Vocab

Question 1

Reliability

Answer 1

Consistency of an assessment instrument’s data across repeated administrations

Question 2

Internal Consistence Reliability

Answer 2

Consistency of test items with one another bu measuring the same quantity/construct

Question 3

Intra-rater Consistency

Answer 3

Individuals consistency in rating responses to various test items

Question 4

Validity

Answer 4

Whether a test measures what it claims/intends to measure

Question 5

Content Validity

Answer 5

Trst that includes items representing the complete range of possible items

Question 6

Construct Validity

Answer 6

When test’s scores measure the construct they are meant to measure such as intelligence

Question 7

Criterion Validity

Answer 7

Test’s scores effectively measure a construct according to established criteria

Question 8

Concurrent Validity

Answer 8

(type of criterion validity) a test measures the criterion and the construct at the same time

Question 9

Predictive Validity

Answer 9

(type of criterion validity) means test scores effectively predict future outcomes, as when aptitude tests predict future subject grades

Question 10

Generalizability

Answer 10

the consistency of test scores over repeated administrations

(The results of one test can be generalized to apply to other tests with similar formats, content, and operations

Question 11

Compensatory Grading

Answer 11

the practice of balancing out lower performance in one area or subject with higher performance in another

Question 12

Noncompensatory grading

Answer 12

does not permit balancing of lower perfoemance in one subject with higher performance in another, but requires a similar standard of achievement in each area or subject

Question 13

Cut score

Answer 13

a predetermined number used to divide categories of data or results from a test instrument

Question 14

Standard Deviation

Answer 14

measures variability within a set of number
When interpreting assessment results it measures how much scores among a group of test-takers vary around the mean/average

Question 15

Standard Score (z score)

Answer 15

represents the amount whereby an individual score deviates from the mean, measured in SDs

Question 16

Domain

Answer 16

the identified scope of expected learning to be assessed

Question 17

Item Response Theory

Answer 17

Performance on a test item is attributed to three influences
The item itself
The Test-taker
The interaction between the two

Question 18

Mean

Answer 18

the average of a group of numbers

Question 19

Median

Answer 19

Center-most score in a group

Question 20

Mode

Answer 20

most frequent score in a set

Question 21

Positive Skew

Answer 21

When the majority of a group of numbers, such as test scores, is concentrated toward the high end of the range/distribution with the minority “tail” of scores near the low end

Question 22

Negative Skew

Answer 22

When the majority of scores is bunched near the lower end of the distribution, with the minority “tail” near the high end

Question 23

Normal Curve/Bell Curve

Answer 23

resembles the shape of a bell because the largest number of scores collected around the center mean and the numbers of scores descending as they move away from the center a mean

Question 24

Standard Error of Measurement

Answer 24

If an individual student took a lot of tests that were similar in size or length, the assessors can estimate how much that students score will vary

Question 25

Standard Error of Mean

Answer 25

the estimate of variance around the mean of a groups test scores

Question 26

Confidence Interval

Answer 26

used by staticians to express the range wherein a true or real score is situated Purpose is to acknowledge and address the fact that the measurement of a students performance contains "noise" (interfering/confounding variables) Giving a confidence interval shows the probability that a students true score is within the range defined by the interval

Question 27

Cut score

Answer 27

Used by educators to determine which scores above it are passing and which are failing

Question 28

Nedelsky Method

Answer 28

Used to establish a cut score, the assessor identifies a "borderline" group of students (those who do not always pass or fail but tend to score on the borderline of passing/failing) then estimates how many of these "borderline" student will probably answer a given test item correctly

Question 29

Angoff Method

Answer 29

used to establish a cu score, the assessor selects a group of "borderline" students and estimates which choice(s) in a multiple choice test item these students could eliminate as an incorrect answer and what percent of the choices left these students would guess as correct

Question 30

Modified Angoff procedure

Answer 30

Assessors also estimate how many of the students would fail the test, and if they deem it necessary, they modify their estimations to produce a number of failures they find more reasonable

Question 31

Ebel Method

Answer 31

used to determine an appropriate cut score for a particular instrument Considers the importance and difficulty level of each test item in establishing a cut score for a test

Question 32

Hofstee Method/Compromise Method

Answer 32

addresses the difference between norm-referenced and criterion-referenced tests tests that compare individual student scores to the average score scores of a normative sample of students found representative of the larger population versus tests that compare student scores to a pre-established criterion of achievement This method allows them to determine how many items students could miss and how many failed items would affect the number of students who could fail

Question 33

norm-reference test

Answer 33

compare students scores to a normative sample of students deemed representaive of the general population these tests seek to determine the highest or lowest achievement rather than the absolute score achieves

Question 34

Criterion-referenced test

Answer 34

may or may not be standardized and compare student scores to a predetermined set of criteria for acceptable performance

Question 35

Formative Assessments

Answer 35

given during a lesson, unit, course, or program to give the teachers and students an idea of how well each student is learning what the teacher has planned and expected for them to learn Results are used to explain to each student his/her strengths, weaknesses, and how he/she can build on the strengths or improve weaknesses Results also used to report progress to parents, administrators, etc CFUS

Question 36

Summative Assessments

Answer 36

Given after a lesson, unit, course, or program has been completed to determine whether the student has passed the segment of instruction helps teacher to determine whether they need to repeat the instruction or can move on to successive segments summative assessments apply to lessons or units within a class, to coureses in a subject, to promotion from one grade level to the next and to graduation Exit tickets, quizzes, etc

Question 37

Item Analysis

Answer 37

Used to evaluate test items that use multiple-choice formats to show the quality of the test item and of the test overall Has an implicit orientation of being normed-referenced rather than criterion or domain referenced Evaluates test items using performance within the group of test-takers rather than an externally present citerion for expected achievement

Question 38

Discrimination Index

Answer 38

Measure of how well a specific test item can separate students who generally score high on the test from students who generally score low on it

Question 39

Difficulty Index

Answer 39

Simple measure of how difficult a test item is considered Obtained by calculating the percentage of all students taking a test who answered a certain test item correctly

Question 40

Specificity

Answer 40

refers to how well a test identifies every member of a defined group the more specific a test is, the more likely it will omit some individuals who should be included in that group

Question 41

ePortfolios

Answer 41

enabled by technology can support students internal motivation and autonomy by establishing online environments wherein others feel good about participating

Question 42

Working Memory

Answer 42

the ability to retain current information temporarily well enough to manipulate it, such as combining additional parts to form a coherent whole, as in understanding words in a sentence or paragraph

Question 43

Memory Span

Answer 43

measures the ability to recall information presented once, immediately and in correct sequence

Question 44

Associative Memory

Answer 44

the ability to recall one item from a previously learned (unrelated) pair when presented with the other item

Question 45

Ideational Fluency

Answer 45

the ability to generate many varied responses to one stimulus

Question 46

Processing Speed

Answer 46

the ability to perform easy or familiar cognitive operations quickly and automativally, especially when they require focused attention and concentration

Question 47

WJ Visual Matching

Answer 47

measures perceptual speed through finding, identifying, comparing and contrasting visual elements Pattern recognition scanning, perceptual memory, and complex processing abilities

Question 48

Decision Speed

Answer 48

measures semantic processing, meaning the reaction time to a stimulus, requiring some encoding and mental manipulation

Question 49

Rapid Picture Naming

Answer 49

measures naming facility, meaning the ability of rapidly naming familiar presented things with namees retrieved from long term memory

Question 50

Pair Cancellation

Answer 50

measures the students ability to attend to and concentrate on presented stimuli

Question 51

Crystallized Intelligence WJ

Answer 51

the solidified knowledge that an individual has acquired from his or her culture through life experiences and formal/informal education Measured on the WJ by its subtests of General Informationa dn Verbal Comprehension

Question 52

Fluid Intelligence WJ

Answer 52

Reasoning stands in contrast to crystallized intelligence or knowledge This is the ability to solve novel problems by performing mental operations Fluid reasoning is measured on the WJ by its Concept Formation subtests which tests inductive reasoning: the ability to relate a specific problem to a generalized, underlying rule or concept

Question 53

Spatial Relationships

Answer 53

the ability to perceive objects in space, their orientation, and visual patterns, and to maintain and manipulate these rapidly

Question 54

Visualization

Answer 54

the ability to match objects in space, including mentally manipulating them three-dimensionally more than once, regardless of response spped

Question 55

Spatial Scanning

Answer 55

involves quickly and accurately identifying paths through complex, large, visual, or spatial fields

Question 56

Auditory Processing

Answer 56

the ability to interpret sound signals from one's sense of synthesis

Question 57

Incomplete Words

Answer 57

measuring phonetic coding for analysis

Question 58

Auditory Attention

Answer 58

measuring ideational fluency

Question 59

Phonetic coding

Answer 59

synthesis involved with putting sounds together meaningfully as in words