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Assessment Terms
Key Assessment Terminology
| Term | Definition |
|---|---|
| Affective Assessment | A measurement of a student’s attitudes, interests, and/or values. |
| Alignment | The substantive agreement between two or more of the following: curriculum, instruction, and assessment. |
| Aptitude Tests | A measurement device intended to predict a student’s likelihood of success in some future setting, often an academic one. |
| Assessment bias | If an assessment instrument offends or unfairly penalizes a student because of personal characteristics—such as race, gender, ethnicity, or socioeconomic status—the instrument is biased against that student. |
| Common Core State Standard (CCSS) | These are curricular goals developed as targets for the nation’s instructional programs. |
| Educational defensibility guideline | A guideline for test preparation stipulating that no test‐preparation practice should increase a student’s test scores without simultaneously increasing his or her mastery of the assessment domain represented by the test. |
| Formative Assessment | A planned process in which assessment‐elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics |
| Grain-size | The breadth of a curricular aim, ranging from small grain‐size to large grain‐size aims. |
| Halo effect | The error of allowing a test‐scorer’s overall impression of a student to influence any criterion‐ by-criterion evaluations of the student’s response to a test |
| Individualized Educational Program (IEP) | A federally required document describing the specifics of how a child with disabilities is to be educated. |
| Item Alternatives | The answer options used in a multiple‐choice test item. |
| Item Response Theory (IRT) | This scale‐score approach to reporting a student’s test performances takes into consideration not only a student’s raw score but also other factors such as item difficulty, the guess ability of items, and so on. |
| Likert Inventories | Affective assessment devices organized around a respondent’s self‐reported degree of agreement with a series of presented statements. |
| Performance Assessment | A form of testing in which a student is given a task, typically a demanding one, then asked to respond to the task orally, in writing, or by constructing a product. |
| Performance Standards | The level of proficiency at which content standards should be mastered. |
| Portfolio Assessment | An assessment approach centered on the systematic appraisal of a student’s collected work samples. |
| Psychomotor Assessment | Measurement of a student’s small‐muscle or large‐muscle skills. |
| Regression Effect | A well‐known statistical phenomenon in which extremely high scorers or extremely low scorers will, when retested, tend to earn scores closer to the mean of the score distribution. |
| Rubics | A scoring guide employed to evaluate the quality of a student’s responses to performance tests, a student’s portfolios, or any kind of student generated response. |
| Smarter Balanced Assessment Consortium (SBAC) | One of the two state assessment consortia formed to generate assessments suitable for measuring students’ mastery of the Common Core State Standards. |
| Socially Desirable Responses | Responses of a student that do not represent the student’s actual sentiments but, instead, reflect how the student believes he or she should respond. |
| Split-and-switch design | A data‐gathering design in which a class is split into two halves, each half taking a different pretest. Then, after instruction, the tests are switched so that students take the other test form. |
| Stanine | A scale score based on the division of test scores into nine units of one‐half standard deviation distances |
| Standardized Test | Any test that is administered, scored, and interpreted in a standard, predetermined manner. |
| Summative Assessments | Tests used to make final judgments about students or the quality of a teacher’s instruction. |
| Validity | The degree to which evidence supports the accuracy of test‐based inferences (interpretations) about students. |
| Valus-added Model (VAM) | A statistical procedure intended to employ students’ prior achievement and/ or background characteristics as statistical controls to estimate the effects on student achievement of specific teachers, schools, or school districts. |
Created by:
JEANNATE
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