暗記メーカー

暗記メーカー

​
ログイン

EDUC 75 (2)

EDUC 75 (2)
56問 • 1年前
  • Princess Mangiliman
    • 通報

    問題一覧

  • 1

    Teacher observation

    formal, informal

  • 2

    Self report

    attitude, survey, questionnaires, interviews

  • 3

    Refers to the extent to which an assessment accurately measures what it is intended to measure

    validity

  • 4

    Three types of validity

    CCC CONTENT VALIDITY CONSTRUCT VALIDITY CRITERION RELATED VALIDITY

  • 5

    Ensures the assessment covers the relevant content areas and skills

    content validity

  • 6

    Confirms that the assessment accurately measures the theoretical construct it claims to assess

    construct validity

  • 7

    Evaluate how well one measure predicts outcomes based on another measure

    criterion related validity

  • 8

    Assesses the relationship between the assessment and establish measure taken at a same time

    concurrent validity

  • 9

    Examines how well the assessment predicts future performance or behavior

    predictive validity

  • 10

    Refers to the consistency and stability of the results produced by an assessment over time

    reliability

  • 11

    Three types of reliability

    TII TEST RETEST RELIABILITY INTER RATER RELIABILITY INTERNAL CONSISTENCY

  • 12

    Measures the consistency of results when the same assessment is administrated to the same group at two different times

    test retest realiability

  • 13

    Assesses the degree to which different as a source or latest provide consistent scores or evaluations for the same assessment

    Inter-rater reliability

  • 14

    Evaluates the consistency of responses within the assessment itself often measured using statistics like cronbach's alpha

    internal consistency

  • 15

    The concept that assessment should be fair covers a number of the specs like student knowledge the opportunity to learn and the prequisite knowledge and avoiding teaching story type and avoiding bias

    fairness

  • 16

    Learning assessment provide students with effective feedback and potentially improve their motivation and self esteem and assessment of learning give students the tools to assess themselves and how understand how to improve

    positive consequences

  • 17

    Familiarity with the method knowing the strengths and limitations of the method time required gather only as much information as you need and complexity of administration and ease scoring interpretations and cause

    practicality and efficiency

  • 18

    Informed consent, anonymity, confidentiality

    ethics in assessment

  • 19

    Ethical issues in assessment

    cultural bias disability discrimination high stakes testing labeling unclear criteria inadequate feedback data privacy informed consent

  • 20

    Is a cornerstone of effective teaching and learning and should be specific and clearly defined of what students are expected to know understand or able to do

    clarity of learning targets

  • 21

    The cognitive targets

    KCAASE knowledge or remember comprehension or understand application or apply analysis or analyze synthesis or create evaluation or evaluate

  • 22

    Affective targets

    RRVOC receiving responding valuing organization characterization

  • 23

    Psychomotor targets HARROW 1972

    RBPPSN REFLEX MOVEMENT BASIC FUNDAMENTAL MOVEMENT PERCEPTUAL ABILITIES PHYSICAL ABILITIES SKILLED MOVEMENTS NON-DISCURSIVE COMMUNICATION

  • 24

    Four major categories for appropriateness of assessment method

    SCTS SELECTED RESPONSE CONSTRUCTED RESPONSE TEACHER OBSERVATION SELF REPORT

  • 25

    Selected response

    multiple choice, binary choice, matching type, identification

  • 26

    Constructed response

    brief constructed response, performance based task, essay items, oral questioning

  • 27

    Is an evaluation method that effectively measures student learning against clear objectives and providing valuable insights into the progress

    high quality assessment

  • 28

    What are the learning objectives being assessed

    knowledge acquisition and skill mastery and critical thinking and application of consent relevant to the curriculum

  • 29

    Assessment methods such as

    quizzes are exams and projects are designed to directly measure the specific learning objectives

  • 30

    Assessment incorporate various formats like

    visual or auditory or kinesthetic

  • 31

    What measures are in place to ensure reliability and consistently in grading

    clear rubrics, assessor training, peer review processes and moderation sessions

  • 32

    How is feedback provided to support student improvement

    it focus on actionable steps for improvement and offering opportunities for revision based on that feedback because it is timely specific and constructive

  • 33

    What strategies can be implemented to involve students in the assessment process, promoting ownership of their learning

    self assessment or goal setting or per assessment or feedback discussion or empowering students to take an active role

  • 34

    The test construction process for classroom testing follows initial steps similar to those used for measuring psychological constructs

    planning the test

  • 35

    Three phase of test construction

    PIR PLANNING PHASE ITEM CONSTRUCTION PHASE REVIEW PHASE

  • 36

    Identify the test purpose, specify learning outcomes and prepare a table of specification

    planning phase

  • 37

    Develop and to create test items using format that align with the specified learning outcomes

    item construction phase

  • 38

    Evaluate items for alignment before administration and analyze students performance afterward to refine the assessment

    review phase

  • 39

    Identify purpose of test, specifying learning outcomes to be assessed and prepare test specifications

    planning phase

  • 40

    Construct pool of items and review and revised items

    review phase

  • 41

    Is used to examine someone's knowledge of something to determine what he or she knows or learned and this could be questions, a task or activities

    test

  • 42

    Its purpose is to assess the performance of the students and help assign grades to students based on their performance and teachers predict the performance of students in the future

    purpose of test

  • 43

    The test should measure what is supposed to measure and for example a math test should only assess math skills not reading ability

    validity

  • 44

    The test should give consistent results every time it is taken under the same condition

    realibility

  • 45

    The test should be free from bias and give equal chances to all test takers regardless of their background and abilities

    fairness

  • 46

    The instructions and questions should be clear and easy to understand

    clarity

  • 47

    The test should be easy to create administer and score without too much time or resources

    practicality

  • 48

    The test should cover all important areas of knowledge or skills being assessed

    comprehensiveness

  • 49

    The scope of test

    test as a student strengths and weaknesses does helps in predicting the future performance of students test help students bring improvement in learning

  • 50

    is used to design effective test like the content areas and learning outcomes and it can be tested by test formats or item types or distribution

    A test blueprint or tos

  • 51

    It ensures alignment with curriculum standards and distributes questions effectively to sample skills being test

    balanced test design

  • 52

    Questions should represent the learning outcomes outline in the curriculum and avoid focusing only on low level outcomes due to the east of questions construction

    content consideration

  • 53

    Important outcomes should have more points or questions alloted

    weight of learning outcomes

  • 54

    Guidelines for item distribution (macmillan 2007)

    minimum of 10 items per knowledge learning target for good sampling at least five items for specific learning targets present a range of difficulty in items

  • 55

    A score of 80% correct on items indicates mastery of a competency

    mastery criteria

  • 56

    Is a tool used by teachers when planning the test or assessments they will conduct and this capture all the essential learning outcomes or objectives to be assessed and this outlines the skills students need to demonstrate and specifies the number of questions or points assigned to each

    table of specifications

    • EDUC 55 FINALS

    EDUC 55 FINALS

    Princess Mangiliman · 73問 · 1年前

    EDUC 55 FINALS

    EDUC 55 FINALS

    73問 • 1年前
    Princess Mangiliman

    EDUC 90 (3) THINGS TO CONSIDER-PURPOSE OF CURRICULUM

    EDUC 90 (3) THINGS TO CONSIDER-PURPOSE OF CURRICULUM

    Princess Mangiliman · 69問 · 1年前

    EDUC 90 (3) THINGS TO CONSIDER-PURPOSE OF CURRICULUM

    EDUC 90 (3) THINGS TO CONSIDER-PURPOSE OF CURRICULUM

    69問 • 1年前
    Princess Mangiliman

    EDUC 90 (2)

    EDUC 90 (2)

    Princess Mangiliman · 31問 · 1年前

    EDUC 90 (2)

    EDUC 90 (2)

    31問 • 1年前
    Princess Mangiliman

    EDUC 75

    EDUC 75

    Princess Mangiliman · 100問 · 1年前

    EDUC 75

    EDUC 75

    100問 • 1年前
    Princess Mangiliman

    GNED 04

    GNED 04

    Princess Mangiliman · 89問 · 1年前

    GNED 04

    GNED 04

    89問 • 1年前
    Princess Mangiliman

    BSEE 21

    BSEE 21

    Princess Mangiliman · 65問 · 1年前

    BSEE 21

    BSEE 21

    65問 • 1年前
    Princess Mangiliman

    EDUC 60

    EDUC 60

    Princess Mangiliman · 85問 · 1年前

    EDUC 60

    EDUC 60

    85問 • 1年前
    Princess Mangiliman

    CvSU 101

    CvSU 101

    Princess Mangiliman · 26問 · 1年前

    CvSU 101

    CvSU 101

    26問 • 1年前
    Princess Mangiliman

    EDUC 55

    EDUC 55

    Princess Mangiliman · 26問 · 1年前

    EDUC 55

    EDUC 55

    26問 • 1年前
    Princess Mangiliman

    EDUC 90

    EDUC 90

    Princess Mangiliman · 93問 · 1年前

    EDUC 90

    EDUC 90

    93問 • 1年前
    Princess Mangiliman

    FITT 1

    FITT 1

    Princess Mangiliman · 32問 · 1年前

    FITT 1

    FITT 1

    32問 • 1年前
    Princess Mangiliman

    EDUC 70

    EDUC 70

    Princess Mangiliman · 100問 · 1年前

    EDUC 70

    EDUC 70

    100問 • 1年前
    Princess Mangiliman

    ESUC 70 (2)

    ESUC 70 (2)

    Princess Mangiliman · 8問 · 1年前

    ESUC 70 (2)

    ESUC 70 (2)

    8問 • 1年前
    Princess Mangiliman

    EDUC 50

    EDUC 50

    Princess Mangiliman · 100問 · 1年前

    EDUC 50

    EDUC 50

    100問 • 1年前
    Princess Mangiliman

    EDUC 50 (2)

    EDUC 50 (2)

    Princess Mangiliman · 36問 · 1年前

    EDUC 50 (2)

    EDUC 50 (2)

    36問 • 1年前
    Princess Mangiliman

    GNED 05

    GNED 05

    Princess Mangiliman · 28問 · 1年前

    GNED 05

    GNED 05

    28問 • 1年前
    Princess Mangiliman

    EDUC 85

    EDUC 85

    Princess Mangiliman · 37問 · 1年前

    EDUC 85

    EDUC 85

    37問 • 1年前
    Princess Mangiliman

    EDUC 95

    EDUC 95

    Princess Mangiliman · 14問 · 1年前

    EDUC 95

    EDUC 95

    14問 • 1年前
    Princess Mangiliman

    EDUC 65

    EDUC 65

    Princess Mangiliman · 61問 · 1年前

    EDUC 65

    EDUC 65

    61問 • 1年前
    Princess Mangiliman

    EDUC 95

    EDUC 95

    Princess Mangiliman · 48問 · 1年前

    EDUC 95

    EDUC 95

    48問 • 1年前
    Princess Mangiliman

    GNED 14

    GNED 14

    Princess Mangiliman · 55問 · 1年前

    GNED 14

    GNED 14

    55問 • 1年前
    Princess Mangiliman

    GNED 15

    GNED 15

    Princess Mangiliman · 95問 · 1年前

    GNED 15

    GNED 15

    95問 • 1年前
    Princess Mangiliman

    問題一覧

  • 1

    Teacher observation

    formal, informal

  • 2

    Self report

    attitude, survey, questionnaires, interviews

  • 3

    Refers to the extent to which an assessment accurately measures what it is intended to measure

    validity

  • 4

    Three types of validity

    CCC CONTENT VALIDITY CONSTRUCT VALIDITY CRITERION RELATED VALIDITY

  • 5

    Ensures the assessment covers the relevant content areas and skills

    content validity

  • 6

    Confirms that the assessment accurately measures the theoretical construct it claims to assess

    construct validity

  • 7

    Evaluate how well one measure predicts outcomes based on another measure

    criterion related validity

  • 8

    Assesses the relationship between the assessment and establish measure taken at a same time

    concurrent validity

  • 9

    Examines how well the assessment predicts future performance or behavior

    predictive validity

  • 10

    Refers to the consistency and stability of the results produced by an assessment over time

    reliability

  • 11

    Three types of reliability

    TII TEST RETEST RELIABILITY INTER RATER RELIABILITY INTERNAL CONSISTENCY

  • 12

    Measures the consistency of results when the same assessment is administrated to the same group at two different times

    test retest realiability

  • 13

    Assesses the degree to which different as a source or latest provide consistent scores or evaluations for the same assessment

    Inter-rater reliability

  • 14

    Evaluates the consistency of responses within the assessment itself often measured using statistics like cronbach's alpha

    internal consistency

  • 15

    The concept that assessment should be fair covers a number of the specs like student knowledge the opportunity to learn and the prequisite knowledge and avoiding teaching story type and avoiding bias

    fairness

  • 16

    Learning assessment provide students with effective feedback and potentially improve their motivation and self esteem and assessment of learning give students the tools to assess themselves and how understand how to improve

    positive consequences

  • 17

    Familiarity with the method knowing the strengths and limitations of the method time required gather only as much information as you need and complexity of administration and ease scoring interpretations and cause

    practicality and efficiency

  • 18

    Informed consent, anonymity, confidentiality

    ethics in assessment

  • 19

    Ethical issues in assessment

    cultural bias disability discrimination high stakes testing labeling unclear criteria inadequate feedback data privacy informed consent

  • 20

    Is a cornerstone of effective teaching and learning and should be specific and clearly defined of what students are expected to know understand or able to do

    clarity of learning targets

  • 21

    The cognitive targets

    KCAASE knowledge or remember comprehension or understand application or apply analysis or analyze synthesis or create evaluation or evaluate

  • 22

    Affective targets

    RRVOC receiving responding valuing organization characterization

  • 23

    Psychomotor targets HARROW 1972

    RBPPSN REFLEX MOVEMENT BASIC FUNDAMENTAL MOVEMENT PERCEPTUAL ABILITIES PHYSICAL ABILITIES SKILLED MOVEMENTS NON-DISCURSIVE COMMUNICATION

  • 24

    Four major categories for appropriateness of assessment method

    SCTS SELECTED RESPONSE CONSTRUCTED RESPONSE TEACHER OBSERVATION SELF REPORT

  • 25

    Selected response

    multiple choice, binary choice, matching type, identification

  • 26

    Constructed response

    brief constructed response, performance based task, essay items, oral questioning

  • 27

    Is an evaluation method that effectively measures student learning against clear objectives and providing valuable insights into the progress

    high quality assessment

  • 28

    What are the learning objectives being assessed

    knowledge acquisition and skill mastery and critical thinking and application of consent relevant to the curriculum

  • 29

    Assessment methods such as

    quizzes are exams and projects are designed to directly measure the specific learning objectives

  • 30

    Assessment incorporate various formats like

    visual or auditory or kinesthetic

  • 31

    What measures are in place to ensure reliability and consistently in grading

    clear rubrics, assessor training, peer review processes and moderation sessions

  • 32

    How is feedback provided to support student improvement

    it focus on actionable steps for improvement and offering opportunities for revision based on that feedback because it is timely specific and constructive

  • 33

    What strategies can be implemented to involve students in the assessment process, promoting ownership of their learning

    self assessment or goal setting or per assessment or feedback discussion or empowering students to take an active role

  • 34

    The test construction process for classroom testing follows initial steps similar to those used for measuring psychological constructs

    planning the test

  • 35

    Three phase of test construction

    PIR PLANNING PHASE ITEM CONSTRUCTION PHASE REVIEW PHASE

  • 36

    Identify the test purpose, specify learning outcomes and prepare a table of specification

    planning phase

  • 37

    Develop and to create test items using format that align with the specified learning outcomes

    item construction phase

  • 38

    Evaluate items for alignment before administration and analyze students performance afterward to refine the assessment

    review phase

  • 39

    Identify purpose of test, specifying learning outcomes to be assessed and prepare test specifications

    planning phase

  • 40

    Construct pool of items and review and revised items

    review phase

  • 41

    Is used to examine someone's knowledge of something to determine what he or she knows or learned and this could be questions, a task or activities

    test

  • 42

    Its purpose is to assess the performance of the students and help assign grades to students based on their performance and teachers predict the performance of students in the future

    purpose of test

  • 43

    The test should measure what is supposed to measure and for example a math test should only assess math skills not reading ability

    validity

  • 44

    The test should give consistent results every time it is taken under the same condition

    realibility

  • 45

    The test should be free from bias and give equal chances to all test takers regardless of their background and abilities

    fairness

  • 46

    The instructions and questions should be clear and easy to understand

    clarity

  • 47

    The test should be easy to create administer and score without too much time or resources

    practicality

  • 48

    The test should cover all important areas of knowledge or skills being assessed

    comprehensiveness

  • 49

    The scope of test

    test as a student strengths and weaknesses does helps in predicting the future performance of students test help students bring improvement in learning

  • 50

    is used to design effective test like the content areas and learning outcomes and it can be tested by test formats or item types or distribution

    A test blueprint or tos

  • 51

    It ensures alignment with curriculum standards and distributes questions effectively to sample skills being test

    balanced test design

  • 52

    Questions should represent the learning outcomes outline in the curriculum and avoid focusing only on low level outcomes due to the east of questions construction

    content consideration

  • 53

    Important outcomes should have more points or questions alloted

    weight of learning outcomes

  • 54

    Guidelines for item distribution (macmillan 2007)

    minimum of 10 items per knowledge learning target for good sampling at least five items for specific learning targets present a range of difficulty in items

  • 55

    A score of 80% correct on items indicates mastery of a competency

    mastery criteria

  • 56

    Is a tool used by teachers when planning the test or assessments they will conduct and this capture all the essential learning outcomes or objectives to be assessed and this outlines the skills students need to demonstrate and specifies the number of questions or points assigned to each

    table of specifications