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PSTMT > UNIT 4 Educational Measurement, Assessment and Evaluation > Flashcards

UNIT 4 Educational Measurement, Assessment and Evaluation Flashcards

1
Q

desired dimensions of defined
characteristics

A

Measurement

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2
Q

quantitative amount of
measurement

A

Measurement

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3
Q

not making a value judgment on
the performance of the student

A

Measurement

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4
Q

not making a value judgment on
the performance of the student

A

Measurement

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5
Q

measures the performance of an individual from a
known objective

A

Assessment

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6
Q

form of feedback on students’ learning

A

Assessment

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7
Q

assist a teacher in determining what, how much and how well the students are learning

A

Assessment

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8
Q

Quantitative instruments are used: tests, aptitude tests, questionnaires, etc.

A

Assessment

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9
Q

give value judgment to assessment through the qualitative measure of the prevailing situatio

A

Evaluation

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10
Q

analyzes the result obtained from measurement based on predetermined standards

A

Evaluation

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11
Q

measures the educational achievements of the
students

A

Evaluation

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12
Q

Difference between Measurement and Evaluation

not clear assumption on students

A

Measurement

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13
Q

Difference between Measurement and Evaluation

not require much energy and time.

A

Measurement

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14
Q

Difference between Measurement and Evaluation

scope is limited

A

Measurement

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15
Q

Difference between Measurement and Evaluation

Content-oriented

A

Measurement

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16
Q

Difference between Measurement and Evaluation

It is a means, and not an
end in itself

A

Measurement

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17
Q

Difference between Measurement and Evaluation

to gather evidence

A

Measurement

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18
Q

Difference between Measurement and Evaluation

not be an essential part of education

A

Measurement

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19
Q

Difference between Measurement and Evaluation

’how much’

A

Measurement

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20
Q

Difference between Measurement and Evaluation

Prediction cannot be made
meaningfully

A

Measurement

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21
Q

Difference between Measurement and Evaluation

Acquaints with a situation

A

Measurement

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22
Q

Difference between Measurement and Evaluation

displayed numerically

A

Measurement

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23
Q

Difference between Measurement and Evaluation

can be conducted at any time

A

Measurement

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24
Q

Difference between Measurement and Evaluation

clear assumption formed.

A

Evaluation

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25
Q

Difference between Measurement and Evaluation

requires more energy and time

A

Evaluation

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26
Q

Difference between Measurement and Evaluation

scope is wide

A

Evaluation

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27
Q

Difference between Measurement and Evaluation

Objective-oriented

A

Evaluation

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28
Q

Difference between Measurement and Evaluation

It is an end in itself

A

Evaluation

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29
Q

Difference between Measurement and Evaluation

Deduce inferences from the evidence

A

Evaluation

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30
Q

Difference between Measurement and Evaluation

integrated or necessary part of
education

A

Evaluation

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31
Q

Difference between Measurement and Evaluation

‘what value’

A

Evaluation

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32
Q

Difference between Measurement and Evaluation

Can predict meaningfully

A

Evaluation

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33
Q

Difference between Measurement and Evaluation

Acquaints about the entire situation

A

Evaluation

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34
Q

Difference between Measurement and Evaluation

both quantitative and qualitative

A

Evaluation

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35
Q

Difference between Measurement and Evaluation

continuous process

A

Evaluation

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36
Q

Types of Assessment

Data-based test

A

Formal Assessment

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37
Q

Types of Assessment

knowledge testing

A

Formal Assessment

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38
Q

Types of Assessment

Systematic

A

Formal Assessment

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39
Q

Types of Assessment

Structured

A

Formal Assessment

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40
Q

Types of Assessment

Used for comparison against a certain
standard

A

Formal Assessment

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41
Q

Types of Assessment

Mathematically computed and
summarized

A

Formal Assessment

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42
Q

Types of Assessment

Assess overall achievement

A

Formal Assessment

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43
Q

Types of Assessment

Norm-referenced

A

Formal Assessment

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44
Q

Types of Assessment

Quantitative

A

Formal Assessment

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45
Q

Types of Assessment

Normal classroom environment

A

Formal Assessment

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46
Q

Types of Assessment

Exams, diagnostics tests,
achievement tests, aptitude tests,
intelligence tests, quizzes

A

Formal Assessment

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47
Q

Types of Assessment

Content and performance-driven

A

Informal Assessment

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48
Q

Types of Assessment

progress measuring

A

Informal Assessment

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49
Q

Types of Assessment

Spontaneous

A

Informal Assessment

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50
Q

Types of Assessment

Flexible

A

Informal Assessment

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51
Q

Types of Assessment

Progress of every student by using
actual works

A

Informal Assessment

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52
Q

Types of Assessment

rubric score is used

A

Informal Assessment

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53
Q

Types of Assessment

Day-to-day activities

A

Informal Assessment

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54
Q

Types of Assessment

Criterion-referenced

A

Informal Assessment

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55
Q

Types of Assessment

Qualitative

A

Informal Assessment

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56
Q

Types of Assessment

beyond the classroom environment

A

Informal Assessment

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57
Q

Types of Assessment

Checklist, observation, portfolio,
rating scale, records, interviews,
journal writing

A

Informal Assessment

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58
Q

Types of Assessment

Determine whether learning is taking
place

A

Formative Assessment

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59
Q

Types of Assessment

Provide feedback on how things are
going

A

Formative Assessment

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60
Q

Types of Assessment

helps students perform well at the end
of the program

A

Formative Assessment

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61
Q

Types of Assessment

Gathering of detailed information and
narrow in the scope of the content

A

Formative Assessment

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62
Q

Types of Assessment

Evaluate the effectiveness and
improvement of teaching

A

Formative Assessment

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63
Q

Types of Assessment

Conducted during teaching or
instruction

A

Formative Assessment

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64
Q

Types of Assessment

Primarily prospective

A

Formative Assessment

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65
Q

Types of Assessment

Observation, oral questioning,
assignments, quizzes, discussions,
reflection, research proposal, peer or
self-assessment

A

Formative Assessment

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66
Q

Types of Assessment

Gathering information is less detailed
but broader in the scope of content

A

Summative Assessment

67
Q

Types of Assessment

Provide information to the students,
parents, and administrators on the
level of accomplishment attained

A

Summative Assessment

68
Q

Types of Assessment

Occur at the end of the instruction

A

Summative Assessment

69
Q

Types of Assessment

Primarily retrospective

A

Summative Assessment

70
Q

Types of Assessment

Unit test, final examinations,
comprehensive projects, research
paper, presentations, project, portfolio

A

Summative Assessment

71
Q

Types of Assessment

Relative ranking of students

A

Norm-referenced

72
Q

Types of Assessment

Students compete against each other

A

Norm-referenced

73
Q

Types of Assessment

Determine students’ placement on a
normal distribution curve

A

Norm-referenced

74
Q

Types of Assessment

Focus too heavily on memorization
and routine procedures

A

Norm-referenced

75
Q

Types of Assessment

Examinee-centered

A

Norm-referenced

76
Q

Types of Assessment

Evaluate the effectiveness of the
teaching program and student’s
preparedness

A

Norm-referenced

77
Q

Types of Assessment

Highlight achievement differences

A

Norm-referenced

78
Q

Types of Assessment

student performed better or worse

A

Norm-referenced

79
Q

Types of Assessment

percentile rank, normal curve

A

Norm-referenced

80
Q

Types of Assessment

NSAT, College Entrance Examination,
National Achievement Test, IQ test,
Cognitive Ability Test

A

Norm-referenced

81
Q

Types of Assessment

Emphasizes thinking and application
of knowledge

A

Criterion-reference

82
Q

Types of Assessment

Content-centered

A

Criterion-reference

83
Q

Types of Assessment

Assess higher-level thinking and
writing skills

A

Criterion-reference

84
Q

Types of Assessment

Setting performance standards

A

Criterion-reference

85
Q

Types of Assessment

monitor students’ performance in their
day-to-day activities

A

Criterion-reference

86
Q

Types of Assessment

Test item analysis

A

Criterion-reference

87
Q

Types of Assessment

Domain-referenced tests, competency tests, basic skills tests, mastery tests, performance or assessments, objective-referenced tests, authentic assessments, standards-based tests

A

Criterion-reference

88
Q

Qualities of a Good Measuring Instrument

“consistency or accuracy with which the scores measure a
particular cognitive ability of interest”

A

Validity

89
Q

Qualities of a Good Measuring Instrument

degree of relation between what the test measures and what is
supposed to measure

A

Validity

90
Q

Qualities of a Good Measuring Instrument

Representation of covered topic that has been discussed or taught to students.

Types of Validity

A

Content Validity

91
Q

Qualities of a Good Measuring Instrument

This can be demonstrated and ensured by the professors by giving students the exam coverage and TOS, which should be the teachers’ guide in constructing the examination.

Types of Validity

A

Content Validity

92
Q

Qualities of a Good Measuring Instrument

Given at the start

Types of Validity

A

Content Validity

93
Q

Qualities of a Good Measuring Instrument

Course plan dictates what topics should be covered in
the shiftings.

Types of Validity

A

Content Validity

94
Q

Qualities of a Good Measuring Instrument

If there are no TOS or exam coverage, you should go back to the course plan since it is contains ALL the information needed.

Types of Validity

A

Content Validity

95
Q

Qualities of a Good Measuring Instrument

It refers to the general description of students’ performance providing meaning of the scores generated from the tests.

Types of Validity

A

Construct Validity

96
Q

Qualities of a Good Measuring Instrument

What can we use to validate the test items that we are using – go back to the intended learning outcomes of
the particular topic

Types of Validity

A

Construct Validity

97
Q

Qualities of a Good Measuring Instrument

Tests to be measured are compared to the accepted
standards.

Types of Validity

A

Criterion-Related

98
Q

Qualities of a Good Measuring Instrument

The topics and templates to be followed.

Types of Validity

A

Criterion-Related

99
Q

Qualities of a Good Measuring Instrument

Test performance predicts
future performance of the
examinees.

Types of Criterion Validity

A

Predictive Validity

100
Q

Qualities of a Good Measuring Instrument

Two different tests
(scholastic aptitude scores &
criterion performance) are
given at a different time
(months).

Types of Criterion Validity

A

Predictive Validity

101
Q

Qualities of a Good Measuring Instrument

Determines who is likely to
succeed or fail in a certain
course, board examinations
or occupation.

Types of Criterion Validity

A

Predictive Validity

102
Q

Qualities of a Good Measuring Instrument

Relates to the present
standing on other valued
measure called a criterion.

Types of Criterion Validity

A

Concurrent Validity

103
Q

Qualities of a Good Measuring Instrument

Two different tests
(scholastic aptitude scores &
criterion performance) are
given at the same time.

Types of Criterion Validity

A

Concurrent Validity

104
Q

Qualities of a Good Measuring Instrument

Estimate present status or
current skills in the actual
setting.

Types of Criterion Validity

A

Concurrent Validity

105
Q

Qualities of a Good Measuring Instrument

repeated results are consistent

A

Reliability

106
Q

Qualities of a Good Measuring Instrument

A test may be reliable but not valid but a valid test is always reliable

A

Reliability

107
Q

Qualities of a Good Measuring Instrument

Determine the consistency of test across time

Reliability methods

A

Test-retest reliability

108
Q

Qualities of a Good Measuring Instrument

Determine the consistency of the raters.

Reliability methods

A

Inter-rater reliability

109
Q

Qualities of a Good Measuring Instrument

Determine the consistency of the test content.

Reliability methods

A

Parallel-forms reliability

110
Q

Qualities of a Good Measuring Instrument

Determine the consistency of the test results
across items.

Reliability methods

A

Split-half reliability

111
Q

Qualities of a Good Measuring Instrument

formula for Test Reliability

A

Cronbach’s alpha Formula

112
Q

Qualities of a Good Measuring Instrument

number of items

Cronbach’s alpha Formula

A

N

113
Q

Qualities of a Good Measuring Instrument

average inter-item covariance among the items

Cronbach’s alpha Formula

A

¯c

114
Q

Qualities of a Good Measuring Instrument

equals the average variance

Cronbach’s alpha Formula

A

¯v

115
Q

Development of an Instruments

assesses students the essential outcomes

Types of Achievement Tests

A

True or False

116
Q

Development of an Instruments

measures the extent of the students judging the truth or false

Types of Achievement Tests

A

True or False

117
Q

Development of an Instruments

easily prepare and cover a wide range of topics

Types of Achievement Tests

A

True or False

118
Q

Development of an Instruments

a factual statement

Types of Achievement Tests

A

Multiple choice

119
Q

Development of an Instruments

provides a stem that may be a question or an incomplete
statement

Types of Achievement Tests

A

Multiple choice

120
Q

Development of an Instruments

A choice test if you want to go beyond recall of information

Types of Achievement Tests

A

Multiple choice

121
Q

Development of an Instruments

consists of four or five alternative responses

Types of Achievement Tests

A

Multiple choice

122
Q

Development of an Instruments

composed of two (2) sets of terms, events, phrases, definitions, statements, etc

Types of Achievement Tests

A

Matching type

123
Q

Development of an Instruments

The two sets can be interchanged.

Types of Achievement Tests

A

Matching type

124
Q

Development of an Instruments

Each premise matches with the corresponding response

Types of Achievement Tests

A

Matching type

125
Q

Development of an Instruments

form of descriptive, explanatory, discussion, comparison,
illustrative, and criticism, etc

Types of Achievement Tests

A

Essay

126
Q

Development of an Instruments

measures the student’s ability to analyze, synthesize, or
evaluate

Types of Achievement Tests

A

Essay

127
Q

Development of an Instruments

subjective type of test

Types of Achievement Tests

A

Essay

128
Q

Performance-based assessment

provides a feedback mechanism on the performance of a
certain task, assignment or group project

A

Rubric

129
Q

Performance-based assessment

identifies the strength and weaknesses of the course topics

A

Rubric

130
Q

Performance-based assessment

varies for every activity or task to be accomplished

A

Rubric

131
Q

a statistical test

A

Item Analysis

132
Q

determines the ability of a student against a group of
students.

A

Item Analysis

133
Q

used as a norm-referenced and criterion-referenced test

A

Item Analysis

134
Q

Reviews the students’ understanding and ability to answer a
question

A

Item Analysis

135
Q

Measures students’ knowledge accurately.

A

Item Analysis

136
Q

Assess a question for it’s valuable

A

Item Analysis

137
Q

Serves as a guide for improving the test construction skills of an
instructor

A

Item Analysis

138
Q

Quality of the test item

determines the effectiveness of the incorrect answers
(distractors) to the quality of multiple-choice items.

A

Effectiveness of Distractors

139
Q

Quality of the test item

measures the proportion of students that selects the options
answers.

A

Effectiveness of Distractors

140
Q

Quality of the test item

measures the relationship between students’ performance
on a test item and the overall score of students

A

Index of Discrimination

141
Q

Quality of the test item

Formula for Discrimination Index (D)

A

D = No. of correct scores (highest 27%) – correct answers (lowest 27%)

142
Q

Types of Discrimination Index

decision is selected

A

Positive discrimination index

143
Q

Types of Discrimination Index

decision is rejected

A
  • Negative and zero discrimination index
  • High and low difficulty value
    items
144
Q

Discrimination Index

Very good

A

> = 0.40

145
Q

Discrimination Index

Reasonably good

A

0.30 - 0.39

146
Q

Discrimination Index

Marginal items need
improvement

A

0.20 - 0.29

147
Q

Discrimination Index

Poor. Rejected or revised

A

< 0.2

148
Q

Quality of the test item

determines if the students have learned the concept being tested

A

Index of Difficulty

149
Q

Quality of the test item

measures the percentage of students who get the item correctly

A

Index of Difficulty

150
Q

Index of Difficulty

Formula

A

Difficulty = no. of students who answered the item correctly / total number of student x 100

151
Q

Index of Difficulty

Most difficult

A

20 – 30% (0.20 – 0.30)

152
Q

Index of Difficulty

Difficult

A

30 – 40% (0.30 – 0.40)

153
Q

Index of Difficulty

Moderate difficult

A

40 – 60% (0.40 – 0.60)

154
Q

Index of Difficulty

Easy

A

60 – 70% (0.60 – 0.70)

155
Q

Index of Difficulty

Most easy

A

70 – 80% (0.70 – 0.80)

156
Q

Index of Difficulty

Five-response multiple-choice

Ideal Difficulty

A

60 (0.60)

157
Q

Index of Difficulty

Four-response multiple-choice

Ideal Difficulty

A

63 (0.63)

158
Q

Index of Difficulty

Three-response multiple-choice

Ideal Difficulty

A

67 (0.77)

159
Q

Index of Difficulty

True-False

Ideal Difficulty

A

75 (0.75)

160
Q

Development of an Instruments

Serves as a guide for teachers to translate their instructional objectives

A

Table of Specifications (TOS)

161
Q

Development of an Instruments

A guide to the item construction on the relative importance of each
component

A

Table of Specifications (TOS)

162
Q

Development of an Instruments

Improves the validity of the teachers’ evaluation

A

Table of Specifications (TOS)

163
Q

Development of an Instruments

Useful for teachers to support their proficient judgment in creating a test.

A

Table of Specifications (TOS)

164
Q

Development of an Instruments

Provides a framework for organizing information.

A

Table of Specifications (TOS)

PSTMT (13 decks)

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