Ensuring Assessment & Accountabilitiy

Question 1

Assessment in Education

Answer 1

is the collation of various data from different resources to check the student’s learning and understanding. When reviewed and placed in context, this data helps gauge student progress, roadblocks, and obstacles. It can further give an insight into the reasons why students face the problems they face and can help bridge the gap between content retention and better student performance.

Question 2

purpose of assessment

Answer 2

It helps the teacher plan her lesson effectively. It works as a roadmap to let the teacher know if all the objectives set out at the beginning of the lesson have been met or not. Every assessment is mapped to the learning objectives listed at the beginning of the lesson or course.

Question 3

Formative assessment

Answer 3

takes place while the learning is taking place. The one thing that stands out about formative assessment is that the feedback is provided immediately. The student can correct their course of action and then move on.

Question 4

Interim assessment

Answer 4

includes feedback too, just like the formative assessment. Most of the time, interim assessment is an opportunity for the student to resubmit their assignment after understanding what was missing or what could be improved further on in the previous version of the test. The feedback is provided in the Interim assessment but not immediately. Examples of interim assessments include chapter-ending tests, unit tests, etc.

Question 5

Summative assessment

Answer 5

does not have immediate feedback. It’s like testing the students on their acquired knowledge at the very end of the lesson, unit, book, term or even scholar year. Its main purpose is to help gauge the data that can provide an insight into their learning and understanding.

Question 6

Student Learning Data

Answer 6

data can come from a variety of sources and different student-produced kinds of evidence. The data collected can be described as either QUALITATIVE or QUANTITATIVE

Question 7

qualitative data

Answer 7

providing detailed descriptions

Question 8

quantitative data

Answer 8

providing a numeric grade or score

Question 9

Summarizing Test Results

Answer 9

an important step in the assessment process that utilizes basic statistics and score distribution methods to analyze the results

Question 10

Raw Score

Answer 10

is the score based solely on the number of correctly answered items on the assessment. This raw score will tell you how many questions the student got right, but just the score itself won’t tell you much more.

Question 11

normal distribution

Answer 11

is a pattern of educational characteristics or scores in which most scores lie in the middle range and only a few lie at either extreme. To put it simply, some scores will be low and some will be high, but most scores will be moderate.

Question 12

2 Things that Normal Distribution summarizes

Answer 12

1. The variability or spread of the scores.
2. The midpoint of the normal distribution. This midpoint is found by calculating a mean of all of the scores, or, in other words, the mathematical average of a set of scores.

Question 13

Standard deviation

Answer 13

is a useful measure of variability. It measures the average deviation from the mean in standard units.

Put simply, is defined as the amount an assessment score differs from a fixed value, such as the mean.

Question 14

standard score

Answer 14

is the score that indicates how far a student’s performance is from the mean with respect to standard deviation units.

Question 15

Stanines

Answer 15

are used to represent standardized test results by ranking student performance based on an equal interval scaled of 1-9

Question 16

Z-scores

Answer 16

are used frequently by statisticians and have a mean of 0 and a standard deviation of 1. tells us how many standard deviations someone is above or below the mean.

Question 17

Percentile Rank

Answer 17

scores indicate the percentage of peers in the norm group with raw scores less than or equal to a specific student’s raw score. In this lesson, ‘norm group’ is defined as a reference group that is used to compare one score against similar others’ scores.

Question 18

Cumulative percentages

Answer 18

determine placement among a group of scores. It will not determine how much greater one score is than another or how much less it is than another

Question 19

Formal assessments

Answer 19

are data-driven assessments that usually occur at the end of a learning cycle or unit. can be administered to large groups of students all at one time and can be used to predict students’ outcomes, as they are considered very reliable.

Question 20

Informal Assessment

Answer 20

is more of a performance-based assessment that can occur whenever an educator needs to give it. Most of the time, it is teacher-created and can be given quickly. These assessments provide rapid, if not immediate, feedback for students.

Question 21

Pencil and paper assessment

Answer 21

This is usually a formal assessment and given as a summative test given to show students’ depth of knowledge in the subject being tested. Also known as selected response assessments, these tests are considered reliable and can be graded quickly by the teacher, although they might not give the most feedback.

Question 22

Performance assessment

Answer 22

This is a task-orientated assessment that is seen, heard, observed, touched, or created. The students must show their learning in a creative way, which can be informal or formal in nature.

Question 23

Norm-referenced assessment

Answer 23

This assessment compares a student to students of the same age taking the same test. Results are given in percentile and on a bell curve. Educators use them to identify students for benchmarking and to find eligible services for students, not so much for grading.

Question 24

Criterion-referenced assessment

Answer 24

his measures a student for mastery of skills and knowledge and is not intended to be used for comparison with other students. End-of-unit tests and driving tests are examples of criterion-referenced tests. They are used to monitor progress, find a student’s progress level, or write learning goals for individualized learning plans.

Question 25

Standardized assessment

Answer 25

These are formal assessments in which the questions, format, instructions, and scoring are the same for all students. are usually used to test skills and abilities at a specific time and to measure the student's strengths and weaknesses, as well as how well the curriculum was taught and learned.

Question 26

Alternative assessment

Answer 26

his is a test that allows students a different way to prove their knowledge. Students use creative or outside-the-box thinking to prove their knowledge without a formal assessment.

Question 27

Standardized assessment types

Answer 27

achievement assessments, scholastic aptitude, intelligence assessments, specific aptitude assessments, school readiness assessments

Question 28

Achievement Assessments

Answer 28

used in education to assess the knowledge of students in any content area. commonly used in state-based testing to evaluate if a student can progress to the next grade level. Students who score high on an achievement test could signify they are ready for a more advanced curriculum while students who score lower on achievement tests could mean they need more remediation.

Question 29

Scholastic Aptitude

Answer 29

focus more on general education skills like problem-solving, writing, and analytical reasoning. can be used to show educational forecasts of a student's learning level in future content areas.

Question 30

Intelligence Assessments

Answer 30

are used to evaluate students' Intelligence Quotient (IQ) level. They are used to assess the cognitive abilities of students for various reasons.

Question 31

Specific Aptitude Assessments

Answer 31

evaluate students' knowledge and abilities in a specific content area or subject matter. can use the results to predict students' future ability to succeed in a particular content domain.

Question 32

School Readiness Assessments

Answer 32

Assessments that evaluate school readiness evaluate the knowledge, skills, and abilities of students to see if they are ready to enter an education program.

Question 33

curriculum-based assessment (CBA)

Answer 33

is the regular testing of student skills based on the expectations of the school's curriculum.

Question 34

Using Curriculum-Based Measurement Data

Answer 34

Guide Instruction, Visualize the Data, Individual Student Decisions, Communication

Question 35

High-stakes testing

Answer 35

is defined as the practice of basing major decisions on individual student performance, school performance and school personnel on a single assessment.

Question 36

Accountability

Answer 36

defined as an obligation of educators to accept responsibility for students' performance on high-stakes assessments. The No Child Left Behind Act of 2001 is an example of this in some form

Question 37

benchmark test

Answer 37

a point of reference that allows the teacher to see where each of her students is at individually

Question 38

baseline test

Answer 38

can be used to assess a starting point, or like the surveyors, a point of reference. comprised of skills that will be taught throughout the year or the unit before instruction begins. The test is created, administered, and scored by the classroom teacher.

Question 39

abilities test

Answer 39

used to measure a student's ability to apply reason to verbal, quantitative, and nonverbal problems. It doesn't take into consideration a student's content knowledge. Many schools use this assessment to indicate placement in gifted education programs

Question 40

valid assessment

Answer 40

properly assesses student progress toward the desired learning outcome.