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What one has learned over a period of time from both school and non-school sources; one's general capability for performing tasks.
A test designed to indicate how an individual performs in comparison to others.
Ex: SATs, ACTs, Praxis
A test designed to indicate how an individual performs in comparison to a pre-established criterion.
Weighted score used when sub scores hold different weights when making up total score.
Ex: Individual assignments have different scaled scores to make final grade
Test score indicating the percentage of people in the norm group getting a raw score less than or equal to a particular student's raw score.
Statistic that reflects how close together or far apart a set of scores is and thereby indicates the variability of the scores.
Test score indicating the grade level of students to whom a test taker performed most similarly.
Test score indicating the age level of students to whom a test taker performed most similarly.
Assessment that results from a teacher's spontaneous, day-to-day observations of how students behave and perform in class.
The process of collecting, synthesizing, and interpreting information for the purpose of improving student learning while instruction is taking place:
-Assessment for improvement, not grading-
The process of collecting, synthesizing, and interpreting information for the purpose of improving student learning and assigning grades:
-Assessments made at the end of instruction or teaching-
Highly specialized, comprehensive and detailed procedures used to uncover persistent or recurring learning difficulties that require specially prepared diagnostic tests as well as various observational techniques.
Essay scoring method in which a single score is given to represent the overall quality of the essay across all dimensions.
Essay scoring method in which separate scores are given for specific aspects of the essay
Ex: organization, factual accuracy, and spelling
Standard score with a mean of 5 and a standard deviation of 2; it is always reported as a whole number.
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