FTCE Professional Ed Competency 1 Assessments

FTCE Professional Education Test: Assessment. Combined someone else and added my own info using FTCE Pro-Ed 4th Edition preparation guide published 2008, using textbook by Popham, and FTCE Professional Education Test Prep by CliffNotes published 2012

Terms in this set (...)

summative assessment occurs
at the end of a specific time period
formative assessment occurs
during the process of learning
purpose is to provide a way to compare the performance of groups of students
norm-reference test (NRT)
represents the chance or normal distribution of skills, knowledge, or events across the general population
bell-shaped curve
how are NRT scores usually reported
percentile scores
a group of students score at the 80th percentile means...
the group scored as well as or better than 80 percent of the students who took the test
a student with a score at the 50th percentile means...
the student has an average score
percentile scores rank students from
highest to lowest
what scores are reported so that schools can compare the performance of the students with the performance of students who the test developers used as it norm group
normed scores
criterion-referenced tests
in this type of test each student is measured against uniform objectives
criterion-referenced tests
Which test allows the possibility that all students can score 100% and why?
CRT, b/c students understand the concepts being tested
this type of test is where students are assessed on how they perform certain task
performance based test
this type of test allows students to use higher-level thinking skills to apply, analyze, synthesize, and evaluate ideas and data
performance based test
type of test that allows students to be creative in their solutions to problems or questions and to use higher-level thinking skills
performance based test
assessment yields consistent results
assessment actually measures what it is supposed to measure
a test must be ___ before it can be valid; however, measurements can be consistent without being ___
reliable, valid
if an assessment does not measure what it is supposed to measure, then its ___ does not matter
the consistency of a measurement over time and repeated measurements
can be determined by comparing a test score against some separate or independent observation of whatever is being measured
a test that does not unfairly favor a particular group
unbiased test
a test that has been carefully constructed and field-tested so that (ideally) it has a high degree of reliability and validity
standardized test
a test that assesses students by comparing their performance to that of a norm group (ex: California Achievement Test)
norm-referenced test
a test that assesses students by comparing their performance to a per-determined level of mastery (ex: FCAT)
criterion-referenced test
mean, median, and mode
measures of central tendency
determined by adding up all the scores and dividing this sum by the total number of scores that were added
the midpoint in a distribution of scores from highest to lowest
the score in a distribution that appears most frequently
used to describe the amount of spread
measures of variability
the greatest score minus the least score in a set of scores; the simplest measure of variability
a measure of dispersion of a set of data values about the mean of the data set
standard deviation
the total number of correct responses on an assessment
raw score
the distance in standard deviations from the mean of the scores on the assessment; (raw score - mean) / standard deviation
a value at or below which P percent of the data fall
values that divide an ordered data set into four portions, each of which contains approximately 1/4 of the data
scores derived from percentiles; compare test performance using nine intervals that are numbered 1 to 9
stanine scores
used to describe student's performance in comparison to the performance of an average student at a specified grade level
grade equivalent score
occurs before and during instruction
formative assessment
administered before instruction and are designed to identify students' strengths and weaknesses (e.g., pre-tests, student interviews, learning style inventories)
diagnostic assessment
requires that new kindergarten students in Florida public schools be assessed for school readiness at the beginning of the school year (ESI-K and DIBELS)
Florida School Readiness Uniform Screening System (SRUSS)
assesses children's visual-motor/adaptive development, their language and cognition, and their gross motor skills
Early Screening Inventory - Kindergarten (ESI-K)
measures important skills that form the basis for early success in reading
Dynamic Indicators of Basic Literacy Skills (DIBELS)
most often used to determine students' academic achievement in each class or course, often for the purpose of grades (e.g., student projects, unit and chapter tests, standardized tests)
summative assessment
summative assessment tool which measures students' achievement on the Florida Sunshine State Standards; administered in grades 3-11; measures skills in reading, writing, science, and math
Florida Comprehensive Assessment Test (FCAT)
incorporates real-life application tasks and enables the teacher to directly assess meaningful and complex educational performances
authentic assessment
same as authentic assessment; long been used in assessment of music, art, drama, and physical education
performance assessment
same as authentic assessment; long been used in science, math, social studies, and language arts
process/product assessment
(aka teacher observation) uses systematic observational methods along with checklists, interviews, and questioning while students are engaged in learning activities
instructionally embedded assessment
meaningful collection of student work; one of the best ways for students to engage in assessing their progress over time
includes stories, essays, drawings, models, audio recordings, videos, powerpoints, and other mechanisms that allow students to demonstrate their acquisition of knowledge and skills
an assessment tool, listing skills or performances, that can used by teachers or students to monitor learning
provide an opportunity to discuss and question a student about what the student knows and is able to do
conferences or interviews
provide a way for students to respond in writing to a prompt by the teacher and to reflect on their own learning
performed by the students (e.g., grading their own papers, group participation, and portfolio assessment)
student self-assessment
assessment by students of their classmates' products or performances
peer assessment
___ ____ assessments are ideally created at the same time as the goals and outcomes are planned
carefully planned objectives and assessment instruments serve as ____ development guides for teacher
multiple-choice, true/false, matching, fill-in-the-blank, short answer test what levels in blooms tax
knowledge and comprehension
Other than longer essays, what else assesses learning at higher levels
projects, papers, and portfolios
what are some types of authentic assessments that measure student progress
portfolio, self-assessment, projects, observations, checklists, anecdotal records, and peer assessment
which authentic assessment promotes student self-assessment and why
projects b/c students must evaluate their progress at each step
if a student scores low on a test b/c they could not understand the questions, then the test is not ___ b/c it measures reading ability instead of content knowledge
___ serve as a valuable instructional aid b/c they help determine progress
what provides feedback to teachers regarding their own effectiveness
what instrument should be developed at the same time as the goal and outcomes are planned
teacher-made assessments
projects, observations, anecdotal records, checklist, and portfolios are what type of assessment/data
a test should be constructed according to a ____ that reflects the objectives of the ___ content to be learned
blueprint, content
If a unit contains more than one objective, what should first be determined when developing a blueprint and why?
the importance of each objective so the test will reflect this proportional emphasis
is a formal attempt to determine students' status with respect to educational variables of interest
educational assessment
is a deliberate effort to determine a student's status such as knowledge, skills, or attitude
formal assessments
why should teachers assess?
to diagnose weaknesses and strengths, monitor progress, determine instructional effectiveness
this type of test may be called non-competitive b/c students are not in competition with each other for a high score
if the purpose is to test student recall of factual info, then what kind of test would be most effective
short objective test such as multiple choice, true/false, matching, fill-in-the-blank
what are some types of authentic assessments
projects, observations, checklists, anecdotal records, portfolios, self-assessment, peer assessemtn
type of test that measures student's ability to analyze an event, compare and contrast two concepts, make predictions about an experiment, or evaluate a character's actions.
teacher made essay test
type of authentic assessment that promotes student control of learning experiences, allow for research into a variety of topics, and the chance to use more than just written reports
disadvantages in grading an authentic assessment, such as a project, can be overcome by
creating a checklist for required elements and a rating scale for quality
when using ___ as an assessment, it would be helpful to make a list of competencies, skills, or requirements, then checking off the ones that are observed in the student or group
how might you overcome the inflexibility of a checklist
provide an area for an open-ended comment section at the end of a checklist
a collection of student's best work
what are three principles of test construction
construct according to a blueprint, reflect the knowledge and skills required, and type of test items should be chosen that best suit knowledge and skill
a plan for the teacher to assess the relative importance of the objectives and goals to be tested and to identify the type of items or activities to be used to test for those objectives
test blueprint
refers to qualities of an assessment instruments that offend or unfairly penalize a group of student b/c of students' gender, race, ethnicity, socio-ecomonic status, religion, or other such group defining characteristics
assessment bias
The teacher should make a judgement about the degree of emphasis given to each objective so the test will reflect a proportional emphasis. This judgment is the first step in preparing a
test blueprint
which type of standard describes the knowledge or skills that educators want students to learn
content standards
this type of standards identifies the desired level of proficiency at which educators want a content standard mastered...also referred to as "student academic achievement standards"
performance standards
NAEP stands for
national assessment of educational progress
the NAEP measures what
U.S. students' level of academic achievement over time and is also an external check of the state's achievement
which of the following provide teachers with a clearer picture of what it is student can or can't do, NRT or CRT
assessment accommodations or alterations for those with disabilities are
presentation, response, setting, and timing/scheduling
this is a procedure or practice that permits students with disabilities to have equitable access to instructions and assessments
After constructing a test essay question, why should the teacher know and write an ideal response?
1. to identify with the question and student
2.to establish a standard for grading
3. to ensure the question is the most effective stimulus to obtain the answer
Words like never and always are examples of absolutes that should be used in true/false questions. (T/F)
There are two broad categories of multiple-choice questions. One is a free standing that contains all the info necessary. The other type of MC questions are
based on a short essay or narrative
What is the opening statement in a multiple choice question called? What are the choices that follow a MC question called?
stem, alternatives
has to do with whether the assessment instrument measures what it is supposed
___ test is one that does not unfairly favor a particular group of people
these measures are used frequently for determining certain information in assessment and deal with mean, median, and mode
measures of central tendency
___ is a measure of the dispersion of a set of data values about the mean of the data set
standard deviation
___ is hte total number of correct responses on an assessment
raw score
___ scores usually are derived from percentile and compare test performance using nine intervals that are numbers in order 1 to 9
Suppose a 4th grade student receives a grade equivalent score of 6.2 on reading assessment. Does this mean that the student is ready for 6th grade reading material? Why or Why not?
No, the score reflects the performance on the assessment matching the estimated performance of an average student in the 2nd month of sixth grade on the same assessment
true or false: A grade equivalent score of 7.6 obtained by a 4th grader on a standardized math test means that the 4th graders can do math at the 7th grade level.
Which of the following are part of formative assessments and which are part of summative assessments: progress reports, report card grades
progress reports are part of formative assessments and report card grades are part of summative assessments
instructional embedded assessment is also call ed
teacher observation
true or false: When making a true-false question on an assessment, it is acceptable to copy statements from a book