Test 1

Question 1

3 class rules

Answer 1

no phones, respect, be on time

Question 2

class grading system

Answer 2

650 points + 50 point research paper

Question 3

5 themes of M and E today

Answer 3

1. necessary, important, unpopular,
2. disagreement with NCLB
3. lack of belief in standardized testing
4. utility of portfolios, rubrics
5. influence of technology emerging

Question 4

3 areas emerging

Answer 4

based tools, portfolios, use of Gardner paradigm, role of effort

Question 5

popularity of tests to politicians

Answer 5

inexpensive in comparison to lowering class size and hiring aids, mandated by the stroke of a pen, results can be reported by press, quick

Question 6

features of an electronic portfolio

Answer 6

can be saved for future use, easy to share with others, organized, can be sent to higher ups

Question 7

joseph rice

Answer 7

1914, one of the first standardized achievement tests, spelling and math to thousands of army men to separate levels, IQ testing from individual to group

Question 8

logic behind SAT

Answer 8

test many people at once, multiple choice, college board in mid 1920s, unfairness towards poor kids–wealthy test, level the playing field

Question 9

Title 1: 1964

Answer 9

government funding to test scores–TIERS Title 1 Evaluation and Reporting System (TIERS)

Question 10

effects of Sputnik (E)

Answer 10

went into space 1957, fears of Russian satellites dropping nuclear bombs from space–added pressure and encouragement for students to do science and math in sixties

Question 11

Nation at Risk

Answer 11

1983- imperative for education reform, district “report cards” based on student tests, testing to the test became more important

Question 12

Lake Wobegone

Answer 12

human tendency to overestimate one’s potential

Question 13

Vermont and Portfolios

Answer 13

Vermont does not have standardized testing so they use a portfolio, but are all portfolios graded on the same rubric??

Question 14

Is it better for government or a lower level to be in charge?

Answer 14

Lower level, more accurate. Canada does province level

Question 15

United Nations

Answer 15

we are spending more money on education and falling behind other countries, other nations put more pressure on young people to study/succeed, we have difficulties with including handicapped students, standardized testing is often inappropriate yet required–we are falling behind poorer countries are doing better than us!!!

Question 16

Clinton and NCLB

Answer 16

today only a handful of states in the country require young people to demonstrate what they have learned, every state should require assessments to do this, each state should put an end to social promotion

Question 17

poverty and test scores

Answer 17

DC Mississippi and Louisiana are 3 of lowest states

Question 18

pediatricians and poverty

Answer 18

felt that doctors could do a lot more to help kids, other factors than poverty lead to a poor education

Question 19

negative effects of tests

Answer 19

create anxiety, categorize and label students, damage students’ self concepts, create self-fulfilling prophecies

Question 20

positive effects of test scores

Answer 20

tests prepare students for real-life pressures, students self concepts improve as they master test-taking,, “low scoring districts” can receive more funding, there is benefit to a society by having a high bar for selecting doctors, engineers, nuclear workers, architects

Question 21

Professional Engineer Exam

Answer 21

hardest exam to take, need to get into an engineering school, 4 years as an engineer, full day open book exam 40 mc 2/3 people fail 15% never pass

Question 22

assessment:

Answer 22

includes any numerical qualitative, observations, opinions, and any other sources, all aspects of life

Question 23

disability assessment

Answer 23

intensive record review, behavioral observations, interview, interview with others, intelligence tests, personality tests, neuropsychological tests

Question 24

test

Answer 24

a particular type of assessment that typically consists of a set of questions administered during a fixed period of time under reasonably comparable conditions for all students

Question 25

measurement

Answer 25

assigning numbers to results of a test, testing is the raw data, measurement is the organization of this data in some statistical manner

Question 26

importance of professional vocabulary (in this class(

Answer 26

exams build it and knowledge which is necessary for interviews, cse meeting, meeting with parents

Question 27

measurement of maximum performance

Answer 27

what students can do "on a good day" on their best day encouraged by formal assessments, establish a student's ability to perform when motivated but the performance does not necessarily generalize to other settings

Question 28

measure of typical performance

Answer 28

what students will do rather what they can do, motivation is a major factor more concerned with attitudes than academic skills, measured by informal assessments, particularly observations

Question 29

fixed choice test

Answer 29

multiple choice, over emphasize factual skills

Question 30

authentic assessment

Answer 30

similar to what one does in real world--writes a story in journalism, make teacher-amde test, present therapy case in PH.D. program

Question 31

preliminary assessment or Placement assessment

Answer 31

assess before you meet student, review past grades, test, behavior report occur during the first days of school to determine expectations for the year, they are obtained through informal observations and oral questions and are similar to the opinions you establish when you meet new people--they happen naturally. Preliminary evaluations feed into formative evaluations.

Question 32

formative assessment

Answer 32

feedback given "along the way, usually not recorded occur during instruction, they establish whether students have achieved sufficient mastery of skills and whether further work with these skills is appropriate--attitudes students are developing to determine what adjustments to the present learning environment should be made based on continuous informal assessments such as listening to what students say, oral questioning, and watching students’ facial expressions and behaviors, based on formally developed assessments such as quizzes, seat work, homework, and group projects (most assessments are formative) Formative evaluations occur during instruction and are based on frequent assessments.

Question 33

summative assessment

Answer 33

comes at the end ,determines how instructional goals have been achieved, can be recorded in a grade, transcript, professional certification occur at the conclusion of instruction--end of the unit or end of the year, certifies student achievement and assigns end of term grades, helps determine whether instructional strategies should be changed for next year, provides an overview of achievement across a number of skills--based off of formal assessments, follow instruction--written tests, performance assessments, projects, portfolios

Question 34

norm reference test

Answer 34

a est or other type of assessment designed to provide a measurement of performance that is interpretable in terms of an individual standing in some known group, performance in terms of the relative position held in some known group

Question 35

1 million students how many are in top 10%

Answer 35

100,000

Question 36

criterion related validity

Answer 36

test or other type of assessment designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited domain of learning tasks

Question 37

we like normative scores when?

Answer 37

normal curve--few get A's

Question 38

normative tests can cover large domain

Answer 38

large group in the middle (low average to high average) and then a smaller number at the lower and higher ends, achievement test--covers lots of material

Question 39

BVO qualifying exam

Answer 39

wasn't given a study guide, made him more intellectual

Question 40

one to one

Answer 40

not usually multiple choice, IQ tests, WJC III, with room for explanations

Question 41

group test

Answer 41

usually MC for large group

Question 42

mastery

Answer 42

may allow assignments to be handed back in with feedback and then handed in again

Question 43

survey

Answer 43

measures a broad range w/o much detail

Question 44

selection

Answer 44

m/c, matching, word, bank, the answer is there to choose from

Question 45

standards and core

Answer 45

overall goal is for students everywhere to learn the same core of knowledge, core is good, doesn't work if there are teachers who don't know or don't follow them

Question 46

effective objectives

Answer 46

behaviors accomplished by students, student + learning verb + outcome Jimmy will remember 290 conjugated verbs

Question 47

problem of vague outcomes

Answer 47

student will write a theme on Russia, NOT specific enough!

Question 48

blooms domain

Answer 48

``` referenced three domains cognitive, affective, and psychomotor, he developed categories for only the cognitive Creating Evaluating Analyzing Applying Understanding Remebering ```

Question 49

Blooms Remembering

Answer 49

remembering or recognizing something w/o necessarily understanding, using, or changing it

Question 50

Blooms Understanding

Answer 50

understand the material being communicated without necessarily relating it to anything else

Question 51

Blooms Applying

Answer 51

using a general concept to solve a particular problem

Question 52

Blooms Analyzing

Answer 52

breaking something down into its parts

Question 53

Blooms Evaluating

Answer 53

judging the value of materials or methods as they might be applied in a particular situation

Question 54

Blooms Creating

Answer 54

creating something new by combining different ideas

Question 55

Affective Domain

Answer 55

Krathwohl, Bloom, and Masia proposed a taxonomy of educational objectives for this domain receiving, responding, valuing, organization, characterization by value or value set

Question 56

Harrow 1972

Answer 56

``` proposed a taxonomy for the psychomotor realm non-discursive comunication skilled movements physical activities perceptual basic fundamental movement reflex movement ```

Question 57

declarative knowledge

Answer 57

information that one can state verbally: an example is that you can recall going to a specific place, not just factoids and memorizing, can include knowledge of trends, abstractions, criteria, and ways of organizing events--things you can state

Question 58

procedural knowledge

Answer 58

knowledge of how to do or make things, how to convert C to F degrees

Question 59

validity

Answer 59

true and good (valentine)

Question 60

face validity

Answer 60

does thetest look like the test

Question 61

construct related validity

Answer 61

learned and cannot be seen, we need to find behaviors that illustrate the concept

Question 62

CV is important to

Answer 62

those who create tests other than teacher made: disability, anxiety

Question 63

ex of poor content validity

Answer 63

students reads 600 page book and the exam is only on the first 25 pages, Moby Dick does the percentage of items on the test correspond to the percentage of items covered in class? most important form of validity to teachers; when a test has good “content validity” then students usually say it is a FAIR test. Portfolios?

Question 64

AERA def of content validity

Answer 64

criterion-related evidence demonstrates that test scores are systematically related to more than one outcome criteria

Question 65

concurrent validity

Answer 65

evaluates the level of consensus between the test and another measure of target behavior

Question 66

predictive validity

Answer 66

uses a sample to predict behavior in the future

Question 67

beck hopelessness scale

Answer 67

increased depression does not necessarily predict suicide

Question 68

Bayley Tests

Answer 68

the lowest and highest scores (profoundly retarded and the profoundly gifted) have predictive utility at age 21

Question 69

IQs 90-115

Answer 69

have more occupational success than those below 90

Question 70

IQs below 70

Answer 70

will need extra support and help throughout life

Question 71

gender and self report of empathy more predictive than

Answer 71

using aspirin to reduce heart disease, antibiotics for children, sleeping pills and insomnia

Question 72

military success scores

Answer 72

as predictors of pilot training have more predictive validity than triple-marker screening of maternal serum and identification of down syndrome

Question 73

meaningfulness

Answer 73

How important are the results of testing? low-validity measure with high meaningfulness may be better than a non-utilitarian measure with very high validity when used in conjunction with other sources; i.e Wechsler and reading problems.

Question 74

convergent validity

Answer 74

two separate sources converge toward similar results:2399 on SAT and 4.12 GPA

Question 75

discriminant validiity and venn diagrams

Answer 75

is there no relationship between a set of scores? Do the two tests together discriminate between the concept?; do these have DV (ADD vs. LD tests) if they are not correlated with each other? Problem if concepts are intersection of Venn Diagrams

Question 76

Schizophrenia/Phobia

Answer 76

Perhaps a better concept would be from clinical psychology, differentiating between schizophrenia and simple phobia

Question 77

diagnostic assessment

Answer 77

occurs during instruction, used to establish underlying causes for a student’s failing to learn a skill, when used before instruction it anticipates conditions that will negatively affect learning, but assesses a student’s performance in specific prerequisite skills. Diagnostic Evaluations are concerned with problems that might be, or more typically, already are preventing students from learning

Question 78

yerkes and dodson

Answer 78

stress & achievement, as stress goes up achievement goes up, sometimes comes CRASHING down

Question 79

declarative knowledge

Answer 79

what Bloom calls knowledge, knowing something that is the case, knowledge that can be declared or information one can state verbally--recalling the definitions of words, students state, describe, or discuss what they know

Question 80

procedural knowledge

Answer 80

what Bloom refers to as intellectual skills, knowing how to do something--conversions between Farenheit and Celsius, to perform the procedure using prevviously unused illustrations

Question 81

1999 Standards

Answer 81

Standards for Educational and Psychological Testing reflect discussions that have occurred asa result of Messick's expanded view of validity, standards indicate various sources of evidence "illuminate different aspects of validity"

Question 82

Evidence based on test content | 1999 Standards

Answer 82

does the content of the test, including themes,wording, item, format, and administration and scoring guidelines mach the construct being measured?

Question 83

Evidence based on response processes | 1999 Standards

Answer 83

Do the cognitive processes examinees use to respond to items on the test match those associated with the construct being assessed

Question 84

Evidence based on internal structure | 1999 Standards

Answer 84

do the relationships among items within the test match the nature of the construct? IF the construct involves a single dimension, do the test items establish a one-dimensional scale? if the construct involves multiple dimensions, is status on each of the dimensions established when the test is scored?

Question 85

Evidence based on relations to other variables | 1999 Standards

Answer 85

do scores on the test correlate in reasonable ways with other measures? that is, do scores correlate highly with other variables when, given the nature of the construct, high correlations are expected? similarly, are correlations low when low correlations with other variables are expected?

Question 86

Evidence based on consequences of testing | 1999 Standards

Answer 86

does reasonable interpretation and use of test scores result in the positive consequences proposed for the test? are the negative consequences identified, and are interpretation and use of the test justified in light of these negative consequences

Question 87

evaluation

Answer 87

outcome of measurement, after value has been added; combines our measures with other information to establish the desirability and importance of what we have observed

Question 88

Diagnostic

Answer 88

occurs during instruction, used to establish underlying causes for a student’s failing to learn a skill, when used before instruction it anticipates conditions that will negatively affect learning, but assesses a student’s performance in specific prerequisite skills. Diagnostic Evaluations are concerned with problems that might be, or more typically, already are preventing students from learning

Question 89

IMPORTANT TO EXPLAIN IN JOB INTERVIEWS-

Answer 89

locates learning difficulties reading, math, spelling, favored approaches to learning (visual, auditory), looks for causes of problems, used to assess EMOTIONAL PROBLEMS. Work w school psychologist! • Perhaps this is the most important of the Marist psychology/education degree: it gives our graduates an advantage for jobs. Some things you can do better than graduates of other schools: