Unit 4 Flashcards
(126 cards)
1
Q
Identify if Measurement, Assessment, or Evaluation
- desired dimensions of defined characteristics
- quantitative amount of measurement
- no value judgment on performance of students
A
Measurement
2
Q
Identify if Measurement, Assessment, or Evaluation
A student got 75 in microbiology grade
A
Measurement
3
Q
Identify if Measurement, Assessment, or Evaluation
- measures the performance of an individual from a known objective
- form of feedback on students’ learning
- involves quantitative instruments such as tests, aptitude tests, and questionnaires
- assists a teacher in determining level of knowledge
A
Assessment
4
Q
Identify if Measurement, Assessment, or Evaluation
A comprehensive examination will be given at the end of Parasitology and AnaPhy courses
A
Assessment
5
Q
Identify if Measurement, Assessment, or Evaluation
- gives value judgment to assessment through the qualitative measure of the prevailing situation
- analyzes the result obtained from measurement
- measures the educational achievements of the students
A
Evaluation
6
Q
Identify if Measurement, Assessment, or Evaluation
Jayson performed poorly in Organic Chemistry
A
Evaluation
7
Q
Identify if Measurement or Evaluation
not clear assumption on students
A
Measurement
8
Q
Identify if Measurement or Evaluation
not require much energy and time
A
Measurement
9
Q
Identify if Measurement or Evaluation
limited scope
A
Measurement
10
Q
Identify if Measurement or Evaluation
content-oriented
A
Measurement
11
Q
Identify if Measurement or Evaluation
a means; not an end in itself
A
Measurement
12
Q
Identify if Measurement or Evaluation
aims to gather evidence
A
Measurement
13
Q
Identify if Measurement or Evaluation
not an essential part of education
A
Measurement
14
Q
Identify if Measurement or Evaluation
focuses on the question “how much?”
A
Measurement
15
Q
Identify if Measurement or Evaluation
prediction cannot be made meaningfully
A
Measurement
16
Q
Identify if Measurement or Evaluation
quantitative; displayed numerically
A
Measurement
17
Q
Identify if Measurement or Evaluation
- can be conducted at any time; not continuous
- acquainted with one situation
A
Measurement
18
Q
Identify if Measurement or Evaluation
clear asssumption is formed
A
Evaluation
19
Q
Identify if Measurement or Evaluation
requires more energy and time
A
Evaluation
20
Q
Identify if Measurement or Evaluation
has a wide scope
A
Evaluation
21
Q
Identify if Measurement or Evaluation
objective-oriented
A
Evaluation
22
Q
Identify if Measurement or Evaluation
it is an end in itself
A
Evaluation
23
Q
Identify if Measurement or Evaluation
deduces inferences from the evidence
A
Evaluation
24
Q
Identify if Measurement or Evaluation
integrated or necessary part of education
A
Evaluation
25
# Identify if Measurement or Evaluation
focuses on the value; "what value?"
Evaluation
26
# Identify if Measurement or Evaluation
predictions can be made
Evaluation
27
# Identify if Measurement or Evaluation
a continuous process and is **acquainted with the entire situation**
Evaluation
28
# Identify if Formal or Informal Assesments
Data-based test
Formal Assessment
29
# Identify if Formal or Informal Assesments
knowledge-testing
Formal Assessment
30
# Identify if Formal or Informal Assesments
Systematic and Structured
Formal Assessment
31
# Identify if Formal or Informal Assesments
Used for comparison against a certain standard and is mathematically computed
Formal Assessment
32
# Identify if Formal or Informal Assesments
It assesses overall achievement
Formal Assessment
33
# Identify if Formal or Informal Assesments
Norm-referenced
Formal Assessment
34
# Identify if Formal or Informal Assesments
It is **quantitative** and is conducted in a normal classroom environment
Formal Assessment
35
# Identify if Formal or Informal Assesments
Examples include: exams, diagnostic tests, achievement tests, aptitude tests
Formal Assessment
36
# Identify if Formal or Informal Assesments
Examples include: checklists, observations, portfolio, records, interviews, journal writings
Informal Assessment
37
# Identify if Formal or Informal Assesments
It is **qualitative** and is conducted beyond the classroom environment
Informal Assessment
38
# Identify if Formal or Informal Assesments
Criterion-referenced
Informal Assessment
39
# Identify if Formal or Informal Assesments
_Unlike_ the assessment of overall achievement, this **assesses day-to-day activities**
Informal Assessment
40
# Identify if Formal or Informal Assesments
- Progress is measured using actual works
- A rubric is used for grading
Informal Assessment
41
# Identify if Formal or Informal Assesments
Spontaneous and Flexible
Informal Assessment
42
# Identify if Formal or Informal Assesments
Progress-measuring
Informal Assessment
43
# Identify if Formal or Informal Assesments
Content and performance-driven
Informal Assessment
44
# Identify if Formative or Summative Assessment
Informing instruction
Formative
45
# Identify if Formative or Summative Assessment
Determine whether learning is taking place
Formative
46
# Identify if Formative or Summative Assessment
Provide feedback on how things are going
Formative
47
# Identify if Formative or Summative Assessment
helps students perform well at the end of the program
Formative
48
# Identify if Formative or Summative Assessment
Gathering of detailed information and narrow in the scope of the content
Formative
49
# Identify if Formative or Summative Assessment
Evaluate the effectiveness and improvement of teaching
Formative
50
# Identify if Formative or Summative Assessment
Conducted during teaching or instruction
Formative
51
# Identify if Formative or Summative Assessment
Primarily prospective
Formative
52
# Identify if Formative or Summative Assessment
Examples include: Observation, oral questioning, assignments, quizzes, discussions, reflection, research proposal, peer or self-assessment
Formative
53
# Identify if Formative or Summative Assessment
Determine if learning is sufficiently complete
Summative
54
# Identify if Formative or Summative Assessment
Determine how well things went
Summative
55
# Identify if Formative or Summative Assessment
Concerned with purposes, progress and outcomes of the teaching-learning process
Summative
56
# Identify if Formative or Summative Assessment
Gathering information is less detailed but broader in the scope of content
Summative
57
# Identify if Formative or Summative Assessment
Provide information to the students, parents, and administrators on the level of accomplishment attained
Summative
58
# Identify if Formative or Summative Assessment
Primarily retrospective
Summative
59
# Identify if Formative or Summative Assessment
Examples include: Unit test, final examinations, comprehensive projects, research paper, presentations, project, portfolio
Summative
60
# Identify if Norm-referenced or Criterion-referenced
Relative ranking of students
Norm-referenced
61
# Identify if Norm-referenced or Criterion-referenced
Students compete against each other
Norm-referenced
62
# Identify if Norm-referenced or Criterion-referenced
Determine the students’ placement on a normal distribution curve
Norm-referenced
63
# Identify if Norm-referenced or Criterion-referenced
Focus too heavily on memorization and routine procedures
Norm-referenced
64
# Identify if Norm-referenced or Criterion-referenced
Examinee-centered
Norm-referenced
65
# Identify if Norm-referenced or Criterion-referenced
Evaluate the effectiveness of the teaching program and student's preparedness
Norm-referenced
66
# Identify if Norm-referenced or Criterion-referenced
Highlight achievement differences
Norm-referenced
67
# Identify if Norm-referenced or Criterion-referenced
student performed better or worse
Norm-referenced
68
# Identify if Norm-referenced or Criterion-referenced
percentile rank, normal curve
Norm-referenced
69
# Identify if Norm-referenced or Criterion-referenced
Examples include: NSAT, College Entrance Examination, National Achievement Test
Norm-referenced
70
# Identify if Norm-referenced or Criterion-referenced
Interpret scores in terms of
absolute standard
Criterion-referenced
71
# Identify if Norm-referenced or Criterion-referenced
Measure how well students have mastered a particular body of knowledge
Criterion-referenced
72
# Identify if Norm-referenced or Criterion-referenced
Emphasizes thinking and application of knowledge
Criterion-referenced
73
# Identify if Norm-referenced or Criterion-referenced
Content-centered
Criterion-referenced
74
# Identify if Norm-referenced or Criterion-referenced
Assess higher-level thinking and writing skills
Criterion-referenced
75
# Identify if Norm-referenced or Criterion-referenced
Setting performance standards
Criterion-referenced
76
# Identify if Norm-referenced or Criterion-referenced
monitor students’ performance in their day-to-day activities
Criterion-referenced
77
# Identify if Norm-referenced or Criterion-referenced
Test item analysis
Criterion-referenced
78
# Identify if Norm-referenced or Criterion-referenced
Examples include: Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests
Criterion-referenced
79
# Identify if the definition provided pertains to Validity or Reliability
consistency or accuracy with which the scores measure a particular cognitive ability og interest
Validity
80
# Identify if the definition provided pertains to Validity or Reliability
degree of relation between what the test measures and what it's supposed to measure
Validity
81
# Identify if the definition provided pertains to Validity or Reliability
a measure that is gathered/concluded when repeated results are consistent
Reliability
82
# True or False
A test may be reliable but not valid
True
83
# True or False
A valid test is always reliable
True
84
What are the three types of validity?
- Content validity
- Construct validity
- Criterion-related validity
85
# Identify the type of validity
representation of the covered topics discussed or what has been taught
Content validity
86
# Identify the type of validity
emphasizes the most important content according to the priority of goals and objectives
Content validity
87
# Identify the type of validity
emphasizes the most important content according to the priority of goals and objectives
Content validity
88
# Identify the type of validity
answers the question "do the test items constitute an adequate topic to be measured?"
Content validity
89
# Identify the type of validity
provides a general description of the student's performance
Construct validity
90
# Identify the type of validity
provides the meaning of the scores from the test
Construct validity
91
# Identify the type of validity
explains the test scores in terms of psychological attributes namely intelligence test, communication ability, reading comprehension skills, and personal qualities
Construct validity
92
# Identify the type of validity
test items being constructed are based on the intended lesson objectives and tend to measure what has been taught
## Footnote
also demonstrates an association between the test scores and the theoretical traits
Construct validity
93
# Identify the type of validity
test to be measured is compared to the accepted standards
criterion-related validity
94
What are the two types of criterion-related validity?
- Predictive validity
- Concurrent validity
95
# Identify if Predictive Validity or Concurrent Validity
_Two different tests_ are given in **different periods of time**, thereby **predicting future performance**
Predictive validity
96
# Identify if Predictive Validity or Concurrent Validity
_Two different tests_ are given at the **same time**, thereby **providing the present standing**
Concurrent validity
97
# Identify if Predictive Validity or Concurrent Validity
Estimated present status or current skills in the actual setting
Concurrent validity
98
# Identify if Predictive Validity or Concurrent Validity
Determines who is likely to fail or succeed in a certain course, board ecam, or occupation
Predictive validity
99
# Identify the type of Reliability
Determines the consistency of test across time
Test-retest reliability
100
# Identify the type of Reliability
Determines the consistency of the raters
Inter-rater reliability
101
# Identify the type of Reliability
Determines the consistency of the test content
Parallel forms reliability
102
# Identify the type of Reliability
Determines the consistency of the test result across items
Split-half reliability
103
Formula ng Cronbach Alpha?
a=Nc/v+(N-1)c
## Footnote
wherein:
- N = number of items
- c = average inter-item covariance
- v = average variance
104
What are the steps in constructing a test?
| PLTTTL
## Footnote
**Please Let Tim Trace Titi Liit**
(sorry _memorable_ kasi kapag _funny_; u may use Please Let Tim Trace
- Purpose
- Learning Outcomes
- Topics
- TOS
- Type of Test
- Length of Test
105
What are the steps in constructing a TOS?
- No. of items
- Topics w/ weights (time)
- Time spent teaching
- Total no. of items per topic
- percentage allocation per domain
106
# Identify the type of objective test (T or F, MCQ, Matching type)
- declarative sentence statement
- assesses the essential outcomes in a simple and direct means
- item must be worded concisely; no double negatives
True or False
107
# Identify the type of objective test (T or F, MCQ, Matching type)
- factual statement
- withstood the test of time as well
- provides a stem that may be a question or an incomplete statement
- consists of four or five alternative responses
Multiple Choice
108
# Identify the type of objective test (T or F, MCQ, Matching type)
- composed of two sets of terms, phrases, definitions, etc.
- each premise matches with the corresponding response
Matching Type
109
____ is a subjective type of test wherein a it measures a student's ability to synthesize, analyze, and evaluate information.
Essay
110
In a performance-based assessment, what do you call the sheet or basis that **provides a feedback mechanism** _on the performance_ of a certain task, assignment, or group project?
Rubric
111
What do you call the statistical test that evaluates a test based on its item quality, item sets, and the relationship between and among test items?
| done every after test
Item analysis
112
____ determines the **ability of a student against a group of students**. It **identifies distractors** that do not function or serve its purpose. It is essentially appropriate in the multiple-choice format of test questions.
Item analysis
113
Item analysis is used as a norm-referenced and criterion-referenced test. A ____ test is applied for **pre-test data.**
norm-referenced
114
Item analysis is used as a norm-referenced and criterion-referenced test. A ____ test is applied for **post-test data.**
criterion-referenced
115
Item analysis may be differentiated/classified into three different types/kinds. What are they?
- Effectiveness of Distractors
- Index of Discrimination
- Index of Difficulty
116
# Identify the type of item analysis
determines the effectiveness of the incorrect answers to the quality of multiple choice items
Effectiveness of Distractors
117
# Identify the type of item analysis
measures the proportion of students that selects the option answers
Effectiveness of Distractors
118
# True or False
If no student selected the incorrect answer, then the test item is considered too easy, and the distractor as implausible.
True
119
# Identify the type of item analysis
measures the relationship between students' performance on a test item and the overall score of students
Index of Discrimination
120
# Identify the type of item analysis
measures the relationship between students' performance on a test item and the overall score of students
Index of Discrimination
121
In the Index of Discrimination, a ____ discrimination indicates that the high-scoring students got the item correctly than the low-scoring students
| positive or negative
positive
122
In the Index of Discrimination, a ____ discrimination indicates that the low-scoring students got the item correctly than the high-scoring students
| positive or negative
negative
123
# Identify the type of item analysis
determines if the students have learned the concepts being tested
Index of Difficulty
124
# Identify the type of item analysis
measures the percentage of students who get the item correctly
Index of Difficulty
125
A higher index of difficulty indicates a/an ____ item
| easier or harder
easier
126
A lower index of difficulty indicates a/an ____ item
| easier or harder
harder
