ASSESSMENT OF LEARNING Flashcards by Tin De Castro

—ASL—

Many blanks

Over mutilated

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—ASL—

Application to real world context

Hands on activities

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—ASL—

Homogeneous
All are average

Leptokurtic

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—ASL—

Bell shape

Mesokurtic

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—ASL—

Heterogeneous
Scattered

Platykurtic

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—ASL—

most stable measure of variability

Standard Deviation

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—ASL—

most reliable measure of central tendency

Mean

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—ASL—

most affected by extreme scores

mean

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—ASL—

most reliable with extreme scores

median

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—ASL—

to test either weakness or strength
ex. weak comprehension test

Aptitude Test

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—ASL—

to test both weakness and strength

Diagnostic

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—ASL—

MAPEH / TLE
grade

20
60
20

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—ASL—

Language/ AP
grade

30
50
20

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—ASL—

Science / Math
grade

40
40
20

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—ASL—

absences failing grade

20% of total school days

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—ASL—

OBE measures _____

measures performance

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—ASL—

Fabors low performing students

Severity error

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—ASL—

overrate gifted

generosity error

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—ASL—

arithmetic average

Mean

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—ASL—

Tshirt

Mode

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—ASL—

middle most score

Median

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—ASL—

Assessment of Learning what domain of PPST

DOMAIN 5

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—ASL—

“sine qua non”

essential
integral

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—ASL—

judgement

evaluation

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—ASL— number

measurement

—ASL— procedure

assessment

—ASL— qualitative

non-measurement

—ASL— tool

test

—ASL— Alternative assessment

portfolio performance

—ASL— Authentic Assessment

real-life

—ASL— traditional

paper and pencil

—ASL— Selected response examples

Multiple Choice Matching Type Alternative Response ( True or False)

—ASL— Alternative Response

True or false

—ASL— prone to guessing

True or False

—ASL— Constructed response

Essay Completion Short Answer Identification Labelling Enumeration

—ASL— general judgement

Holistic

—ASL— point valie

Analytic

—ASL— Authentic GRASPS MODEL

Goal Role Audience Situation Product Standards

—ASL— "the proof of the pudding is in the eating"

Authentic

—ASL— quiz, mastery, drill

Formative assessment

—ASL— strengths, weaknesses, NEEDS

Diagnostic

—ASL— measure SPECIFIC area

Aptitude test

—ASL— Face validity

Presentation

—RELIABILITY— Measure of stability

Test-retest

—RELIABILITY— same test twice, same group

Test-retest

—RELIABILITY— measure of equivalence

equivalent forms

—RELIABILITY— two forms same group

equivalent forms

—RELIABILITY— measure of internal consistency

Split-Half

—RELIABILITY— odd and even items compared

Split-Half

—RELIABILITY— two or more raters score the responses

Inter-Rater method

—RELIABILITY— she only has one test and her students are on vacation

Kuder-Richardson method

—ASL— NORM OR CRITERION comparing students

Norm

—ASL— NORM OR CRITERION central tendency

norm

—ASL— NORM OR CRITERION variability

norm

—ASL— NORM OR CRITERION relative position

Norm

—ASL— NORM OR CRITERION standard performance

criterion

—ASL— NORM OR CRITERION mastery level

criterion

—ASL— NORM OR CRITERION National Achievement Test (NAT)

Criterion

—ASL— NORM OR CRITERION Passing the LET

Criterion

—ASL— collecting, describing, analyzing data

Descroptive

—ASL— analyzing data without conclusion

Descriptive

—ASL— describing samples base on the large population it represents

Inferential

—ASL— questioned due to practice and familiarity

Test-retest

—GRAPH— trends over time

line graph

—ASL— a single number that represents a set

central tendency

—ASL— 50th percentile

Median

—ASL—

—ASL— a single value that describe the spread

Variability/ Dispersion

—VARIABILITY— comparing two groups

relative measures

—VARIABILITY— coefficient of variation

relative measures

—VARIABILITY— most crude

range

—VARIABILITY— simplest

range

—VARIABILITY— average of difference between the mean

standard deviation

—VARIABILITY— High standard deviation

Di-maganda Heterogeneous Spread

—VARIABILITY— Low standard deviation

Maganda Homogeneous clustered

—VARIABILITY— square of mean / SD

Variance

—VARIABILITY— VARIANCE LET QUESTION

226

—VARIABILITY— comparing groups

coefficient of variation

—VARIABILITY— ratio of Standard Deviation to the Mean SD ÷ Mean

Coefficient of Variation

—SKEWNESS— degree of asymmetry of distribution

Skewness

—SKEWNESS— difficult test

positively skewed

—SKEWNESS— low performance

positively skewed

—SKEWNESS— skewed to the right

positively skewed

—SKEWNESS— clustered to the left

positively skewed

—SKEWNESS— easy test

negatively skewed

—SKEWNESS— good performance

negatively skewed

—SKEWNESS— skewed to the left

negatively skewed

—SKEWNESS— clustered to the right

negatively skewed

—INDEX— proportion of students who answered correctly

difficulty index

—INDEX— 0-0.2

Very difficult Reject

—INDEX— 0.21-0.40

Difficult Revise

—INDEX— 0.41-0.60

Moderate Retain

—INDEX— 0.61-0.80

Easy Revise

—INDEX— 0.81-1.00

Very Easy Reject

—INDEX— More upper group answer correct

Positive Discrimination Index

—INDEX— More lower group answer correct

Negative Discrimination Index

—INDEX— cannot discriminate

Zero Discrimination Index

—INDEX— Positive Discrimination Index

Retain

—INDEX— Negative Discrimination Index

Reject

—INDEX— Zero Discrimination Index

Reject

—ASL— Grading system Deped order

DO 8, series 2015

—ASL— kindergarten grading

Checklist Portfolio NO NUMERICAL GRADE

—ASL— minimum WW and PT

4 written works and 4 performance tasks

—ASL— 75- BELOW

Did not meet expectation

—ASL— 75-79

Fairly Satisfactory

—ASL— 80-84

Satisfactory

—ASL— 85-89

Very Satisfactory

—ASL— 90- Above

Outstanding

—ASL— Lowest grade

—ASL— 5 late consecutive days

call parents

—ASL— old way of grading DepEd

Cumulative

—ASL— observed values

non numerical

—ASL— INTERIM GRADE SCIENCE AND MATH

50% 50%

—ASL— INTERIM GRADE LANGUAGE / AP / ESP

40 60

—ASL— INTERIM GRADE MAPEH / TLE

30 70

—ASL— First step in making achievement test

determine the content and skills

—ASL— entrance test scores

predictive

—ASL— norms in a certain school

local norms

—ASL— passing VALIDITY INDEX

0.80+

—ASL— passing RELIABILITY INDEX

0.80+

—ASL— test norms are basis for...

interpreting test results

—ASL— TRUE about standardized test

used for COMPARATIVE purpose

—SKEWNESS— scores are normally distributed

ZERO SKEWNESS

—ASL— T-SCORE 40

one SD below mean

—ASL— moving from guided to independent

ZPD

—ASL— rating essay type

HOLISTIC RUBRIC

—ASL— "IDENTIFY IN WRITING THE SIX ELEMENTS IN THE SHIRT STORY BY O. HENRY"

performance statement

—ASL— Stanines may be used as means of integrating raw scores. What is its basis?

distribution of the percentage in the normal curve

—ASL— expose children to the world work

career guidance lessons

—INDEX— 0.30+ DISCRIMINATION INDEX

Highly discriminating

—ASL— "on the spot" description of incident

anecdotal report

—SKEWNESS— MOST appropriate when the score is not badly skewed

Mean

—ASL— weakness of alternate response

guessing

—ASL— limitation of true-false question

regular pattern

—ASL— is percentile same as percentage?

—ASL— described standard reached at the end of instruction

Assessment OF learning

—ASL— Grading system in MAPEH

average of four areas

—ASL— "measure the work done by a gravitational force"

Application

—VARIABILITY— most FAMILIAR way of VARIABILITY

range

—ASL— wide variety of objectives broad sampling of strength

multiple choice objective test

—ASL— score are concentrated more at one end

SKEWED SCORE

—ASL— first in planning achievement test

define the objectives

—SKEWNESS— scores BELOW the mean

positively skewed

—ASL— score distribution of normal curve

between -1 SD and +1 SD

Matching type, first column - second column

Premises - Responses