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1
Q

Reviewing a past evaluation process to ensure it was well-executed, reliable, and aligned with established criteria and standards.

A

High Quality Assessment

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2
Q

Guides learning during the instructional process providing feedback to improve understanding.

A

Assessment for Learning (Formative)

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3
Q

Overall learning and performance at the end of a specific period.

A

Assessment of Certification (Summative)

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4
Q

Ensuring that the way students are evaluated is fair and consistent across different classrooms.

A

Protect Academic Standard

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5
Q

Generate valuable insights for instructors to enhance their teaching methods, curriculum design, and instructional strategies.

A

Feedback for teaching

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6
Q

What is truly important.

A

Targets

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7
Q

A particular learning target

A

Methods

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8
Q

Keep assessment process manageable when dealing large number of students

A

Sampling

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9
Q

Randomly picking individuals, giving equal and fair chance to be chosen.

A

Simple Random Sampling

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10
Q

Picking kth person from a group after starting randomly

A

Systematic Sampling

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11
Q

Selecting and dividing population into subgroups based on specific characteristics for diverse representation

A

Stratified Sampling

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12
Q

Dividing the population into clusters, then entire clusters are randomly selected for evealuation

A

Cluster Sampling

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13
Q

Produce data that accurately reflect.

A

Accuracy (what educator looking to text)

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14
Q

Measure what it’s supposed to measure

A

Validity

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15
Q

Consistency and Stability of assessment results.

A

Reliability

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16
Q

5 things to consider for achieving High Quality Assessment

A

PTMSA
Purpose
Targets
Methods
Sampling Accuracy

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17
Q

The initial goals and intentions were clearly defined.

A

Purpose

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18
Q

What’s truly important.

A

Targets

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19
Q

Keep the assessment process manageable when dealing large number of students

A

Sampling

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20
Q

Method of sampling dividing population into subgroups based on specific characteristics for diverse representation.

A

Stratified Sampling

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21
Q

Enhancing teaching methods, curriculum design, and instructional strategies.

A

Feedback for Teaching

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22
Q

A particular learning target.

A

Methods

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23
Q

Assessment that produce data accurately reflects or what an educator is looking to test.

A

Accuracy

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24
Q

Assessment tool that actually measures what it’s supposed to measure.

A

Validity

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25
Ensuring fairness and consistency across different classrooms.
Protect Academic Standard
26
The consistency and stability of assessment results.
Reliability
27
Keep the assessment process manageable when dealing large number of students.
Sampling
28
Method of sampling involves dividing the population into clusters.
Cluster Sampling
29
Provide feedback to improve understanding.
Assessment for Learning ( Formative)
30
Assessment that produce data that accurately reflects and what an educator is looking to test.
Accuracy
31
The application of essential knowledge and skills in real- world settings.
Authentic Assessment
32
What does authentic assessment help students develop?
Knowledge and skills in academic performance
33
Students ability to apply their knowledge and skills to authentic problems and situations.
Real world Context
34
Designed to measure students ability to apply their knowledge and skills to authentic problems and situations.
Real world Context
35
Getting students interested by giving them a reason to listen.
Audience Engagement
36
Assess student's ability to apply standard- driven knowledge and skills to real- world challenges.
Performance Task
37
Serves as the facilitator in student- centered authentic assessment
Teacher
38
Empowering educators to provide impactful, engaging and applicable learning experiences.
Action- based
39
Measures an individual's potential for creativity, defined as the ability to generate novel and useful ideas
Creativity
40
3 related terms to Authentic Assessment
(APD) Alternative assessment Performance assessment Direct assessment
41
Provide impactful and engaging learning experience.
Action- Based
42
Their potential to generate novel and useful idea.
Creativity
43
Another term for authentic assessment?
Performance Assessment
44
It emphasizes real- world application rather than rote memorization.
Authentic Assessment
45
To capture their interest and attention during discussions.
Audience Engagement
46
The ability to apply knowledge and skills to solve real world problem
Authentic Assessment
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The use and application of knowledge in diverse settings.
Authentic Assessment
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Enabling students to contextualize their learning and apply knowledge and skills to everyday issues and probldms
Authentic Assessment
49
It involves addressing ill- structured, unpredictable challenges, which helps students rehearse for the complexities of working life.
Why use Authentic Assessment
50
Construct unique response rather than reselecting responses from pre-existing opinions, fostering higher order reasoning and creative thinking
Authentic Assessment requires students to do
51
Who demands universities to offer more relevant experiences through authentic assessment?
External stakeholders (industry groups and professional bodies)
52
Authentic assessment disrupt the traditional power balance in assessment by involving?
External markets and students
53
Calls for 'sustainable assessment' to equip learners with skills needed for today's workplace and lifelong learning.
Boud and Falchikov ( authentic assessment)
54
What is the 1st principle of authentic assessment?
Focus on What Really Matters
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What is the 2nd principle of authentic assessment?
Provide valid indicator
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What is the 3rd principle of authentic assessment?
Use assessment to support learning
57
What is the 4th principle of authentic assessment?
Develop Assessment that used Teachers time
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Clearly communicating expectations, involving students in the assessment process, and providing helpful feedback.
Use assessment to support learning
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Through student peer and self- assessment practices it saves teacher's time.
Develop Assessment that used Teacher's Time
60
What types of assignments can be use as authentic assessment?
Projects Plays Portfolios Assignments resembling real- world situations
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To guide the development of authentic assessment in the classroom.
Purpose of the 5- Dimensional Framework for Authentic Assessment
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A problem task that confronts students with activities carried out in professional practice.
Authentic Assessment Task
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It asks students to demonstrate their knowledge and abilities in real- worl contexts
Authentic Assessment Task
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To replicate the actual circumstances under which the knowledge and abilities under evaluation would be use in a work setting.
Physical Context
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It incorporates social interactions and dynamics that mirror those found in real-life situations.
Social Context
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To produce a quality product or performance that permits making valid inferences about the underlying competencies.
Assessment Result or Form
67
What are the 4 Elements characterizing an authentic assessment under Assessment Result or Form
Quality products or performance Demonstration Full array of tasks Presenting works to others
68
What kind of judgement does authentic assessment require?
Criterion- referenced judgement
69
Refers to a realistic outcome, explicating characteristic or requirements of the product, performance, or solutions that students need to create.
Criteria and Standards
70
To asses higher-order thinking and application of knowledge.
Performance Assessment
71
What are the 5 Dimensional Framework for Authentic Assessment
APSAC Authentic Assessment Task Physical Context Social Context Assessment Result or Form Criteria and Standards
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It focuses on "How well can you use what you know?" rather than " Do you know it?"
Performance Assessment
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2 types of Performance Assessment
Process- Based Performance Assessment Product- Based Performance Assessment
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The application of knowledge and skills, not just reall or recognition.
Performance Task
75
Are performance task open- ended or closed- ended?
Open ended; they typically do not yield a single, correct answer
76
By presenting novel and and authentic contexts for performance.
Performance Task Authencity
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Understanding via transfer, where students can apply their learning to new situations.
Performance tasks provide evidence of
78
Are performance task multi- faceted or single- faceted?
Multi-faceted; they involve multiple steps and can asses several standards or outcomes
79
By providing a vehicle for integrating subjects and weaving in 21st- century skills
Performance task integrate subjects and 21st- century skills
80
It assess whether students performance on the task will generalize to comparable tasks.
Generalizability
81
It asses whether the task is similar to real-worl situations
Authencity
82
How many foci should a performance task measure according to the principles?
Multiple Instructional outcomes, not just one
83
It ensure the task is fair to all students and avoids bias based on personal characteristics.
Fairness
84
It evaluates wether the task is realistically implementable in terms of cost, space, time and equipment requirements.
Feasibility
85
Any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency.
Performance Task
86
What should well- designed performance tasks be based on?
Course objectives and available resources
87
What are the 7 steps for developing performance task
Choose objective Describe task completion Provide instructions and context Consider practical needs Evaluate performances Share feedback Provide student choice
88
What does GRASPS stands for?
Goal Role Audience Situation Product Standards and Criteria
89
There is no single, correct answer or response and the goal is to get students to think through a problem and present what they have learned.
Holistic Rubric

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