Unit 4 638 Flashcards
1
Q
desired dimensions of defined characteristics
A
Measurement
2
Q
analyzes the result obtained from measurement based on predetermined standards
A
Evaluation
3
Q
give value judgment to assessment through the qualitative measure of the prevailing situation
A
Evaluation
4
Q
Quantitative instruments are used: tests, aptitude tests, questionnaires, etc.
A
Assessment
5
Q
essential characteristics in measurement include reliability, validity, and objectivity
A
Measurement
6
Q
Assessment measures the _____ from a known objective
form of feedback on students’ learning
A
Performance of the individual
7
Q
assist a teacher in determining what, how much and how well the students are learning
A
Assessment
8
Q
Evaluation analyzes the result obtained from measurement based on ______
A
predetermined standards
9
Q
The___ is a special form of assessment and can be given at the end of a lesson or unit, however, you can assess the progress of a students’ learning at the end of the term through _______
A
test; verbal and skills testing
10
Q
What kind of amount of measurement is measurement?
A
Quantitative
11
Q
Measurement is not making a ____ on the performance of the student
A
value judgement
12
Q
Measurement or Evaluation: clear assumption formed.
A
Evaluation
13
Q
Measurement or Evaluation: Content-oriented
A
Measurement
14
Q
Measurement or Evaluation: It is a means, and not an end in itself
A
Measurement
15
Q
Measurement or Evaluation: scope is wide
A
Evaluation
16
Q
Measurement or Evaluation: Objective-oriented
A
Evaluation
17
Q
Measurement or Evaluation: not clear assumption on students
A
Measurement
18
Q
Measurement or Evaluation: End in itself
A
Evaluation
19
Q
Measurement or Evaluation: Deduce inferences from the evidence
A
Evaluation
20
Q
Measurement or Evaluation: to gather evidence
A
Measurement
21
Q
Measurement or Evaluation: not be an essential part of education
A
Measurement
22
Q
Measurement or Evaluation: ‘what value’
A
Evaluation
23
Q
Measurement or Evaluation: prediction cannot be made meaningfully
A
Measurement
24
Q
Measurement or Evaluation: quantitative and qualitative
A
Evaluation
25
Measurement or Evaluation: can be conducted anytime
Measurement
26
Measurement or Evaluation: Acquaints with a situation
Measurement
27
Measurement or Evaluation: can be predicted meaningfully
Evaluation
28
Measurement or Evaluation: continuous process
Evaluation
29
Measurement or Evaluation: necessary in education
Evaluation
30
Measurement or Evaluation: numerically displayed
Measurement
31
Measurement or Evaluation: acquaints about an entire situation
Evaluation
32
4 types of assessment?
Formal and Informal; Formative and Summative
33
Formal or Informal: Structured and systematic
Formal
34
Formal or Informal: content & performance driven
Informal
35
Formal or Informal: uses rubric
Informal
36
Formal or Informal: used for comparison against a certain standard
Formal
37
Formal or Informal: mathematically computed
Formal
38
Formal or Informal: knowledge testing
Formal
39
Formal or Informal: Progress of each student by using actual works
Informal
40
Formal or Informal: data based test
Formal
41
Formal or Informal: Spontaneous and flexible
Informal
42
Formal or Informal: overall achievement
Formal
43
Formal or Informal: Quantitative
Formal
44
Formal or Informal: Checklist, observation, portfolio, rating scale, records, interviews, journal writing
Informal
45
Formal or Informal: Exams, diagnostics tests, achievement tests, aptitude tests, intelligence tests, quizzes
Formal
46
Formal or Informal: normal classroom environment
Formal
47
Formal or Informal: Qualitative
Informal
48
Formal or Informal: Criterion references
Informal
49
Formal or Informal: Norm referenced
Formal
50
Formal or Informal: beyond the classroom environment
Informal
51
Formative or Summative: Concerned with purposes, progress and outcomes of the teaching-learning process
Summative
52
Formative or Summative: Provide feedback on how things are going
Formative
53
Formative or Summative: Determine if learning is sufficiently complete
Summative
54
Formative or Summative: Determine whether learning is taking place
Formative
55
Formative or Summative: helps students perform well at the end of the program
Formative
56
Formative or Summative: Determine how well things went
Summative
57
Formative or Summative: Gathering of detailed information and narrow in the scope of the content
Formative
58
Formative or Summative: Evaluate the effectiveness and improvement of teaching
Formative
59
Formative or Summative: Gathering information is less detailed but broader in the scope of content
Summative
60
Formative or Summative: Conducted during teaching or instruction
Formative
61
Formative or Summative: Provide information to the students, parents, and administrators on the level of accomplishment attained
Summative
62
Formative or Summative: Occurs at the end of instruction
Summative
63
Formative assessment is primarily ____
prospective
64
Summative assessment is primarily ___
retrospective
65
Formative or Summative: Observation, oral questioning, assignments, quizzes, discussions, reflection, research proposal, peer or self-assessment
Formative
66
Formative or Summative: Unit test, final examinations, comprehensive projects, research paper, presentations, project, portfolio
Summative
67
Norm-referenced or Criterion-referenced: Students compete against each other
Norm
68
Norm-referenced or Criterion-referenced: Relative ranking of students
Norm
69
Norm-referenced or Criterion-referenced: A student competes against himself or herself
Criterion
70
Norm-referenced or Criterion-referenced: Determine students’ placement on a normal distribution curve
Norm
71
Norm-referenced or Criterion-referenced: Measure how well students have mastered a particular body of knowledge
Criterion
72
Norm-referenced or Criterion-referenced: Interpret scores in terms of absolute standard
Criterion
73
Norm-referenced or Criterion-referenced: Examinee-centered
Norm
74
Norm-referenced or Criterion-referenced: emphasizes thinking and application of knowledge
Criterion
75
Norm-referenced or Criterion-referenced: Setting performance standards
Criterion
76
Norm-referenced or Criterion-referenced: Focuses on memorization and routine procedures
Norm
77
Norm-referenced or Criterion-referenced: Evaluate the effectiveness of the teaching program and student's preparedness
Norm
78
Norm-referenced or Criterion-referenced: Assess higher-level thinking and writing skills
Criterion
79
Norm-referenced or Criterion-referenced: Content centered
Criterion
80
Norm-referenced or Criterion-referenced: Highlight achievement differences
Norm
81
Norm-referenced or Criterion-referenced: student performed for better or for worse
Norm
82
Norm-referenced or Criterion-referenced: Test item analysis
Criterion
83
Norm-referenced or Criterion-referenced: percentile rank, normal curve
Norm
84
Norm-referenced or Criterion-referenced: monitors students' day to day activities
Criterion
85
Norm-referenced or Criterion-referenced: Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests, authentic assessments, standards-based tests
Criterion
86
Norm-referenced or Criterion-referenced: NSAT, College Entrance Examination, National Achievement Test, IQ test, Cognitive Ability Test
Norm
87
What are the qualities of a good measuring instrument?
Validity and Reliability
88
Validity is the degree of relation between?
between what the test measures and what is supposed to measure
89
Validity is the ___ or ____ with which the scores measure a particular cognitive ability of interest
consistency; accuracy
90
3 types of validity?
Content
Construct
Criterion-related
91
representation of the covered topics discussed or what has been taught
Content
92
test is compared to the accepted standards
Criterion-related
93
general description of student's performance; provides the meaning of the scores from the test
Construct
94
2 types of criterion-related validity?
Predictive
Concurrent
95
Predictive or Concurrent: Two different tests (scholastic aptitude scores & criterion performance) is given at a different time (months).
Predictive
96
Predictive or Concurrent: Relates to the present standing on other valued measure called a criterion.
Concurrent
97
Predictive or Concurrent: Two different tests (scholastic aptitude scores & criterion performance) is given at the same time.
Concurrent
98
Predictive or Concurrent: Test performance predicts future performance.
Predictive
99
Predictive or Concurrent: Estimate present status or current skills in the actual setting.
Concurrent
100
Predictive or Concurrent: Determines who is likely to succeed or fail in a certain course, board examinations or occupation.
Predictive
101
In reliability, repeated results are?
consistent
102
T or F: A test may be reliable and valid but a valid test is always reliable
False; A test may be reliable but not valid but a valid test is always reliable
103
4 methods of reliability?
Test-retest
Inter-rater
Parellel-forms
Split-half
104
What type of method: consistency of tests across time
Test-retest
105
What type of method: consistency of tests across items
Split-half
106
What type of method: consistency of raters
Inter-rater
107
What type of method: consistency of test content
Parallel-forms
108
What formula is used in test reliability?
Cronbach's alpha formula
109
Steps in constructing a test
Determine purpose
Identify learning outcomes
Outline topics
Prepare TOS
Determine type of test
Determine length of test
110
Purposes of TOS?
Guide for teachers
Guide for item construction
Improves validity of teacher evaluation
For teachers to support their proficient judgement
Framework
111
How to make a TOS?
Desired no. of items
Allocation of time for topics
Length of time spent in teaching a topic
Total no. of items per topic
Percentage allocation per domain
112
Guidelines for developing different types of items?
Objective
Sufficiency
Free from ambiguity
Difficulty
Novelty
113
Types of Achievement Tests?
True or false
Multiple Choice
Matching type
Essay
114
Performance-based assessment has?
Rubric
115
What is a rubric?
Feedback mechanism
Identifies strengths and weaknesses of topics
Varies for every activity/ task
116
2 types of rubrics?
Holistic/global
Analytical
117
Analytical or Global: does not separate the parts of the activity to be evaluated
Global
118
Analytical or Global: does not specify the components of the process
Global
119
Analytical or Global: clearly details the indicators of each activity
Analytical
120
What is item analysis?
statistical test
121
Item analysis determines?
ability of a students against a group of students
122
What is item analysis used as?
norm-referenced and criterion-referenced test
123
Purpose of Item Analysis?
Review and measure student knowledge
Assess question for its value
Guide for improving the test
124
Quality of the test item?
Effectiveness of distractors
Index of Discrimination (point biserial)
Index of Difficulty (p-value)
125
determines the effectiveness of the incorrect answers (distractors) to the quality of multiple-choice items.
Effectiveness of distractors
126
True or False: The higher the discrimination index the better the item. Since, positive discrimination index indicates that most of the high scoring students get the item correctly than the low scoring students
True
127
True or False: If the item has discrimination below 0.0, this also indicates that there is no problem.
False, it indicates that there is a problem
128
True or False: A negative discrimination index indicates that most of the high scoring students get the item correctly than the low scoring students.
False; A negative discrimination index indicates that most of the low scoring students get the item correctly than the high scoring students.
129
measures the relationship between students’ performance on a test item and the overall score of students
Index of Discrimination
130
measures the proportion of students that selects the options answers.
Effectiveness of Distractors
131
measures the percentage of students who get the item correctly
Index of Difficulty
132
determines if the students have learned the concept being tested
Index of Difficulty
133
Formula for difficulty?
(no. of students that for the item right / total no. of students) x 100
134
A ____ difficulty index indicates an easier item.
higher
135
A lower difficulty index indicates what?
a difficult item
