 | Term | Definition |
| |
Learning Targets |
Statement of students performance of what students know, understand, and will be able to do. |
| |
Types of Learning Targets |
Knowledge & simple understanding; Deep understanding & reasoning; Skills; Products; Affective (Kites don't seek people a lot) |
| |
Components of an assessment |
Clear & appropriate; Appropriateness of assessment method; Validaty; Reliability; Fairness; Positive consequences; Alignment; Practically effectively |
| |
Summative assessment |
occurs at end of an instructional unit & document student learning |
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Formative assessment |
occurs during instruction to provide feedback to teacher & students |
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Standardized Testing |
test administered and scored in a standard manner |
| |
Raw Scores |
number of problems they get right |
| |
Percentile ranks |
percentage of the norm group average is 50 |
| |
Percentage scores |
percentage of the norm group that the student outscored |
| |
Standard error of measurement |
estimate of degree of error in obtained scores |
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Stanines |
score that indicates approximate location of a score on the normal distribution average is 5 |
| |
Standard scores |
derived from raw scores in units based on the standard deviation of the distribution |
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Age equivalency |
age that the student scored |
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Grade equivalency |
grade the student scored |
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Mean |
average of all scores |
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Mode |
most frequently |
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Median |
midpoint of a distribution |
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Basal |
lowest number one starts assuming the student knows it (8 correct in a row prior) |
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Chronological age |
today's date - birthday |
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Normal curve of scores |
devrived normalizated score with a mean of 50 and a standrad deviation of 21.06 |
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Reliability |
consistency, stability, and dependability of scores |
| |
Ways to improve reliability |
sufficient number or items and tasks; assessment procedures and scoring are as objective as possible; continue assessment until results are consistent; eliminate or reduce the influence of extraneous events or factors; shorter assessments more frequently than fewer longer assessments. |
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Validity |
appropriateness and legitmacy of the inferences, claims, and uses made from test scores |
| |
Ways to improve validity |
ask others to judge the clarity of what you're assessing; check to see if different ways of assessing gives the sames results; sample a sufficient number of examples of what is being assessed; prepare a detailed table of specifications; compare scores that are similar, but differ in traits; ask easy questions; use different methods to assess the same thing; use only for intended purposes. |
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