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SSTU > Assessment chap 1 > Flashcards

Assessment chap 1 Flashcards

1
Q

It is a systematic process of gathering, interpreting and using this
information about student learning.

A

Assessment

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2
Q

A formal and systematic instrument, usually, paper and pencil procedure
design to assess the quality, ability, skill or knowledge of students by giving a
set of question in uniform manner.

A

Test

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3
Q

This refers to the administration, scoring and interpretation of the
procedures designed to get information about the extent of the performance
of the students.

A

testing

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4
Q

It is a process of quantifying or assigning number to the individual’s
intelligence, personality, attitudes and values, and achievement of the
students

A

measurement

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5
Q

It refers to the process of judging the quality of what is good and what is
desirable.

A

evaluation

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6
Q

develops and supports students’ metacognitive skills.

A

Assessment as learning

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7
Q

is ongoing assessment that allows teachers to
monitor students on a day - to - day basis and modify their teaching based
on what the students need to be successful

A

Assessment for learning

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8
Q

is the snapshot in time that lets the teacher, students
and their parents know how well each student has completed the learning
tasks and activities.

A

assessment of learning

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9
Q

Users of educational assessment

A

parents, students and teacher

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10
Q

types of assessment procedures

A

Methods of interpreting results, use in classroom instruction, form of assessment, nature of assessment

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11
Q

It is used to determine what individuals can do when performing at their best

A

Maximum Performance

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11
Q

2 Nature of assessment

A

Maximum performance and typical performance

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11
Q

It is used to determine what individuals will do under natural conditions

A

Typical performance

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12
Q

2 form of assessment

A

Fixed-choice test and complex performance assessment

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13
Q

An assessment used to measure knowledge and skills effectively and
efficiently.

A

fixed choice test

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14
Q

An assessment procedure used to measure the performance of the learner in
contexts and on problems valued in their own right.

A

Complex performance Assessment

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15
Q

4 use in classroom instruction

A

Placement assessment, formative assessment, summative assessment and diagnostic assessment

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16
Q

❒ An assessment procedure used to determine the learner’s prerequisite skills,
degree of mastery of the course goals, and/or best modes of learning.

A

Placement assessment

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17
Q

An assessment used to monitor the learning progress of the students during
instruction.

A

Formative assessment

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18
Q

It is a type of assessment given at the beginning of instruction or during
instruction

A

diagnostic assessment

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19
Q

A type of assessment usually given at the end of a course or unit.

A

Summative assessment

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20
Q

What are the methods of interpreting results

A

norm reference interpretation and criterion referenced interpretation

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21
Q

It is used to describe student performance according to relative position in
some known group.

A

norm reference interpretation

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22
Q

Used to describe student performance according to a specified domain of
clearly defined learning task

A

Criterion-referenced interpretation

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23
Q

Other types of test

A

Non - Standardized Test vs. Standardized Test,Objective Test vs. Subjective Test,Supply Test vs. Fixed - Response Test,Individual Test vs. Group Test,Mastery Test vs. Survey Test,Speed Test vs. Power Test

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24
Q

is a type of test developed by the classroom teachers.

A

Non - standardized test

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25
Q

is a type of test developed by test specialist. It is administered,
scored and interpreted using a certain standard condition.

A

Standardized test

25
Q

is a type of test in which two or more evaluators give an examinees
the same score.

A

Objective Test

26
Q

a type of test in which the scores are influenced by the
judgement of the evaluators, meaning there is no one correct answer.

A

subjective test

27
Q

is a type of test that requires the examinees to supply an answer, such
as an essay test item or completion or short answer test item

A

supply test

28
Q

is a type of test that requires the examinees to select an
answer from a given option such as multiple - choice test, matching type of test,
or true/ false test.

A

fixed response test

29
Q

a type of test administered to student on a one - on - one basis
using oral questioning

A

individual test

30
Q

is a type of test administered to a group of individuals or group of
students.

A

group test

31
Q

is a type of achievement test that measures the degree of mastery of
a limited test of learning outcomes using criterion - reference to interpret the
result.

A

mastery test

32
Q

designed to measure number of items a individual can complete over
a certain period of time.

A

speed test

33
Q

is a type of test that measures student’s general achievement over a
broad range of learning outcomes using norm - reference to interpret the result.

A

survey test

34
Q

is designed to measure the level of performance rather than speed of
response. It contains test items that are arranged according to increasing degree
of difficulty.

A

power test

35
Q

A type of assessment in which students choose their answer from a given list of
choice.

A

traditional assessment

36
Q

An assessment in which students create an original response to answer a certain
question.

A

Alternative assessment

37
Q

assessment where students are asked to perform real - world tasks that
demonstrate meaningful application of essential knowledge and skills.

A

Performance Based Assessment

38
Q

Basic Principle of Assessment

A

Validity, Realibity, Washback effect, interpretability, practicality, objectivity,
authenticity

38
Q

offers tasks that replicate real - world tasks.

A

Authentic Test

39
Q

It refers to the degree to which equally competent scorers obtain the same
results.

A

objectivity

40
Q

It refers to the logistical, administrative issues involved in making, giving and
scoring an assessment instrument.

A

Practicality

41
Q

encompasses all the ways that meaning is assigned to the
scores.

A

interpretability

42
Q

refers to the effect of testing on teaching and learning - e.g. the extent to
which assessment affects a student’s future language development.

A

washback effect

43
Q

The degree to which an assessment tool produces stable and consistent
results.

A

reliability

44
Q

What are the types of reliability

A

test-retest reliability, test administration reliability, split half reliability, intra rater reliability, inter rater reliability, parallel/equivalent reliability

45
Q

The same test is re-administered to the same people

A

Test - Retest Reliability

46
Q

Two or more judges or raters are involved in grading

A

Inter - Rater Reliability

46
Q

is the consistency of grading by a single rater at the
same time.

A

Intra - Rater Reliability

47
Q

A test is administered once to a group, is divided into equal halves after the
students have returned the test, and the halves are then corrected.

A

Split Half Reliability

48
Q

This involves the condition is which the test is administered.

A

Test Administration Reliability

49
Q

Factors
that
Affect
Reliability
of the Test

A

Test
Factor,Marking
Factor,Test
Administration
Factor,Environment
Factor,Teacher and
Student
Factor

50
Q

any good teacher-student relationship would help increase the
consistency of the result

A

Teacher and Student Factor

51
Q

comfortable chairs and desks, good
ventilation, sufficient light, and space will improve the reliability of the test.

A

Environmental Factor

52
Q

test administrators should strive to provide clear and accurate
instructors, sufficient time, and careful monitoring of tests to improve the
reliability of their tests.

A

Test Administrator Factors

53
Q

It is also common that different markers award different marks for the same
answer even with a prepared mark scheme.

A

Marking Factor

54
Q

longer test produce higher reliabilities.

A

TEST FACTOR

55
Q

”the extent to which inferences made from assessment results are
appropriate, meaningful, and useful in terms of the purpose of the
assessment

A

Validity

56
Q

TYPES OF VALIDITY

A

face validity, predictive validity,concurrent validity,construct validity, content validity

57
Q

It is pertinent that a test looks like a test even at first impression.

A

Face Validity

57
Q

It is concerned with whether or not the contest of the test is sufficiently
representative and comprehensive for the test to be a valid measure of what
it is supposed to measure

A

Content Validity

58
Q

is the use of another more reputable and recognized test
to validate one’s own test.

A

Concurrent Validity

59
Q

refers to whether the underlying theoretical
constructs that the test measures are themselves valid.

A

Construct Validity

60
Q

is closely related to concurrent validity in that it too
generates a numerical value.

A

predictive validity

SSTU (7 decks)

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