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Classroom Assessment Final
Terms in this set (21)
The various levels of learning that can be tested
the test should reflect the course content learned in order to be a quality test.
Questions should reflect language used in the classroom
A test accurately measures what it is supposed to measure
Answers to test questions will be consistently trusted to represent
consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics); the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale.
resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance; scored individually.
a principle or standard by which something may be judged or decide
the level students perform on an assessment; must be determined before assessment
an element or term that has the function of describing, identifying, or indexing, in particular.
wrong answers that distract student's from the correct answer
all the same
a value or principle that is regarded as universally valid or that may be viewed without relation to other things.
usually, often, generally, may, and sel- dom
require students to select the correct response from several alternatives
permit the students to organize and present an original answer
Over all the material learned
HOTS vs. LOTS
Higher order thinking skills
lower order thinking skills
Stimuli vs Response
A stimulus is any condition, agent, or action which incites a physiological or psychological activity causing a reaction or response.
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