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101 Flashcards

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
Q

Ensuring fairness and consistency across different classrooms.

A

Protect Academic Standard

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26
Q

The consistency and stability of assessment results.

A

Reliability

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27
Q

Keep the assessment process manageable when dealing large number of students.

A

Sampling

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28
Q

Method of sampling involves dividing the population into clusters.

A

Cluster Sampling

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29
Q

Provide feedback to improve understanding.

A

Assessment for Learning ( Formative)

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30
Q

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

A

Accuracy

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31
Q

The application of essential knowledge and skills in real- world settings.

A

Authentic Assessment

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32
Q

What does authentic assessment help students develop?

A

Knowledge and skills in academic performance

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33
Q

Students ability to apply their knowledge and skills to authentic problems and situations.

A

Real world Context

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34
Q

Designed to measure students ability to apply their knowledge and skills to authentic problems and situations.

A

Real world Context

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35
Q

Getting students interested by giving them a reason to listen.

A

Audience Engagement

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36
Q

Assess student’s ability to apply standard- driven knowledge and skills to real- world challenges.

A

Performance Task

37
Q

Serves as the facilitator in student- centered authentic assessment

A

Teacher

38
Q

Empowering educators to provide impactful, engaging and applicable learning experiences.

A

Action- based

39
Q

Measures an individual’s potential for creativity, defined as the ability to generate novel and useful ideas

A

Creativity

40
Q

3 related terms to Authentic Assessment

A

(APD)
Alternative assessment
Performance assessment
Direct assessment

41
Q

Provide impactful and engaging learning experience.

A

Action- Based

42
Q

Their potential to generate novel and useful idea.

A

Creativity

43
Q

Another term for authentic assessment?

A

Performance Assessment

44
Q

It emphasizes real- world application rather than rote memorization.

A

Authentic Assessment

45
Q

To capture their interest and attention during discussions.

A

Audience Engagement

46
Q

The ability to apply knowledge and skills to solve real world problem

A

Authentic Assessment

47
Q

The use and application of knowledge in diverse settings.

A

Authentic Assessment

48
Q

Enabling students to contextualize their learning and apply knowledge and skills to everyday issues and probldms

A

Authentic Assessment

49
Q

It involves addressing ill- structured, unpredictable challenges, which helps students rehearse for the complexities of working life.

A

Why use Authentic Assessment

50
Q

Construct unique response rather than reselecting responses from pre-existing opinions, fostering higher order reasoning and creative thinking

A

Authentic Assessment requires students to do

51
Q

Who demands universities to offer more relevant experiences through authentic assessment?

A

External stakeholders (industry groups and professional bodies)

52
Q

Authentic assessment disrupt the traditional power balance in assessment by involving?

A

External markets and students

53
Q

Calls for ‘sustainable assessment’ to equip learners with skills needed for today’s workplace and lifelong learning.

A

Boud and Falchikov ( authentic assessment)

54
Q

What is the 1st principle of authentic assessment?

A

Focus on What Really Matters

55
Q

What is the 2nd principle of authentic assessment?

A

Provide valid indicator

56
Q

What is the 3rd principle of authentic assessment?

A

Use assessment to support learning

57
Q

What is the 4th principle of authentic assessment?

A

Develop Assessment that used Teachers time

58
Q

Clearly communicating expectations, involving students in the assessment process, and providing helpful feedback.

A

Use assessment to support learning

59
Q

Through student peer and self- assessment practices it saves teacher’s time.

A

Develop Assessment that used Teacher’s Time

60
Q

What types of assignments can be use as authentic assessment?

A

Projects
Plays
Portfolios
Assignments resembling real- world situations

61
Q

To guide the development of authentic assessment in the classroom.

A

Purpose of the 5- Dimensional Framework for Authentic Assessment

62
Q

A problem task that confronts students with activities carried out in professional practice.

A

Authentic Assessment Task

63
Q

It asks students to demonstrate their knowledge and abilities in real- worl contexts

A

Authentic Assessment Task

64
Q

To replicate the actual circumstances under which the knowledge and abilities under evaluation would be use in a work setting.

A

Physical Context

65
Q

It incorporates social interactions and dynamics that mirror those found in real-life situations.

A

Social Context

66
Q

To produce a quality product or performance that permits making valid inferences about the underlying competencies.

A

Assessment Result or Form

67
Q

What are the 4 Elements characterizing an authentic assessment under Assessment Result or Form

A

Quality products or performance
Demonstration
Full array of tasks
Presenting works to others

68
Q

What kind of judgement does authentic assessment require?

A

Criterion- referenced judgement

69
Q

Refers to a realistic outcome, explicating characteristic or requirements of the product, performance, or solutions that students need to create.

A

Criteria and Standards

70
Q

To asses higher-order thinking and application of knowledge.

A

Performance Assessment

71
Q

What are the 5 Dimensional Framework for Authentic Assessment

A

APSAC
Authentic Assessment Task
Physical Context
Social Context
Assessment Result or Form
Criteria and Standards

72
Q

It focuses on “How well can you use what you know?” rather than “ Do you know it?”

A

Performance Assessment

73
Q

2 types of Performance Assessment

A

Process- Based Performance Assessment
Product- Based Performance Assessment

74
Q

The application of knowledge and skills, not just reall or recognition.

A

Performance Task

75
Q

Are performance task open- ended or closed- ended?

A

Open ended; they typically do not yield a single, correct answer

76
Q

By presenting novel and and authentic contexts for performance.

A

Performance Task Authencity

77
Q

Understanding via transfer, where students can apply their learning to new situations.

A

Performance tasks provide evidence of

78
Q

Are performance task multi- faceted or single- faceted?

A

Multi-faceted; they involve multiple steps and can asses several standards or outcomes

79
Q

By providing a vehicle for integrating subjects and weaving in 21st- century skills

A

Performance task integrate subjects and 21st- century skills

80
Q

It assess whether students performance on the task will generalize to comparable tasks.

A

Generalizability

81
Q

It asses whether the task is similar to real-worl situations

A

Authencity

82
Q

How many foci should a performance task measure according to the principles?

A

Multiple Instructional outcomes, not just one

83
Q

It ensure the task is fair to all students and avoids bias based on personal characteristics.

A

Fairness

84
Q

It evaluates wether the task is realistically implementable in terms of cost, space, time and equipment requirements.

A

Feasibility

85
Q

Any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency.

A

Performance Task

86
Q

What should well- designed performance tasks be based on?

A

Course objectives and available resources

87
Q

What are the 7 steps for developing performance task

A

Choose objective
Describe task completion
Provide instructions and context
Consider practical needs
Evaluate performances
Share feedback
Provide student choice

88
Q

What does GRASPS stands for?

A

Goal
Role
Audience
Situation
Product
Standards and Criteria

89
Q

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.

A

Holistic Rubric

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