Prof Ed CBRC Assessment of learning | 暗記メーカー

暗記メーカー

Prof Ed CBRC Assessment of learning

112問 • 2年前

問題一覧

1

The change in in educational perspective called Outcome based education (OBE) has three characteristics:

Student-centered, faculty driven and meaningful

2

It is competency or skill acquired upon completion of an instruction, a subject, a grade level, a segment of the program or of the program itself.

Immediate outcomes

3

Immediate outcomes are referred to as

Instructional outcomes

4

It is competency or skill acquired upon completion of an instruction, a subject, a grade level, a segment of the program or of the program itself.

Instructional outcomes

5

It refer to ability to apply cognitive, psychomotor and affective skills or competencies in various situation many years completion of a subject; grade level or degree program

Deferred outcomes

6

It is the process of making judgments based on criteria and evidence.

Evaluation

7

It is the process of documenting knowledge, skills, attitudes and beliefs usually in measurable terms.

Assessment

8

In an educational contexts, It is the process of describing, collecting, recording, scoring and interpreting information about learning.

Assessment

9

It refers to the process by which the attributes of dimensions of some physical objects are determined with the exception of IQ or attributes.

Measurement

10

It is a method of judging the worth of a program while the program of activities are in progress.

Formative evaluation

11

It is method of judging the worth of the program at the end of the program of activities.

Summative evaluation

12

The assessment that is given while the teacher is in the process of student formation is referred to as a

Formative evaluation

13

In assessment _________, teacher's use assessment to inform or adjust their teaching.

FOR learning

14

It is meant to assess learning for grading purposes.

Assessment OF learning

15

The effectiveness of __________ depends on the validity and reliability of the assessment activity and tools.

Summative assessment

16

It is associated with self-assessment

Assessment AS learning

17

The three domains of educational activities are:

Cognitive, affective and psychomotor

18

Cognitive: Affective: Psychomotor:

Mental skills Growth in feeling or emotion Manual or physical skills

19

It works best when it is continuous, ongoing and not episodic.

Assessment

20

It should be the basis of the assessment task.

Intended learning outcomes

21

It should be the basis of the assessment task.

Lesson objectives

22

It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool.

True

23

It is pedagogically sound to rely on just one source of data gathered by only one assessment tool.

False

24

The principle of ________ means that the teaching-learning activities and assessment task are aligned with the intended learning outcome.

Constructive alignment

25

The paper-and-pencil test assesses learning in the

Cognitive domain

26

The paper-and-pencil test assesses learning in the

Declarative knowledge

27

It is learning proven by a product and by a performance cannot measured by a paper and pencil test.

Psychomotor learning

28

It is learning proven by a product and by a performance cannot measured by a paper and pencil test.

Procedural knowledge

29

It is a purposeful collection of student work or documented performance that tells the story of students achievement or growth.

Portfolio

30

It can serve as a holding tank for work that may be selected later for more permanent assessment or display portfolio.

Growth and development portfolio

31

It is demonstrated the highest level of achievement attained by the students.

Showcase portfolio

32

It is a documents what a student has learned based on standards and competencies expected of students at each grade level.

Assessment or evaluation portfolio

33

The main purpose is to assess performance made evident in processes and products.

Rubrics

34

Rubrics have two major parts

Coherent sets of criteria and description of levels of performance for these criteria

35

It is kind of rubrics that each criterion is evaluated separately.

Analytic rubric

36

It is kind of rubrics that all criteria are evaluated simultaneously.

Holistic rubric

37

Analytic rubric is good for

Formative assessment

38

It is a test map that guides the teacher in constructing a test.

Table of specification (TOS)

39

It is referred to as the average of scores.

Mean

40

It is the score at the middle of the distribution.

Median

41

If scores are plotted in a histogram, that with the highest frequency is the

Mode

42

It is a measure of the spread of scores.

Standard deviation

43

It means that the data are more clustered around the mean hence the dataset is more consistent.

Lower standard deviation

44

If you like to get a more realiable picture of the scores of your students in your class, you should

Compute for the mean and the SD or standard deviation

45

If a score distribution has no outliers,

The scores may not be so varied

46

If a score distribution has a standard deviation of zero, then

The scores are the same

47

It refers to a grading system where a student's grade is placed on relation to the performance of a group.

Norm references grading

48

Grading system that are based on a fixed criterion measure.

Criterion referenced grading system

49

It is a process by which teacher or research made tests are validated and item analyzed.

Test standardization

50

There are no numerical grades in kindergarten.

True

51

It is a form of pre-assessment that allows a teacher to determine individual student's prior knowledge including misconceptions before instruction.

Diagnostic assessment

52

It focuses on student's construction of functioning knowledge.

Contextualized assessment

53

It focuses on declarative knowledge and/or procedural knowledge in artificial situations detached from the real life context.

Decontextualized assessment

54

Simple recall tests is

Decontextualized assessment

55

Assessment is ________ if it measures what it is supposed to measure.

Valid

56

Assessment is _______ when the test produces consistent scores.

Reliable

57

If a teacher gives _________, she wants to know the learner's readiness for the lesson.

Diagnostic test

58

In OBE and OBTL, the process of instruction begins with the

Clarification of learning outcomes

59

Understanding by Design or UbD and OBE and OBTL agree that the first step in the instruction process is

Identifying and clarifying learning outcomes

60

Education institutions should consider needs of industry in the formulation of learning outcomes

To prepare graduates for the world of work

61

In Mctighe's and Wiggin's Understanding by design, the highest level of understanding is

Students awareness of what they do not understand

62

In Mctighe's and Wiggin's Understanding by design, the lowest level of understanding is

Providing explanations

63

It is a form of assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills.

Authentic assessment

64

It is an assessment that measures student's abilities directly with real tasks.

Non-test assessment

65

It includes assessing transversal competencies needed in the 21st century.

Authentic assessment

66

It is competency that is transferrable between jobs.

Transversal competencies

67

It is competency that is transferrable between jobs.

Transferable competencies

68

It is an example of a product based assessment.

Creation of a powerpoint presentation

69

It is a one form or technique for authentic assessment.

GRASPS (goal, role, audience, situation, production, standard and criteria)

70

It is a scoring guide used to assess performance against a set of criteria.

Scoring rubric

71

It assess learner single, overall performance in an activity based on standard set.

Holistic rubric

72

It assess learner performance against each specific criterion and so give more detailed picture of the learners performance.

Analytic rubric

73

It used to assess general tasks or skills such as problem solving, be it in physical science, social science or math.

General rubric

74

It used to assess skills specific to a given problem, task or situation such as solving the area of trapezoid and using correct punctuation marks.

Task specific rubric

75

It is used when learning outcomes are defined by the existence of an attribute.

Checklist

76

It is a list of specific characterisitcs with a place for marking the degree to which each characteristic is displayed.

Rating scale

77

Scoring rubrics has two basic parts

Criteria and Description of levels of performance

78

If a general pictures of students performance is desired, ___________ is most appropriate.

Holistic rubric

79

It lacks descriptions of performance quality

Checklist

80

It lacks descriptions of performance quality

Rating scale

81

It has descriptions of performance quality

Rubric

82

The classes of evidence of learning that can be put in students portfolios are

Artifacts, reproduction, attestation and productions

83

It is documents or products that are produced as a result of academic classroom work. Examples are student papers and homework.

Artifacts

84

It is documentations of a student's work outside the classroom. Examples are special projects like capstone.

Reproduction

85

It is teacher or other responsible person's documentation to attest to the student's progress.

Attestations

86

It is the documents that the students himself or herself prepares. These includes goal statement, reflections and captions

Production

87

The bases for the selection of what to include in the portfolio are

Learning outcomes and the purpose of the portfolio

88

It is digital collection of course-related work like essays, posters, photographs, videos and artwork by students.

E-portfolio

89

E-portfolio within the learning theory known as __________, which states that learning happens most effectively when students construct systems of knowledge for themselves rather than simply receiving information presented.

Social construtivism

90

It is considered by the school summative assessment purposes

School-centered e-portfolio

91

It serves the formative purpose of assessment for learning

Learner-centered e-portfolio

92

The audience is internal to the school and the goal is to support institutional outcomes assessment

Assessment e-portfolio

93

The audience is students themselves and the goal is helping students examine and reflect on their learning

Learning e-portfolio

94

The audience is external and the goal is to provide students with a tool for showcasing their achievements to employers or transfer institutions

Career or transfer e-portfolio

95

It corresponds to career or transfers e-portfolio

Showcase portfolio

96

It non-technical skills that refer to how one works in the workplace, how one interacts with others in the workplace and how one looks at problems and solve problems

Soft skills

97

A popular method of assessing learning in the affective domain is

Observation

98

The three feasible method of assessing learning in the affective domain are

Teacher observation, student self-report and peer ratings

99

It can be unstructured or structured. It is unstructured when observation is open-ended and structured when she is guided in what to observe by a checklist or rating scale

Teacher observation

100

It is ______ when observation is open-ended

Unstructured

Science

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Country

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English literature name

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問題一覧

1

The change in in educational perspective called Outcome based education (OBE) has three characteristics:

Student-centered, faculty driven and meaningful

2

It is competency or skill acquired upon completion of an instruction, a subject, a grade level, a segment of the program or of the program itself.

Immediate outcomes

3

Immediate outcomes are referred to as

Instructional outcomes

4

It is competency or skill acquired upon completion of an instruction, a subject, a grade level, a segment of the program or of the program itself.

Instructional outcomes

5

It refer to ability to apply cognitive, psychomotor and affective skills or competencies in various situation many years completion of a subject; grade level or degree program

Deferred outcomes

6

It is the process of making judgments based on criteria and evidence.

Evaluation

7

It is the process of documenting knowledge, skills, attitudes and beliefs usually in measurable terms.

Assessment

8

In an educational contexts, It is the process of describing, collecting, recording, scoring and interpreting information about learning.

Assessment

9

It refers to the process by which the attributes of dimensions of some physical objects are determined with the exception of IQ or attributes.

Measurement

10

It is a method of judging the worth of a program while the program of activities are in progress.

Formative evaluation

11

It is method of judging the worth of the program at the end of the program of activities.

Summative evaluation

12

The assessment that is given while the teacher is in the process of student formation is referred to as a

Formative evaluation

13

In assessment _________, teacher's use assessment to inform or adjust their teaching.

FOR learning

14

It is meant to assess learning for grading purposes.

Assessment OF learning

15

The effectiveness of __________ depends on the validity and reliability of the assessment activity and tools.

Summative assessment

16

It is associated with self-assessment

Assessment AS learning

17

The three domains of educational activities are:

Cognitive, affective and psychomotor

18

Cognitive: Affective: Psychomotor:

Mental skills Growth in feeling or emotion Manual or physical skills

19

It works best when it is continuous, ongoing and not episodic.

Assessment

20

It should be the basis of the assessment task.

Intended learning outcomes

21

It should be the basis of the assessment task.

Lesson objectives

22

It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool.

True

23

It is pedagogically sound to rely on just one source of data gathered by only one assessment tool.

False

24

The principle of ________ means that the teaching-learning activities and assessment task are aligned with the intended learning outcome.

Constructive alignment

25

The paper-and-pencil test assesses learning in the

Cognitive domain

26

The paper-and-pencil test assesses learning in the

Declarative knowledge

27

It is learning proven by a product and by a performance cannot measured by a paper and pencil test.

Psychomotor learning

28

It is learning proven by a product and by a performance cannot measured by a paper and pencil test.

Procedural knowledge

29

It is a purposeful collection of student work or documented performance that tells the story of students achievement or growth.

Portfolio

30

It can serve as a holding tank for work that may be selected later for more permanent assessment or display portfolio.

Growth and development portfolio

31

It is demonstrated the highest level of achievement attained by the students.

Showcase portfolio

32

It is a documents what a student has learned based on standards and competencies expected of students at each grade level.

Assessment or evaluation portfolio

33

The main purpose is to assess performance made evident in processes and products.

Rubrics

34

Rubrics have two major parts

Coherent sets of criteria and description of levels of performance for these criteria

35

It is kind of rubrics that each criterion is evaluated separately.

Analytic rubric

36

It is kind of rubrics that all criteria are evaluated simultaneously.

Holistic rubric

37

Analytic rubric is good for

Formative assessment

38

It is a test map that guides the teacher in constructing a test.

Table of specification (TOS)

39

It is referred to as the average of scores.

Mean

40

It is the score at the middle of the distribution.

Median

41

If scores are plotted in a histogram, that with the highest frequency is the

Mode

42

It is a measure of the spread of scores.

Standard deviation

43

It means that the data are more clustered around the mean hence the dataset is more consistent.

Lower standard deviation

44

If you like to get a more realiable picture of the scores of your students in your class, you should

Compute for the mean and the SD or standard deviation

45

If a score distribution has no outliers,

The scores may not be so varied

46

If a score distribution has a standard deviation of zero, then

The scores are the same

47

It refers to a grading system where a student's grade is placed on relation to the performance of a group.

Norm references grading

48

Grading system that are based on a fixed criterion measure.

Criterion referenced grading system

49

It is a process by which teacher or research made tests are validated and item analyzed.

Test standardization

50

There are no numerical grades in kindergarten.

True

51

It is a form of pre-assessment that allows a teacher to determine individual student's prior knowledge including misconceptions before instruction.

Diagnostic assessment

52

It focuses on student's construction of functioning knowledge.

Contextualized assessment

53

It focuses on declarative knowledge and/or procedural knowledge in artificial situations detached from the real life context.

Decontextualized assessment

54

Simple recall tests is

Decontextualized assessment

55

Assessment is ________ if it measures what it is supposed to measure.

Valid

56

Assessment is _______ when the test produces consistent scores.

Reliable

57

If a teacher gives _________, she wants to know the learner's readiness for the lesson.

Diagnostic test

58

In OBE and OBTL, the process of instruction begins with the

Clarification of learning outcomes

59

Understanding by Design or UbD and OBE and OBTL agree that the first step in the instruction process is

Identifying and clarifying learning outcomes

60

Education institutions should consider needs of industry in the formulation of learning outcomes

To prepare graduates for the world of work

61

In Mctighe's and Wiggin's Understanding by design, the highest level of understanding is

Students awareness of what they do not understand

62

In Mctighe's and Wiggin's Understanding by design, the lowest level of understanding is

Providing explanations

63

It is a form of assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills.

Authentic assessment

64

It is an assessment that measures student's abilities directly with real tasks.

Non-test assessment

65

It includes assessing transversal competencies needed in the 21st century.

Authentic assessment

66

It is competency that is transferrable between jobs.

Transversal competencies

67

It is competency that is transferrable between jobs.

Transferable competencies

68

It is an example of a product based assessment.

Creation of a powerpoint presentation

69

It is a one form or technique for authentic assessment.

GRASPS (goal, role, audience, situation, production, standard and criteria)

70

It is a scoring guide used to assess performance against a set of criteria.

Scoring rubric

71

It assess learner single, overall performance in an activity based on standard set.

Holistic rubric

72

It assess learner performance against each specific criterion and so give more detailed picture of the learners performance.

Analytic rubric

73

It used to assess general tasks or skills such as problem solving, be it in physical science, social science or math.

General rubric

74

It used to assess skills specific to a given problem, task or situation such as solving the area of trapezoid and using correct punctuation marks.

Task specific rubric

75

It is used when learning outcomes are defined by the existence of an attribute.

Checklist

76

It is a list of specific characterisitcs with a place for marking the degree to which each characteristic is displayed.

Rating scale

77

Scoring rubrics has two basic parts

Criteria and Description of levels of performance

78

If a general pictures of students performance is desired, ___________ is most appropriate.

Holistic rubric

79

It lacks descriptions of performance quality

Checklist

80

It lacks descriptions of performance quality

Rating scale

81

It has descriptions of performance quality

Rubric

82

The classes of evidence of learning that can be put in students portfolios are

Artifacts, reproduction, attestation and productions

83

It is documents or products that are produced as a result of academic classroom work. Examples are student papers and homework.

Artifacts

84

It is documentations of a student's work outside the classroom. Examples are special projects like capstone.

Reproduction

85

It is teacher or other responsible person's documentation to attest to the student's progress.

Attestations

86

It is the documents that the students himself or herself prepares. These includes goal statement, reflections and captions

Production

87

The bases for the selection of what to include in the portfolio are

Learning outcomes and the purpose of the portfolio

88

It is digital collection of course-related work like essays, posters, photographs, videos and artwork by students.

E-portfolio

89

E-portfolio within the learning theory known as __________, which states that learning happens most effectively when students construct systems of knowledge for themselves rather than simply receiving information presented.

Social construtivism

90

It is considered by the school summative assessment purposes

School-centered e-portfolio

91

It serves the formative purpose of assessment for learning

Learner-centered e-portfolio

92

The audience is internal to the school and the goal is to support institutional outcomes assessment

Assessment e-portfolio

93

The audience is students themselves and the goal is helping students examine and reflect on their learning

Learning e-portfolio

94

The audience is external and the goal is to provide students with a tool for showcasing their achievements to employers or transfer institutions

Career or transfer e-portfolio

95

It corresponds to career or transfers e-portfolio

Showcase portfolio

96

It non-technical skills that refer to how one works in the workplace, how one interacts with others in the workplace and how one looks at problems and solve problems

Soft skills

97

A popular method of assessing learning in the affective domain is

Observation

98

The three feasible method of assessing learning in the affective domain are

Teacher observation, student self-report and peer ratings

99

It can be unstructured or structured. It is unstructured when observation is open-ended and structured when she is guided in what to observe by a checklist or rating scale

Teacher observation

100

It is ______ when observation is open-ended

Unstructured