BED: Module 1
問題一覧
1
____ is the process of determining or describing the attributes or characteristic of
physical objects generally in terms of quantity.
Measurement
2
When we measure, we use some ___
Standards
3
What are those standards?
• in measuring the length, height, weight, distance, or temperature.
.
4
In measuring those standard we used ___
Instruments
5
What are those instruments?
• Tape measures, scales, and meters.
.
6
• What is _____ measurement?
• The word measurement, as it applies to ___ simply means determining the attributes or
dimensions of an object, skill, or knowledge.
Educational
7
____ measures the cognitive of academic achievements of the student
as well as students’ interest, attitudes, values, traits, skills, and all other aspect related to the
development of a student to be a well-rounded individual.
Educational measurement
8
Who uses this data? in educational measurement
• Gather data for __, ___, ____and ___
Educators,parents,students,administrators
9
What are some of the standard of measurements in education?
• This are ___, ____ and ____.
Raw score,percentile ranks,standard score
10
Measurement can be ___ (as in testing) or ___ (as in perception).
Objective,subjective
11
Objective measurements are more ___ than subjective measurement in the sense that
repeated measurements of the same quantity or quality of interest will produce the _____.
• Objective measurement is measurement that do not depend on the person or individual taking
the measurements.
• Some of the examples of objective measurements are the ___ Test or Scholastic Test.
Stable,same outcome,aptitude
12
On the other hand, subjective measurement refers to the measurement of ____, it usually measures the qualitative aspect or attributes of individual
Individual perception
13
____ is the process of ___ evidence of student’s performance over a period to
determine learning and mastery skills.
Assessment,gathering
14
Assessment is the process of ___ various ___ needed to come up with an overall
information that reflects the attainment of goals and purposes.
Collecting,information
15
• Some of the examples of evidences of students learning are objective test or examination,
___, written output, presentation, portfolios, ___, ___ output, role-playing, debate,
and other authentic assessment
Journals,essay,research
16
Three important features of assessment that makes it distinct from evaluation
(1) use of variety of ____,
• (2) reliance on ____ in a structured and unstructured situations and
• (3) ___ of information.
Techniques,observation,integration
17
Characteristics of Assessment
Process of collecting various information
• In measuring students’ performance, teachers use different ___ assessment tools and
activities.
• Such sources are recitation, presentation, quizzes, long exam, final exam, research, or project.
There should be a series of battery of test that measures the cognitive, affective, and
psychomotor skills needed before arriving at the final grade of the students.
• This variety of test is needed to arrive at a ___ and ___ conclusion of student’s
performance.
Sources,valid,reliable
18
___ of overall information
• In coming up with the student’s assessments of academic performance there should
integration of various sources and assessment tools.
• This ___ of assessment tools or strategies should yield the same result to determine the
overall ability of the student. For reason, the grade of the student will be valid and reliable.
Integration,battery
19
____ of goals and purposes.
• One of the reasons why we do assessment is to know whether the learning goals was attained
after the conduct of the learning experience.
• Assessment processes are ___ for a specified objective to determine if they are met.
• Assessment results are best way to determine the ___ to which the student has attained the
objectives intended.
Attainment,framed,extent
20
___ originates from the root word ”value” and so when we evaluate, we expect our
process to give information regarding the ___, appropriateness, goodness, validity, or legality
of something for which a reliable measurement has been made.
Evaluation,worth
21
It's the ____ and comparison of actual ___ vs. ___ plans, oriented toward improving
plans for future implementation.
Analysis,progress,prior
22
The result of evaluation is to ___, ___ or ___ what has been evaluated.
Adopt,reject,revise
23
Evaluation is a part of a continuing management process consisting of ___,
____, and ____; ideally with each following the other in a continuous cycle until
successful completion of the activity
Planning,implementation,evaluation
24
1. ___ Evaluation
• It is a process of quality review undertaken ___ an ___ for its own ends with or without
the involvement of external peers.
Internal,within,institution
25
Internal evaluation is the same as ___
, done by a unit as a form of ___or in preparation for external evaluation. (Campbell & Rozsnyai, 2002
Seld-evaluation,quality management
26
The process of self-evaluation consists of the systematic collection of administrative data, the
questioning of students and graduates, and the holding of moderated interviews with lecturers
and students, resulting in a ____ report
Self-study
27
____ Evaluation
• It is the process whereby a ___ agency collects data, information, and evidence about
an institution, a unit of a given institution, or a core activity of an institution, to make a ___
about its quality
External,specialized,statement
28
External evaluation is a generic term for most forms of ____, ___, or ___
(3)
• It is used as an umbrella term for all forms of quality monitoring, assessment, audit,
enhancement legitimation, endorsement, or accreditation (Harvey, 2002, p. 1).
• The process that uses people ___ to the program or institution to evaluate quality or
standards is also known as ____
Quality review,inquiry,exploration
29
____ evaluation is an evaluation that is used to modify or improve products, programs, or
activities, and is based on feedback obtained ____ their planning and development.
Formative,during
30
Formative
• This is a method of judging the worth of a program while the program activities are in ___
This type of evaluation focuses on the ___
Progress,process
31
The result of formative evaluation give opportunities to the proponents, learners, and teachers
on how well the objectives of the program are being ___.
Attained
32
Formative
Its main objective is to determine ___ so that the appropriate interventions can be
done.
Deficiencies
33
Formative evaluation may also be used in analyzing learning __, students learning
achievement and teachers’ instructional strategy __
Materials,effectiveness
34
____ evaluation is evaluation at the ____ of an activity or plan to determine its
effectiveness.
Summative,conclusion
35
Summative
• The focus of evaluation is on the ___.
Result
36
The instrument used to collect data for summative evaluation are questionnaire, ___,
interview/ observation guide and test.
Survey forms
37
Summative evaluation is designed to determine the ___ of a program or activity
based on its purpose.
Effectiveness
Module 1: Teaching Approach
Module 1: Teaching Approach
Gresibelle Yumang · 28問 · 2年前Module 1: Teaching Approach
Module 1: Teaching Approach
28問 • 2年前MODULE 1 AOL1
MODULE 1 AOL1
Gresibelle Yumang · 59問 · 2年前MODULE 1 AOL1
MODULE 1 AOL1
59問 • 2年前WH: CHAPTER 21
WH: CHAPTER 21
Gresibelle Yumang · 88問 · 2年前WH: CHAPTER 21
WH: CHAPTER 21
88問 • 2年前Module 2 Teaching approach
Module 2 Teaching approach
Gresibelle Yumang · 26問 · 2年前Module 2 Teaching approach
Module 2 Teaching approach
26問 • 2年前WH: Chapter 20
WH: Chapter 20
Gresibelle Yumang · 46問 · 2年前WH: Chapter 20
WH: Chapter 20
46問 • 2年前WH: Chapter 17 Renaissance
WH: Chapter 17 Renaissance
Gresibelle Yumang · 47問 · 2年前WH: Chapter 17 Renaissance
WH: Chapter 17 Renaissance
47問 • 2年前WH: CHAPTER 18
WH: CHAPTER 18
Gresibelle Yumang · 19問 · 2年前WH: CHAPTER 18
WH: CHAPTER 18
19問 • 2年前WH: CHAPTER 19
WH: CHAPTER 19
Gresibelle Yumang · 35問 · 2年前WH: CHAPTER 19
WH: CHAPTER 19
35問 • 2年前WH: CHAPTER 21 PEOPLE
WH: CHAPTER 21 PEOPLE
Gresibelle Yumang · 8問 · 2年前WH: CHAPTER 21 PEOPLE
WH: CHAPTER 21 PEOPLE
8問 • 2年前Module 3 Teaching approach
Module 3 Teaching approach
Gresibelle Yumang · 32問 · 2年前Module 3 Teaching approach
Module 3 Teaching approach
32問 • 2年前ttl2
ttl2
Gresibelle Yumang · 6問 · 2年前ttl2
ttl2
6問 • 2年前1&2
1&2
Gresibelle Yumang · 47問 · 1年前1&2
1&2
47問 • 1年前INSTRUCTIONAL MATERIALS
INSTRUCTIONAL MATERIALS
Gresibelle Yumang · 13問 · 1年前INSTRUCTIONAL MATERIALS
INSTRUCTIONAL MATERIALS
13問 • 1年前module 1
module 1
Gresibelle Yumang · 47問 · 1年前module 1
module 1
47問 • 1年前問題一覧
1
____ is the process of determining or describing the attributes or characteristic of
physical objects generally in terms of quantity.
Measurement
2
When we measure, we use some ___
Standards
3
What are those standards?
• in measuring the length, height, weight, distance, or temperature.
.
4
In measuring those standard we used ___
Instruments
5
What are those instruments?
• Tape measures, scales, and meters.
.
6
• What is _____ measurement?
• The word measurement, as it applies to ___ simply means determining the attributes or
dimensions of an object, skill, or knowledge.
Educational
7
____ measures the cognitive of academic achievements of the student
as well as students’ interest, attitudes, values, traits, skills, and all other aspect related to the
development of a student to be a well-rounded individual.
Educational measurement
8
Who uses this data? in educational measurement
• Gather data for __, ___, ____and ___
Educators,parents,students,administrators
9
What are some of the standard of measurements in education?
• This are ___, ____ and ____.
Raw score,percentile ranks,standard score
10
Measurement can be ___ (as in testing) or ___ (as in perception).
Objective,subjective
11
Objective measurements are more ___ than subjective measurement in the sense that
repeated measurements of the same quantity or quality of interest will produce the _____.
• Objective measurement is measurement that do not depend on the person or individual taking
the measurements.
• Some of the examples of objective measurements are the ___ Test or Scholastic Test.
Stable,same outcome,aptitude
12
On the other hand, subjective measurement refers to the measurement of ____, it usually measures the qualitative aspect or attributes of individual
Individual perception
13
____ is the process of ___ evidence of student’s performance over a period to
determine learning and mastery skills.
Assessment,gathering
14
Assessment is the process of ___ various ___ needed to come up with an overall
information that reflects the attainment of goals and purposes.
Collecting,information
15
• Some of the examples of evidences of students learning are objective test or examination,
___, written output, presentation, portfolios, ___, ___ output, role-playing, debate,
and other authentic assessment
Journals,essay,research
16
Three important features of assessment that makes it distinct from evaluation
(1) use of variety of ____,
• (2) reliance on ____ in a structured and unstructured situations and
• (3) ___ of information.
Techniques,observation,integration
17
Characteristics of Assessment
Process of collecting various information
• In measuring students’ performance, teachers use different ___ assessment tools and
activities.
• Such sources are recitation, presentation, quizzes, long exam, final exam, research, or project.
There should be a series of battery of test that measures the cognitive, affective, and
psychomotor skills needed before arriving at the final grade of the students.
• This variety of test is needed to arrive at a ___ and ___ conclusion of student’s
performance.
Sources,valid,reliable
18
___ of overall information
• In coming up with the student’s assessments of academic performance there should
integration of various sources and assessment tools.
• This ___ of assessment tools or strategies should yield the same result to determine the
overall ability of the student. For reason, the grade of the student will be valid and reliable.
Integration,battery
19
____ of goals and purposes.
• One of the reasons why we do assessment is to know whether the learning goals was attained
after the conduct of the learning experience.
• Assessment processes are ___ for a specified objective to determine if they are met.
• Assessment results are best way to determine the ___ to which the student has attained the
objectives intended.
Attainment,framed,extent
20
___ originates from the root word ”value” and so when we evaluate, we expect our
process to give information regarding the ___, appropriateness, goodness, validity, or legality
of something for which a reliable measurement has been made.
Evaluation,worth
21
It's the ____ and comparison of actual ___ vs. ___ plans, oriented toward improving
plans for future implementation.
Analysis,progress,prior
22
The result of evaluation is to ___, ___ or ___ what has been evaluated.
Adopt,reject,revise
23
Evaluation is a part of a continuing management process consisting of ___,
____, and ____; ideally with each following the other in a continuous cycle until
successful completion of the activity
Planning,implementation,evaluation
24
1. ___ Evaluation
• It is a process of quality review undertaken ___ an ___ for its own ends with or without
the involvement of external peers.
Internal,within,institution
25
Internal evaluation is the same as ___
, done by a unit as a form of ___or in preparation for external evaluation. (Campbell & Rozsnyai, 2002
Seld-evaluation,quality management
26
The process of self-evaluation consists of the systematic collection of administrative data, the
questioning of students and graduates, and the holding of moderated interviews with lecturers
and students, resulting in a ____ report
Self-study
27
____ Evaluation
• It is the process whereby a ___ agency collects data, information, and evidence about
an institution, a unit of a given institution, or a core activity of an institution, to make a ___
about its quality
External,specialized,statement
28
External evaluation is a generic term for most forms of ____, ___, or ___
(3)
• It is used as an umbrella term for all forms of quality monitoring, assessment, audit,
enhancement legitimation, endorsement, or accreditation (Harvey, 2002, p. 1).
• The process that uses people ___ to the program or institution to evaluate quality or
standards is also known as ____
Quality review,inquiry,exploration
29
____ evaluation is an evaluation that is used to modify or improve products, programs, or
activities, and is based on feedback obtained ____ their planning and development.
Formative,during
30
Formative
• This is a method of judging the worth of a program while the program activities are in ___
This type of evaluation focuses on the ___
Progress,process
31
The result of formative evaluation give opportunities to the proponents, learners, and teachers
on how well the objectives of the program are being ___.
Attained
32
Formative
Its main objective is to determine ___ so that the appropriate interventions can be
done.
Deficiencies
33
Formative evaluation may also be used in analyzing learning __, students learning
achievement and teachers’ instructional strategy __
Materials,effectiveness
34
____ evaluation is evaluation at the ____ of an activity or plan to determine its
effectiveness.
Summative,conclusion
35
Summative
• The focus of evaluation is on the ___.
Result
36
The instrument used to collect data for summative evaluation are questionnaire, ___,
interview/ observation guide and test.
Survey forms
37
Summative evaluation is designed to determine the ___ of a program or activity
based on its purpose.
Effectiveness