study cards

Question 1

Summative tests/assessments

Answer 1

intended to provide a measure or gauge of student learning following the completion of a unit of study. These test are used to meet state and federal requirements to assign grades, and evaluate curriculum effectiveness.

Question 2

Formative tests/assessments

Answer 2

intended to assess the effectiveness of instruction on an ongoing basis. It is also used to inform day-to-day instructional decision making in the curriculum. Formative assessments are brief and are intended to be administered frequently.

Question 3

Interim assessments

Answer 3

Administered at more than one point in the academic year. They are more in-depth than a formative assessment but less than a summative. They are intended to measure student growth or progress over an extended period of time. Also known as benchmark test.

Question 4

NRT

Answer 4

Norm referenced tests - standardized and designed to enable us to compare the performance of the students taking the test to students who took the test prior. (ex. SAT)
Compared to national averages- lengthy tests.

Question 5

CRT

Answer 5

Criterion-Referenced Tests- can be either standardized or teacher made. This test does not compare students outcomes to other students. It is narrower in focus and identifies what a student can and can not do. These scores are useful in day to day formative instructional strategies.

Question 6

CBM

Answer 6

Curriculum-based Measurements- can be standardized or teacher made. Also known as CBM probes. Designed to be sensitive to small changes in learning.

Question 7

extended response essay

Answer 7

An essay item that allows the student to determine the length and complexity of response. This essay can be lengthy, difficult to grade, usually a take home assignment, and is an ongoing assignment where students use research material.

Question 8

restricted response essay

Answer 8

An essay item that poses a specific problem for which the student must recall proper information, organize it in a suitable manner, derive a defensible conclusion, and express it within the limits of the posed problem.

Question 9

The four steps to constructing a performance assessment:

Answer 9

1. deciding what to test, 2.designing the assessment context
2. specifying the scoring rubrics.
3. specifying the testing constraints.

Question 10

quantitative item analysis

Answer 10

for norm referenced test and multiple choice.

it also helps to decide whether to keep or discard an item on a test.
enables you to assess the quality or utility of an item.

Question 11

Scoring the test

Answer 11

you should always:

• make the key before hand and double check to make sure it was answered correctly.
• Score tests blindly.
• Once tests are scored, double check before recording the grade and returning the test to the students.
• Manually check machine scored answer sheets.

Question 12

creating an assessment/test

Answer 12

• group all items of same formats together
• arrange test items from easy to hard.
• space items correctly so the test is uniform.
• keep contextual material and item together.
• arrange answers in random patterns.
• clear directions.
• Proof read your master copy.
• keep item and stems on same page.
• decide how you want the students to answer the question.
• leave blank for name and date.

Question 13

administering the test or assessment

Answer 13

maintain a positive attitude.

• maximize achievement motivation.
• Equalize Advantages
• Avoid Surprises
• Clarify the Rules.
• Rotate distribution
• Remind students to check their work
• Monitor students
• Minimize distractions
• Give time warnings
• Collect tests uniformly

Question 14

Mode

Answer 14

The mode, or modal score, in a distribution is the score that occurs most frequently. The least reported measure of central tendency.

Question 15

Median

Answer 15

The second most frequently encountered measure of central tendency. The median is the score that splits a distribution is half: 50%bof the scores lie above the median, and 50% of the scores lie below the median.

Question 16

Mean

Answer 16

Average=Mean

M= sum of all scores/total number of scores.

Question 17

symmetrical distribution

Answer 17

each half or side of the distribution is a mirror image of the other.

Question 18

positively skewed distribution

Answer 18

An asymmetrical distribution in which most scores are low. The tail points toward the high scores

Question 19

Negatively skewed distribution

Answer 19

An asymmetrical distribution in which most scores are high. The tail points toward the low scores.

Question 20

Range

Answer 20

The range is determined by subtracting the lowest score from the highest score.

Question 21

z-scores

Answer 21

z=x-m/SD

z=z-scores
x=obtained raw score
m=mean score
SD= standard deviation

Question 22

Correlation

Answer 22

Refers to the extent to which two distributions are related or associated.

Question 23

Scatterplots

Answer 23

The tighter the ellipse, the stronger the correlation; the more circular the ellipse, the weaker the correlation.

Question 24

negative correlation

Answer 24

when high scores in one distribution tend to be associated with low scores in another distribution.

Question 25

positive correlation

Answer 25

when high scores in one distribution tend to be associated with high scores in another distribution

Question 26

standard error of measurements

Answer 26

(Sm) is the variability of error scores | based on a group of scores that is hypothetical

Question 27

standard deviation

Answer 27

(SD) is the variability of raw scores | based on a group of scores that actually exist.

Question 28

Standardized test can be categorized as:

Answer 28

achievement, aptitude, interest, or personality

Question 29

what do IQ test predict?

Answer 29

Academic achievement, job success, emotional adjustment, happiness

Question 30

IQ test are used:

Answer 30

to predict future learning

Question 31

Achievement test are used:

Answer 31

to measure past learning

Question 32

Projective Personality Assessment

Answer 32

involves examinees to respond to unstructured stimuli (inkblots, abstract pictures, incomplete sentences) These assessments require appropriately trained psychologist or psychiatrist to score the results.

Question 33

Objective personality assessment

Answer 33

self - report questionnaires. Adjective Checklist. Edwards Personal Preference Schedule. Minnesota Multiphasic Personality Inventory-2. Minnesota Multiphasic Personality Inventory-2-RF. Myers-Briggs Type Indicator.

Question 34

Types of scores offered by standardized tests

Answer 34

grade equivalents, age equivalents, percentile ranks, and standard scores