruction
place students in specific learning groups

placement

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done before instruction
diagnose prior knowledge
determine recurring or persistent difficulties
formulate plan for remedial instruction

diagnostic

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done after instruction
evaluate learning at the end of defined instructional period (unit, semester, academic year)
bases for grades and pave way for educational reforms

summative assessment

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making judgments about the quality of performance, product
using basis to judge worth/value

evaluation

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includes 3 types (placement, diagnostic, formative) of assessment done before and during instruction

assessment for learning

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done during instruction
know strengths and weaknesses
ensure learning takes place and how well learning objectives are met
monitor learning to get ongoing feedback

formative

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done after instruction
summative

assessment of learning

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associated with self-assessment
students become self-directed and independent learners
use of scoring rubrics
reflection paper
journals

assessment as learning

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least authentic assessment
paper and pencil test
decontextualized/contrived/indirect experiences
artificial situations

traditional assessment

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also called performance or alternative or non-traditional
application, demonstration, what students can do with what they know
contextualized/direct experiences
real-life tasks

authentic assessment

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systematic, organized, and purposeful collection of students work that demonstrates students’ progress

portfolio

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five steps in portfolio assessment

target
collect
select
reflect
rate

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your own
documents that student himself prepares

productions

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portfolio should include the following:

student participation
criteria for selection
criteria for judging merit
evidence of self-reflection

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outside the classroom
documentations of students’ works outside the classroom

reproductions

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inside the classroom
documents produced as result of academic classroom work

artifacts

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other people
teacher or other responsible persons’ documentations to attest students’ progress

attestations

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portfolio which presents most outstanding work
shows mastery of learning

showcase portfolio

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portfolio that consists of students’ work over an extended time frame to reveal students’ progress
includes best and weakest work

development portfolio

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portfolio intended to document what a student has learned based on interned learning outcomes
meant to diagnose students’ learning

assessment portfolio

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portfolio for self-assessment, reflection, metacognition

process portfolio

scoring guide used to assess performance against set of criteria that includes descriptions of levels of performance quality

scoring rubric

parts of a scoring rubric

criteria - standard' descriptors - expectations levels of performance - score weight

rubric that describes overall quality only one rating given to entire work used when time is limited advantages: fast assessment, easy to create, general strengths and weaknesses disadvantages: does not clearly describe degree of criterion satisfied, mixed criteria, does not permit differential weighing

holistic rubric

rubric that describes criteria for which are rated independently advantages: clearly describes degree of criterion satisfied, permits differential weighting, pinpoint specific strengths and weaknesses

analytic rubric

principle of high-quality classroom assessment learning targets should be clearly stated, specific, and centers on what is truly important

clear and appropriate learning targets

types of selected-response

alternate response/true or false multiple choice matching type

consists of declarative statement that one has to mark true or false, right or wrong

true or false or alternate response

types of constructed-response

problem solving short answer essay

three forms of alternate response

simple - two choices complex - more than two choices compound - two choices plus conditional

more than two options consists of the stem, correct answer, and distracters/jokers/foils

multiple choice test

consists of two parallel columns: premises/description/stimuli and responses/options

matching type

consists of small number of questions to which student is expected to demonstrate his ability to: recall, organize, and present knowledge

essays

restricted vs extended essay

restricted - definite answer extended - open-ended, no single specific answer

principle of high-quality assessment sets target in all sets in domains of learning, domains of intelligence, and makes use of both traditional and alternative

balanced

The most important principle of assessment Constructing TOS to ensure alignment measures what it intends to measure Usefulness of the instruments for a given purpose

validity

examining the physical appearance of the instrument

face validity

careful and critical examination of the objectives so that they reflect the curricular objectives

content validity

describes the present status of the individual by CORRELATING the sets of scores obtained from two measures given CONCURRENTLY

concurrent validity

established statistically such that a set of scores revealed by the measuring instrument is CORRELATED with the scores obtained in another external predictor to measure

criterion-related validity

describes the future performance of an individual by correlating the sets of scores obtained from two measures given at a LONGER TIME INTERVAL

predictive validity

TWICE, SAME TEST, LONGER TIME INTERVAL measure of stability Give a test twice to the same group with any time interval between tests from several minutes to several years

test-retest

CONSISTENCY OF SCORES obtained by the same person when retested using the same instrument, when compared with other students who took the test

reliability

ONCE, SPLIT THE TEST INTO HALVES measure of internal consistency Give a test once, and the score is equivalent to half of the test

split-half

TWICE, PARALLEL TEST/SAME CONTENT, DIFFERENT ITEMS, SHORTER TIME INTERVAL measure of equivalence Give parallel forms of tests with a close time interval between forms

equivalent forms

TWICE, PARALLEL TEST, LONGER TIME INTERVAL measure of stability and equivalence Give parallel forms of tests with an increased time interval between forms

test-retest with equivalent forms

measure of internal consistency GIVE THE TEST ONCE AND CORRELATE the proportion of students passing and not passing a given item

kuder-richardson

process of examining the students' response to each item in the test

item analysis

defined as the number of students who can answer the item correctly divided by the total number of students

item difficulty

The formula for item difficulty

difficulty index = correct answer/total students

degree to which the item discriminates between high-performing and low-performing groups

discrimination index

Formula for the discrimination index

discrimination index = DU - DL

proportion of students who got an item rights in the upper group is greater than the lower group

positive discrimination

The proportion of students who got an item right in the lower group is greater than the proportion in the upper group

negative correlation

The proportion of students who got the item right in the upper-performing group and the low-performing group is equal

zero discrimination

decision? difficulty index - within 0.26-0.75 discrimination index - 0.20 and above

retain item

decision? difficulty index - 0.26-0.75 discrimination index - 0.19 and below

revise item

decision? difficulty index - not within 0.26-0.75 discrimination index - 0.19 and below

reject item

decision? difficulty index - not within 0.26-0.75 discrimination index - 0.20 and above

revise item

The test should be easy to administer with clear instructions and a time limit

administrability

Test scores can easily be interpreted and described in terms of the specific tasks that a student can perform in a clearly defined group.

interpretability

The test should be easy to score with clear directions for scoring

scoreability

Tests should be given most cheaply in terms of time and effort spent on administration

economy

average or arithmetic mean easily affected by extreme scores Give each score equal weight highest reliability computing the standard deviation and the coefficient of correlation

mean

centermist scores arranged according to magnitude not affected by extreme scores It is a positional measure quick and easily computed best when there are extreme scores

median

Scores that occur most frequently used for qualitative and quantitative data not affected by extreme values may not exist at times greatest concentration

mode

used to describe the spread of scores above or below the measures of central tendency

Measures of variability

used to identify the center of the data Typical value in the set of scores lie within the center

Measures of central tendency

The difference between the highest score and the lowest score in the dataset rough estimation of variation easily affected by extreme scores very easy to compute

range

interpretation of the result closer, clustered, homogenous, less varied, tightly bunched together, congregate, small range, small standard deviation, small quartile deviation

small variability

The formula for range

Range=HS-LS

average deviation of the third quartile and the first quartile from the value of the mean considers only 50% of the scores in the distribution reduces the influence of the extreme scores

quartile deviation

variation of scores about the mean The most important measure Most commonly used variation

standard deviation

interpretation of the result dispersed, scattered, spread apart, far from each other, heterogeneous, more varied

large variability

ASSESSMENT IN LEARNING Flashcards

(89 cards)