Assessment of Learning Flashcards
(95 cards)
1
Q
- an instrument designed to measure any characteristic, quality, ability, knowledge or skill — composed of items
A
TEST
2
Q
- a process of quantifying the degree of the quality, characteristics or feature — assigning numbers to a performance to a performance or skill
- awarding points
A
Measurement
3
Q
It refers to the instrument (set of questions or tasks) that is designed to elicit a predetermined behavior or a product from a student
A
Assessment
4
Q
- collection, interpretation, and use of qualitative and quantitative information to assist teachers in their educational decision-making — pre-requisite to evaluation
A
Assessment as a Process
5
Q
A process of making judgments about the quality of a performance — pass or fail
A
Evaluation
6
Q
Purposes of Assessment
A
- Assessment FOR learning
- Assessment OF learning
- Assessment AS learning
7
Q
Includes 3 Types of assessment done Before and during instruction
- placement
- diagnostic
- formative
A
Assessment FOR Learning (ensure)
8
Q
This is done after instruction. (Grading/Certifying)
- summative
A
Assessment OF Learning
9
Q
Associated with self-assessment
- use of scoring rubrics
- reflection paper and journal
A
Assessment AS Learning
10
Q
Place students in specific learning groups — done prior to or before instruction
A
Placement
11
Q
Done during instruction to ensure learning — monitor students learning
- help students identify their strength and weaknesses
A
Formative
12
Q
- done before instruction
- used to determine students recurring or persistent difficulties
A
Diagnostic
13
Q
- done after instruction
- bases for grass and report
A
Summative Assessment
14
Q
- students assess their own work — use of scoring rubrics
- self-directed and independent learners
A
Assessment AS Learning
15
Q
- paper and pencil tests
- decontextualized (not realistic)
A
Traditional Assessment
16
Q
- performance
- contextualize (real-life tasks)
A
Authentic Assessment
17
Q
- systematic and organized collection of students work
- purposeful collection of the students progress and achievement
A
Portfolio Assessment
18
Q
Documents — result of academic classroom work
ex. Students paper and homework
A
Artifacts
19
Q
Students work outside the classroom
ex. Special project like Capstone
A
Reproductions
20
Q
Teachers documentation to attest to the student’s progress
ex. Teacher’s evaluative notes about students oral defense
A
Attestations
21
Q
Student himself/herself prepares
A
Production
22
Q
Analytic - specific
Holistic - general
A
True
23
Q
Restricted Essay
A
Has definite answer
24
Q
Extended Essay
A
Open-ended — no single specific answer
25
- Measures what it intends to measure
- usefulness of the instrument
- most important criterion
Validity
26
Examining the physical appearance of the instrument
Face Validity
27
Careful and critical examination of the objectives of assessment
Content Validity
28
A set of scores revealed by the measuring instrument is correlated with the scores obtained in another External predictor or measure
Criterion-related Validity
29
Correlating the set of scores obtained from two measures given concurrently
Concurrent Validity
30
Future performance of an individual by correlating the sets of scores obtained form TWO MEASURES GIVEN AT A LONGER TIME INTERVAL
Predictive Validity
31
A valid test is always a reliable test, but a reliable test is not always a valid test.
True
32
It refers to the consistency of scores obtained by the same person
Reliability
33
The process of examining the students response to each item in the test
Item Analysis
34
Formula of Difficulty Index
DI = Correct Students
÷
All Students
35
DI - 0 to 0.25 — Difficult — Revise or discard
True
36
DI - 0.26 to 0.75 — Right Difficulty — Retain
True
37
DI - 0.76 and above — Easy — Revise or Discard
True
38
The difference between the proportion of HIGH performing students (got the item right) and the proportion of LOW performing students.
Discrimination Index
39
Formula: Discrimination Index = Difficulty Index of the Upper Group - Difficulty Index of the Lower Group
True
40
Discrimination Index - -1.0 to -0.56
— Can discriminate but the item is questionable — Discard
True
41
DI - -0.55 to 0.45 — Non-discriminating — Revise
True
42
DI - 0.46 to 1. 0 — Discriminating Item — Include
True
43
Upper Group is greater than the Lower Group
Positive Discrimination
44
Lower Group is greater than the Upper Group
Negative Discrimination
45
Equal proportion of the upper and lower group
Zero Discrimination
46
Identify the center of the data — typical value in the set — lie within the center
Measures of Central Tendency
47
- average
- easily affected by extreme scores
Mean
48
- center most scores (positional measure)
- used when there are extreme scores (not affected)
Median
49
- Score that occurs most frequently
- can be used for quantitative, as well as qualitative data
- not affected by extreme values
Mode
50
- describe the spread of scores — above or below the measures of central tendency
Measures of Variability
51
Difference of HS and LS
Range
R = HS - LS
52
Closer, clustered, less varied, homogeneous
Small Range
53
Disperse, scattered, heterozygous
Large Range
54
Shows variation of the individual scores about the mean
Standard Deviation
55
- skewed to the right
- test was difficult
- scores are low
Positively Skewed
56
- skewed to the left
- test was easy
- scores are high
Negatively Skewed
57
Symmetric Distribution
Normal Distribution
58
- unimodal
- bell-shaped curve
- symmetrical to the mean
Normal Distribution
59
The greater the degree of relationship; the more reliable the test.
Measures of Relationship
60
Direct Relation — one variable increases, the other variable also or decreases together
Positive Correlation
61
Indirect/Inverse Relation: one increases the other decreases — vice versa
Negative Correlation
62
No relationship
No correlation
63
DepEd Order No. 8 series of 2015
Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program
64
Lowest mark that can appear on the Report Card
60
65
No numerical grades in
Kindergarten
66
Grades 1-10 (Languages - AP - Esp)
Written Work
30%
67
Grades 1-10 (Languages - AP - Esp)
Performance Tasks
50%
68
Grades 1-10 (Languages - AP - Esp)
Quarterly Assessment
20%
69
Grades 1-10 (Science - Math)
Written Work
40%
70
Grades 1-10 (Science - Math)
Performance Tasks
40%
71
Grades 1-10 (Science - Math)
Quarterly Assessment
20%
72
Grades 1-10 (Mapeh - Epp/Tle)
Written Work
20%
73
Grades 1-10 (MAPEH - EPP/TLE)
Performance Tasks
60%
74
Grades 1-10 (MAPEH - EPP/TLE)
Quarterly Assessment
20%
75
Grades 11-12 (Core Subjects)
Written Work
25%
76
Grades 11-12 (Core Subjects)
Performance Tasks
50%
77
Grades 11-12 (Core Subjects)
Quarterly Test
25%
78
Grades 11-12 Academic Track (All Other Subjects)
Written Work
25%
79
Grades 11-12 Academic Track (All other Subjects)
Performance Tasks
45%
80
Grades 11-12 Academic Track (All Other Subjects)
Quarterly Test
30%
81
Grades 11-12 Academic Track (Work Immersion/Research Bus.)
Written Work
35%
82
Grades 11-12 Academic Track (Work Immersion/Research Bus.)
Performance Tasks
40%
83
Grades 11-12 Academic Track (Work Immersion/Research Bus.)
Quarterly Test
25%
84
Grades 11- 12
TVL/Sports/ Arts and Design
Written Work
20%
85
Grades 11- 12
TVL/Sports/ Arts and Design
Performance Tasks
60%
86
Grades 11- 12
TVL/Sports/ Arts and Design
Quarterly Test
20%
87
How to Compute Kindergarten's grades?
- checklists, anecdotal records, portfolios
88
How do you get a final grade of SHS?
- Add 2 quarters and divide by 2 because of semesters.
(2 quarters per semester)
89
1983 (NESC) — 1989 (NSEC) — 2002 (RBEC) — K-12 Curriculum
Correct
90
90-100 Passed
Outstanding
91
85-89 Passed
Very Satisfactory
92
80-84 Passed
Satisfactory
93
75-79 Passed
Fairly Satisfactory
94
Below 75 Failed
Did Not Meet Expectations
95
Recomputed Final Grade Formula
RFG = (Final Grade + Remedial Class Mark)/2
