Week 1 Terms

fredwarren13's version from 2015-12-21 16:34


Question Answer
norm‐referenced measurementeducators interpret a student’s performance in relation to the performances of students who have previously taken the same examination.
criterion‐referenced interpretation is an absolute interpretation because it hinges on the extent to which the criterion (that is, curricular aim) represented by the test is actually mastered by the student
classification‐consistencyprocedure for calculating the stability of students’ performances on the same test administered on two assessment occasions is to determine the percentage of student classifications that were consistent over time.
Assessment events occasions when teachers gather information about students’ learning.
Diagnostic assessments provide detailed information about strengths and weaknesses of individual students.
summative assessmentAssessment expertise
scoring rules used to assign points or grades are tied to the learning targets and whether these scoring rules and processes adequately represent the domain and/or discipline.
accommodationse.g., more time to complete work, reduced numbers of problems, shorter but equally difficult novels
grain‐size represent the breadth of a curricular aim.
alignmentthe degree to which there is a meaningful agreement between two or more of the following: curriculum, instruction, and assessment.
Cognitive assessment those that deal with a student’s intellectual operations— for instance, when the student displays acquired knowledge or demonstrates a thinking skill such as decisionmaking or problem solving
Psychomotor assessment targets are those focused on a student’s large‐muscle or small‐muscle skills.
Affective assessment those that deal with a student’s attitudes, interests, and values, such as the student’s self‐ esteem, risk‐taking tendencies, or attitudes toward learning.
measurement driven instructionused during the eighties to depict an educational reform strategy in which it was hoped the content of high‐stakes tests would have a substantial and positive influence on the content of classroom instruction
assessment toolsWhen a science teacher writes directions for a lab write-up, the directions and rules for assigning points are assessment tools
Assessment processes processes include the thinking and procedures teachers use to make these evaluations.
assessment decisions decisions made using the results of these evaluations.
scoring rulesprocesses used to assign points or grades
reliabilitythe degree to which one can depend on the results of an assessment event to accurately reflect the students’ achievement of the knowledge and skills measured during the assessment event
Validitybased on truth and reason
Assessment Planmultiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction
Design for Instructiondesign instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts
standardsa level of quality or attainment.
Analysis of Learning Resultsyou will use assessment data to profile student learning and communicate information about student progress and achievement
Ethics in Assessmentassessment tools and processes that give you useful information, that are consistent with your purposes, and that help students make sense of schooling.