Reviewer in ASSESSMENT 1

85問 • 1年前

問題一覧

Is a form of the teaching process. This also ongoing process and involves gathering data.

Assessment

According to him, assessment is ongoing process and involves series of steps, namely; gathering, analyzing, and interpreting data.

Angelo

What are 4 kinds of standardsAccording to Zais?

Absolute Maximum Standards Absolute Minimum Standards Relative Standards Multiple Standards

Is the label of standard's that can be reach of a few student.( Ex. 95percent of the student,knows how to add.

Absolute Maximum Standard.

Examples75percent of student knows how to add.

Absolute Minimum Standard

Refers to the level of competence. Ex. the performance of the student compare to the performance of other student.

Relative Standard

The combination of the 3 standard

Multiple Standard

Is the systematic collection quantification and ordering Information.

Measurement

What are the series of steps of Evaluation according to Tyler

Establish objectives Classify objectives Define objectives Select objectives Develop measurement Techniques Collect performance data Compare data with objectives

What are the Characteristic of Modern Educational Assessment?

Objectives- based and criterion Reliable Multidimensional in structure Value laden

What are the things must be taken when planning for assessment?

Aims goals instructional objectives learning outcomes

According to them, aims are orientations that suggest endpoints.

Ornstein and Hunkins

Spell out the action verbs that specify learning outcomes

Instructional objectives

Instructional objectives should be stated in behavioral terms.

Specific measurable attainable result-oriented time-bounded

This is essential components of instructional objectives that tells what a learner is expected to perform. It is expressed in verb form or action word.

Behavioral Component

This is the essential components of instructional objectives that specifies the topic or subject matter a student is expected to learn. It express in a noun phrase.

Content component

Are observable& measurable. They use of five senses-- sight, hearing, smell, taste, and touch.

Behavioral objectives

Means the objectives can be translated into objective items which are parts of an instrument.

Measurable

Are end result of instructions

Learning Outcomes

Are means to an end

Learning Activities

Is the situation in which learning will take place.

Condition

Consist of objectives that relate to mental or thinking processes. These objectives are arranged hierarchically. From lowest to the highest

Cognitive Domain

Objectives in the cognitive Domain are categorized as follows;

knowledge objectives comprehension objectives application objectives analysis synthesis objectives evaluation objectives

Include remembering to terms,fact,methods,concepts,principles and theories.

knowledge objectives

Refers to understanding words,phrases,definitions and abstraction.

Comprehension objectives

Refers the use of previously acquired information in a new setting.

Application objectives

The process of breaking down the whole to it's parts or statements.

Analysis

Require combining parts to form a new whole.

Synthesis objectives

Require making judgements about the value or work of a thing using certain criteria.

Evaluation objectives

Describes instructional objectives that reflect feelings,emotions and values.

Affective Domain

Refers to questions,facial expressions pantomines and other forms of body language

non-discursive communication

This category requires active participation and involves acquiences in responding,willingness to respond and satisfaction in response.

Responding

Include awareness,willingness to receive and controlled attention.

Recieving

Under this category ,they following behaviors are included,acceptance of a value,preferences of a value and commitment.

Valuing

Determines a student's status in a clearly defined set of related tasks.

Criterion-referenced measurement

It describes what learning tasks an individual can and cannot do.

Criterion-referenced measurement

It determines student's status compared with that of others on a given task. It provides a student's relative standing among other students.

Norm-referenced measurement

Becomes significant when there is a widespread of scores obtained by students.

Norm-referenced interpretation

Is another current trend in educational assessment.

Portfolios

Is very integral part of assessment

Planning

Is a written plan needed for the construction of an achievement test.

Table of specifications

Are written in behavioral terms. They contain both behavior and content or topic/subject matter.

Instructional objectives

Specifies the number of days a teacher developed a particular skill or objective.

Number of Recitation days

Component specifies the location of a particular number of items in the entire test.

Item placement

This serves like a blue print that provides a guide for writing the test items

Table of Specifications

Reveals that the test measures more higher-order-thinking skills(HOTS) that include 27items covering,analysis,synthesis and evaluation.

two-way table

Include multiple -choice items,true false items and matching. It require students to choose the correct or best answer from a set of given alternative.

Selection type items

Include short answer and essay.

supply-type items

One of the most commonly used item format. It is the selection-type item which presents students with a set of possible options from which they are to choose the correct or the best answer.

Multiple-choice item

It consist of a stem which present's a problem and several options which provide possible solutions to a given problem.

Multiple-choice item

May be in a question or an incomplete statement.

Stem

Include the correct answer which is called the key

option

Is a plausible wrong options,whose function is to distract students from the correct answer.

Distracters

Require students to identify statements which are correct or incorrect. Only two responses are possible in this item format.

True-false items

Is a selection-type of items consisting of a series of stimuli(or stems) called premises, and a series of options called responses.

Matching items

Are arranged in a columns usually the responses are arranged right column and premises are in left column

Premises & Responses

This are used when same options are being repeated over and over again in several multiple

matching items

This can be measure a broad range of learning outcomes

supply items

This require student to produce their own answer freely. This is also measure the ability to organize, integrate and express ideas.

Essay Questions

Refers to the extent to which a test measures what it purports to measure.

Validity

Refers to the adequacy and representativeness of learning outcomes to be measured. It is assured to be used of TOS.

Content Validity

Involved the use of a criterion & a predictor

Predictive Validity

The college entrance test result is compared or correlated with some criterion available at the time of the test.

Concurrent validity

Refers to how well a performance on a particular set of task or components can be explained in terms of some psychological construct or trait.

Construct-related Validity

Can be specified and identified through a well-expalined theory.

The nature of a Construct

Must be described by determining the components of such psychological trait.

Theoretical Construct

A correlation coefficient in this instance

Validity Coefficient

What are the errors of measurement?

Test takers test itself test administration test scoring

What are the methods of estimating test Reliability?

Test-retest-method alternate forms or parallel forms method test-retest with alternate forms method internal-consistency method

This method of estimating reliability test determines how score are consistent over a given period of time.

Test-retest-method

This method of estimating reliability uses two different versions of the same test administered to the same group close together in time.

Alternate forms or parallel method

This method of estimating test reliability consists of administering the two versions of the same test on two separate occasions.

Test-retest with alternate forms method

This method of reliability estimate employ only one test administration of the same test given to the same group of individuals

Internal-consistency-method

These are the two importance characteristic of a good test.

Validity & Reliability

Refers to the extent to which a test measures what it purposts to measure

Validity

Is a type of a construct validity where by a certain psychological test correlates little or not at all with a measure of other traits

Discriminant Validity

Refers to the consistency of the test

Reliability

Is a procedure used to identify good items by determining the index of difficulty and the index of discriminations

Item Analysis

Is one method that can be employed for the item analysis.

L-Index

The most commonly used U-L index method

Upper & lower method 27 percent

Must have both acceptable index of difficulty and discrimination index.

A good or retained item

Determined the percentage of items answered by examinees in both prestest and postest.

modified Item analysis

Items contains either unacceptable difficulty or discriminations index.

A fair or revised

Must possess both unacceptable difficulty and discriminations indices. It has be discarded right away

a poor or rejected items

Is one way to improved test items. Is the process of determining good test items

Item analysis

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Final Reviewer Arts

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48問 • 11ヶ月前

ユーザ名非公開

問題一覧

Is a form of the teaching process. This also ongoing process and involves gathering data.

Assessment

According to him, assessment is ongoing process and involves series of steps, namely; gathering, analyzing, and interpreting data.

Angelo

What are 4 kinds of standardsAccording to Zais?

Absolute Maximum Standards Absolute Minimum Standards Relative Standards Multiple Standards

Is the label of standard's that can be reach of a few student.( Ex. 95percent of the student,knows how to add.

Absolute Maximum Standard.

Examples75percent of student knows how to add.

Absolute Minimum Standard

Refers to the level of competence. Ex. the performance of the student compare to the performance of other student.

Relative Standard

The combination of the 3 standard

Multiple Standard

Is the systematic collection quantification and ordering Information.

Measurement

What are the series of steps of Evaluation according to Tyler

Establish objectives Classify objectives Define objectives Select objectives Develop measurement Techniques Collect performance data Compare data with objectives

What are the Characteristic of Modern Educational Assessment?

Objectives- based and criterion Reliable Multidimensional in structure Value laden

What are the things must be taken when planning for assessment?

Aims goals instructional objectives learning outcomes

According to them, aims are orientations that suggest endpoints.

Ornstein and Hunkins

Spell out the action verbs that specify learning outcomes

Instructional objectives

Instructional objectives should be stated in behavioral terms.

Specific measurable attainable result-oriented time-bounded

This is essential components of instructional objectives that tells what a learner is expected to perform. It is expressed in verb form or action word.

Behavioral Component

This is the essential components of instructional objectives that specifies the topic or subject matter a student is expected to learn. It express in a noun phrase.

Content component

Are observable& measurable. They use of five senses-- sight, hearing, smell, taste, and touch.

Behavioral objectives

Means the objectives can be translated into objective items which are parts of an instrument.

Measurable

Are end result of instructions

Learning Outcomes

Are means to an end

Learning Activities

Is the situation in which learning will take place.

Condition

Consist of objectives that relate to mental or thinking processes. These objectives are arranged hierarchically. From lowest to the highest

Cognitive Domain

Objectives in the cognitive Domain are categorized as follows;

knowledge objectives comprehension objectives application objectives analysis synthesis objectives evaluation objectives

Include remembering to terms,fact,methods,concepts,principles and theories.

knowledge objectives

Refers to understanding words,phrases,definitions and abstraction.

Comprehension objectives

Refers the use of previously acquired information in a new setting.

Application objectives

The process of breaking down the whole to it's parts or statements.

Analysis

Require combining parts to form a new whole.

Synthesis objectives

Require making judgements about the value or work of a thing using certain criteria.

Evaluation objectives

Describes instructional objectives that reflect feelings,emotions and values.

Affective Domain

Refers to questions,facial expressions pantomines and other forms of body language

non-discursive communication

This category requires active participation and involves acquiences in responding,willingness to respond and satisfaction in response.

Responding

Include awareness,willingness to receive and controlled attention.

Recieving

Under this category ,they following behaviors are included,acceptance of a value,preferences of a value and commitment.

Valuing

Determines a student's status in a clearly defined set of related tasks.

Criterion-referenced measurement

It describes what learning tasks an individual can and cannot do.

Criterion-referenced measurement

It determines student's status compared with that of others on a given task. It provides a student's relative standing among other students.

Norm-referenced measurement

Becomes significant when there is a widespread of scores obtained by students.

Norm-referenced interpretation

Is another current trend in educational assessment.

Portfolios

Is very integral part of assessment

Planning

Is a written plan needed for the construction of an achievement test.

Table of specifications

Are written in behavioral terms. They contain both behavior and content or topic/subject matter.

Instructional objectives

Specifies the number of days a teacher developed a particular skill or objective.

Number of Recitation days

Component specifies the location of a particular number of items in the entire test.

Item placement

This serves like a blue print that provides a guide for writing the test items

Table of Specifications

Reveals that the test measures more higher-order-thinking skills(HOTS) that include 27items covering,analysis,synthesis and evaluation.

two-way table

Include multiple -choice items,true false items and matching. It require students to choose the correct or best answer from a set of given alternative.

Selection type items

Include short answer and essay.

supply-type items

One of the most commonly used item format. It is the selection-type item which presents students with a set of possible options from which they are to choose the correct or the best answer.

Multiple-choice item

It consist of a stem which present's a problem and several options which provide possible solutions to a given problem.

Multiple-choice item

May be in a question or an incomplete statement.

Stem

Include the correct answer which is called the key

option

Is a plausible wrong options,whose function is to distract students from the correct answer.

Distracters

Require students to identify statements which are correct or incorrect. Only two responses are possible in this item format.

True-false items

Is a selection-type of items consisting of a series of stimuli(or stems) called premises, and a series of options called responses.

Matching items

Are arranged in a columns usually the responses are arranged right column and premises are in left column

Premises & Responses

This are used when same options are being repeated over and over again in several multiple

matching items

This can be measure a broad range of learning outcomes

supply items

This require student to produce their own answer freely. This is also measure the ability to organize, integrate and express ideas.

Essay Questions

Refers to the extent to which a test measures what it purports to measure.

Validity

Refers to the adequacy and representativeness of learning outcomes to be measured. It is assured to be used of TOS.

Content Validity

Involved the use of a criterion & a predictor

Predictive Validity

The college entrance test result is compared or correlated with some criterion available at the time of the test.

Concurrent validity

Refers to how well a performance on a particular set of task or components can be explained in terms of some psychological construct or trait.

Construct-related Validity

Can be specified and identified through a well-expalined theory.

The nature of a Construct

Must be described by determining the components of such psychological trait.

Theoretical Construct

A correlation coefficient in this instance

Validity Coefficient

What are the errors of measurement?

Test takers test itself test administration test scoring

What are the methods of estimating test Reliability?

Test-retest-method alternate forms or parallel forms method test-retest with alternate forms method internal-consistency method

This method of estimating reliability test determines how score are consistent over a given period of time.

Test-retest-method

This method of estimating reliability uses two different versions of the same test administered to the same group close together in time.

Alternate forms or parallel method

This method of estimating test reliability consists of administering the two versions of the same test on two separate occasions.

Test-retest with alternate forms method

This method of reliability estimate employ only one test administration of the same test given to the same group of individuals

Internal-consistency-method

These are the two importance characteristic of a good test.

Validity & Reliability

Refers to the extent to which a test measures what it purposts to measure

Validity

Is a type of a construct validity where by a certain psychological test correlates little or not at all with a measure of other traits

Discriminant Validity

Refers to the consistency of the test

Reliability

Is a procedure used to identify good items by determining the index of difficulty and the index of discriminations

Item Analysis

Is one method that can be employed for the item analysis.

L-Index

The most commonly used U-L index method

Upper & lower method 27 percent

Must have both acceptable index of difficulty and discrimination index.

A good or retained item

Determined the percentage of items answered by examinees in both prestest and postest.

modified Item analysis

Items contains either unacceptable difficulty or discriminations index.

A fair or revised

Must possess both unacceptable difficulty and discriminations indices. It has be discarded right away

a poor or rejected items

Is one way to improved test items. Is the process of determining good test items

Item analysis