Assessments
About this set
Created by:
tgoins on August 22, 2010
Subjects:
e-portfolio, assessment, evaluation
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17 terms
Terms | Definitions |
|---|---|
 Assessment | Process of observing and measuring learning; provide teachers with a better understanding of what students are learning and engages students more deeply in the process of learning |
| Formative Assessment | Provides diagnostic feedback to students and instructors at short-term intervals (e.g., during a class or on a weekly basis) |
| Summative Assessment | Provides a description of students' level of attainment upon completion of an activity, module, or course (E-portfolio due at end of course might be a form of summative assessment.) |
| Evaluative Assessment | Provides instructors with curricular feedback (e.g., the value of a field trip or oral presentation technique) |
| Educative Assessment | Integrated within learning activities themselves, educative assessment builds student and faculty insight and understandings about their own learning and teaching. Also known as active assessment. (Assessment is a form of learning) |
| Scoring Rubric (Assessment Strategy) | Focuses and promotes learning; provides clear statements of the level of knowledge students are expected to achieve to receive a given grade, dimensions of the quality of work expected, commentaries (descriptions) of expectations of knowledge and quality that distinguishes each grade band |
| Instructional Rubric (Assessment Strategy) | Give students information on essential elements of high quality product, levels of achievement, criteria for each level clearly described |
| Concept Maps (Assessment Strategy) | Help students see "big pictures"; provide a springboard for classroom discussions; help students develop the abilities to draw reasonable inferences from observations, synthesize and integrate information and ideas, learn concepts and theories in a subject area |
| Porfolios (Assessment Strategy) | Document student learning and improve student metacognition; personalized long term documentation of student mastery of course material; |
| Metacognition (Assessment Strategy) | Awareness of one's own thought process |
| ConcepTests (Assessment Strategy) | Technique used often in lecture setting; instructor presents questions and students choose answers; students are given a chance to make other students see why their answer-choice is correct |
| Knowledge Survey (Assessment Strategy) | Series of questions that cover full content of a course; evaluate student learning and mastery at all levels; can be both formative and summative; help students learn; help faculty improve classes; aid departments and programs develop new curricula |
| Exam (Assessment Strategy) | Classic assessment tool |
| Oral Presentations (Assessment Strategy) | Often used to assess student learning from student individual and group research projects |
| Peer Review (Assessment Strategy) | Students assess themselves and each other |
| Written Reports (Assessment Strategy) | Classic assessment used by faculty; may be as short as one page or as long as a term paper |
| Minute Paper (Assessment Strategy) | Concise note (one minute) written by students (individually or within a group), that focuses on a short question presented by the instructor to the class, usually at the end of a session; good choice for interactive lectures |
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