Educational Assessment
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| Achievement Assessment | show 🗑
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| show | An instrument that typically uses sets of items designed to measure a domain of learning tasks and is administered under specified conditions. (knowledge and skills learned) degree of success in some past learning activity.
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| show | Two or more forms of a test or assessment that are designed to measure the same abilities (also called equivalent or parallel forms).
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| show | An assessment procedure that doesn't use paper-and-pencil testing. (no conventional/traditional items such as multiple-choice, matching, etc. ex. no Scantron)
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| Analytic Scoring | show 🗑
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| show | A brief description of some significant student behavior, the setting in which it occurred, and an interpretation of its meaning.
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| Authentic Assessment | show 🗑
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| Battery of Tests | show 🗑
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| show | A list of dimensions of a performance or product that is simply checked present or absent.
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| Content Standard | show 🗑
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| Criteria | show 🗑
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| Criterion-Referenced Interpretation | show 🗑
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| Difficulty Index | show 🗑
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| show | The extent to which an assessment procedure provides comparable results over different samples of similar tasks, different settings, and different administrations.
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| Grade Equivalent Score | show 🗑
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| Holistic Scoring | show 🗑
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| Item Analysis | show 🗑
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| Likert-type Scale | show 🗑
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| show | An assessment method used to determine whether an individual has met some predetermined level of performance.
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| Mean | show 🗑
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| show | A symmetrical bell-shaped curve based on a precise mathematical equation. It is widely used in interpreting standardized test scores because of its fixed mathematical properties.
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| Norm-Referenced Interpretation | show 🗑
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| Norms | show 🗑
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| show | A test that can be consistently scored by equally competent scorers (i.e., they obtain the same scores). This contrasts with subjective tests where the scores are influenced by scorer judgment (e.g., essay tests).
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| Percentile Band | show 🗑
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| Percentile Rank | show 🗑
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| Performance Assessment | show 🗑
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| Portfolio Assessment | show 🗑
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| show | The difference between the highest score and the lowest score in a distribution of scores.
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| show | A systematic procedure for guiding and recording judgments concerning the degree to which the characteristics of a performance or behavior are present.
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| Reliability | show 🗑
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| Scoring Rubric | show 🗑
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| show | A term used to describe a variety of derived scores that convert raw scores to a standard scale for a more useful interpretation of test results.
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| show | A test constructed to fit detailed specifications, administered under prescribed conditions to selected groups, and scored using definite rules of scoring.
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| show | An assessment exercise that requires students to demonstrate a knowledge, skill, or combination of attributes, by means of a performance or product (see performance assessment).
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| Validity | show 🗑
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| show | (measures entry behavior)
To determine student performance at the beginning of instruction
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| show | (measures end-of-course achievement)
To assess achievement at the end of instruction
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| Diagnositic assessment | show 🗑
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| Formative Assessment | show 🗑
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| show | (e.g., multiple-choice tests) are lowest in realism and complexity of the tasks assessed, but require little time to administer and can be scored quickly and objectively.
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| show | (e.g., essay tests) are higher in realism and the complexity of tasks they can measure (e.g., ability to originate, integrate, and express ideas), but they are more time consuming to use and more difficult to score.
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| Bloom's Revised Taxonomy | show 🗑
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| show | Involves the learning of complex judgmental skills such as critical thinking and problem solving. More difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations.
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| Absolute Grading | show 🗑
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| show | applies to any type of assessment that occurs as part of the educational process, including formal and informal, traditional and alternative techniques for gathering information used in making educational decisions at all levels.
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| Assessment for Learning | show 🗑
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| Standards of Assessment Quality | show 🗑
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| Master teacher | show 🗑
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| show | Students are more motivated, Boosts are seen in student achievement (through use of dependable information, quality feedback, combined with student involvement)
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| show | a teaching plan that organizes powerful and focused learning activities and assessments around the grade-level indicators and essential
understandings.
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| Pre-Assessments | show 🗑
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| show | samples, tests, quizzes and portfolios that are
used to decide if a student needs more or less instruction and practice. Some will be graded and others will be sources of feedback.
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| show | provide quick & insightful ways of checking understanding attitudes & interests of students (allow students to report on what they have learned, how they feel about the learning & how they see themselves making use of this material in their own lives)
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| show | One of the easiest and most reliable ways to assess student learning, styles, interests and attitudes. (teacher can make certain that reading and writing difficulties do not make capable students appear as though they do not understand the material)
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| show | essential for teaching students how to manage their study habits, use learning strategies, and reflect on progress toward learning
goals. Goal is to produce students who can learn independently of the teacher and become lifelong learners
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| show | serve two critical purposes: clarify and frame the essential learning points and, at the same time, engage a student’s mind
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| show | a scoring guideline that clearly outlines the criteria for judging the quality of work; provides a descriptive scale for various levels of performance.
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| show | key to making certain you are designing a tool that assesses the most important standards-based skills and concepts
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| Modeling | show 🗑
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| Limited Vocabulary | show 🗑
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| show | The teacher should be quite certain the student has demonstrated an understanding of the skill to be practiced before assigning this. What is practiced tends to be remembered. The purpose is for students to practice skills they have learned.
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| Classroom Assessment Techniques (CAT) | show 🗑
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| show | use a variety of classroom assessment techniques, some formal and others informal, to determine how much and how well their students are learning.
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| show | includes: Employing effective classroom management procedures Grouping students for instruction (especially students with significant learning problems), Assessing readiness, and Teaching to the student’s zone of proximal development
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| Differentiated Instruction | show 🗑
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| show | Rather than assessing students only at the end of a unit, teachers can use assessments before, during, and after teaching a unit to gather information critical to providing effective instruction.
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| show | To best address the learning needs of all students, teachers should use a variety of grouping methods—whole-group, small-group (usually no more than six students), or peer pairs—in addition to having students work independently.
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| Differentiate Instructional Elements | show 🗑
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| show | Provided funding incentives for states. States are required to establish their own education standards. Test is developed by the state. The overarching purpose is to hold public schools accountable for the academic achievement of their students.
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| Process-Oriented assessments | show 🗑
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| show | A fundamental tenet of performance-based
assessment is the sharing of standards and making this evaluation available for students.
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| show | A broad statement that describes what students should learn. Standards provide the framework for curriculum development. A prespecified level of performance that is considered satisfactory for the use to be made of the assessment results.
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| show | Statements that follow a standard and
clarify in broad terms what the standard means.
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| Instructional Objectives | show 🗑
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| Learning Outcomes | show 🗑
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| show | involves (1) selecting the learning outcomes to be tested, (2) outlining the subject matter, and (3) making a two-way chart. The two-way chart describes the sample of items to be included in the test.
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| show | refers to construct-irrelevant components that
result in systematically lower or higher scores for identifiable groups of examinees.
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| show | The percentage of items that an individual answers correctly on a test, or the percentage of tasks an individual performs correctly on a performance assessment.
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| Measurement | show 🗑
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| show | An instrument or systematic procedure for measuring a sample of behavior by posing a set of questions in a uniform manner.
“How well does the individual perform—either in comparison with others or in comparison with a domain of performance tasks?”
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| Assessment | show 🗑
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| show | Administered formally, with set of standardized requirements-
possibly with a teacher’s guide that both timed and monitored.
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| Informal Assessment | show 🗑
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| Attitude Assessment | show 🗑
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| show | (innate in nature, show “talent”)
predict success in some future learning activity
Maximum performance-
Determines what individuals can do performing at their best
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| Restricted Performance Tasks (response) | show 🗑
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| Extended Performance Tasks (response) | show 🗑
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| show | Do not change the expectations for learning
Do not reduce the requirements of the task
Examples: more time and/or different setting
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| Modifications | show 🗑
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| show | Tests for specific purpose that they are intended to serve and for the population that they will measure. Generated considerable controversy and inconsistency as states and districts attempt to measure student attainment of high standards.
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| show | When assigning grades on a relative basis, the students are typically ranked in order of performance (based on a set of test scores or combined assessment results).
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| Proficient | show 🗑
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| Assessment Plan | show 🗑
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| System of Assessments | show 🗑
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| National Defense Act (NDEA) | show 🗑
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| Elementary and Secondary Education Act (ESEA) | show 🗑
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| Individuals with Disabilities Education Act (IDEA) | show 🗑
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| Re-authorization of Elementary and Secondary Education Act (ESEA)- Every Student Succeeds Act (ESSA) | show 🗑
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| show | assessment items that ask students to apply knowledge, skills, and critical thinking abilities to real-world, standards-driven performance tasks. Sometimes called “open-response” items,
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
Dr. Lacey A. Williams
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