Assessment and Evaluation
Basic Assessment Principles
Connecting Instruction and Assessment
Assessment Options
Evaluation and Grading
100
This refers to the process of gathering information or measuring the presence or absence of something.
What is Assessment.
100
This principle can be difficult to follow because many of the important and worthwhile goals of education are difficult to measure.
What is "Assessment should focus on the measurement of important and worthwhile goals and objectives."
100
Focusing on these helps educators connect instruction and assessment.
What are important objectives/goals.
100
This is the most common form of assessment and is used most often for assigning grades.
What is a teacher-constructed test.
100
This is the process of communicating the judgment of performances to students and other interested parties.
What is grading (or evaluation).
200
This refers to the process of interpreting and making judgments about the evidence gathered in the assessment process.
What is Evaluation.
200
It is important to use this principle of assessment because using only one assessment tool or procedure cannot measure all of the goals of education.
What is "Using a variety of procedures."
200
In order to assess important outcomes, you should first identify clear objectives that focus on what?
What is what students should know or be able to do.
200
These are the two types of items used on teacher tests.
What is selected response items and constructed response items.
200
Many teachers dislike grading because it forces them to act as this, as opposed to being advocates.
What is a judge.
300
This is an example of a measurement tool and/or procedure that can be used to gather evidence about student learning.
What is a teacher-constructed test (OR observations of performances, work samples, interviews, or standardized tests).
300
These two principles focus on the frequency of assessment and the "complete picture of what a student knows."
What is "Good Assessment requires adequate sampling," and "Good Assessment requires multiple measures."
300
This is a common mistake made by teachers that can cause a disconnect between instruction and assessment.
What is waiting until the last minute to construct a test.
300
These are some of the tools for Natural Assessment.
What are rubrics, evaluative checklists, and portfolios.
300
This type of system compares the performance of an individual to a standard or specific.
What is Criterion-Referenced Evaluation.
400
This is one of the five questions that must be addressed when making judgments from evidence.
What is Is there a sufficient sample to warrant a valid judgment? (OR What is the possibility of error?, Is the judgements free of bias?, What criteria or standards are being used to make the judgments?, or Is the evaluation actually based on the evidence?).
400
This principle of assessment helps ensure that "results are not tainted by extraneous variables such as genger, ethnicity, socioeconomic status, disability, linguistic background, learning style, or test-taking ability."
What is "Good Assessment and evaluation should be Ethical and Fair."
400
A useful time to begin developing an assessment plan is this.
What is at the same time the course or unit is being planned.
400
This type of assessment is an assessment where there are established standards for administration, scoring, and reporting of results.
What is Standardized Assessment.
400
Norm-Referenced Evaluation states that the performance of an individual is evaluated based on this.
What is the performance of a reference group.
500
These are four consequences the author of the book mentions for performing evaluation without data or having biased evaluations.
What is student motivation can be diminished, learning stifled, self-concepts diminished, and students may not pass or graduate.
500
The principle of "Assessment is an important component of Teaching and Learning" states that good assessment should do these four things (give at least two of the four).
What is inform teachers about the strengths and weaknesses of the students ther are teaching, the level of instruction that is appropriate for a given group, the activities and assignments that are most useful, and when it is appropriate to move on.
500
An assessment table of specifications can be used to help connect instruction to assessment. List what the headings of the three columns in the assessment table should be.
What are "objectives," "assessment strategy," and assessment activity/technique."
500
Using a standardized assessment for determining student promotion, teacher evaluations, and school accreditation refers to this purpose.
What is "high-stakes."
500
These are three sources of evidence that can be included in your grading plan.
What are are homework assignments, major projects, and test scores (OR lab projects, student portfolios, oral presentations, participation, attendance, work habits, behavior, and/or effort).
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