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Terms MTE/562
25 terms to know for MTE/562
| Term | Definition |
|---|---|
| variables of interest | variables such as, how much a student knows about a subject, how well can they follow operations, how positive are they about a subject. |
| Assessment | a broad term used to describe kinds of testing and measuring, in the case of teachers, measuring or testing to a student's status. |
| Achievement tests | a measurement of the knowledge and/or skills a student possesses. |
| Alignment | the substantive agreement between two or more of the following: curriculum, instruction, and assessment. |
| alternate assessments | meaningfully different tests intended for students with disabilities so that more valid inferences can be made about the students than if the original test were used. |
| alternate-form reliability | the consistency of measured results yielded by different forms of the same test. |
| diagnostic assessment | assessment which is conducted before the teacher instructs to see where the students are in the knowledge of the material. |
| analytic scoring | a method of scoring a student's responses involving the application of multiple evaluative criteria. |
| anonymity-enhancement procedures | the steps a teacher takes so that a student accurately perceives his or her responses to self-report affective assessment inventories are truly untraceable. |
| binary-choice item | a test item requiring a student to select one or two presented options. |
| Blind-scoring | when student's tests are judged without the judges' knowing whether a test was completed as a pretest or a posttest. |
| classification-consistency | a representation of the proportion of students who are placed in the same classification category on two testing occasions of by using two forms of the same test. |
| construct-related evidence of validity | empirical evidence that 1 supports the posited existence of a hypothetical construct and indicates an assessment device does, in fact, measure that construct. |
| content-related evidence of validity | evidence indication that an assessment instrument suitably reflects the content domain it is supposed to represent. |
| correlation coefficient | a numerical index reflecting the nature and strength of the relationship between two variables. |
| criterion-referenced measurement | an approach to assessment in which a student's test performance is interpreted according to how much of a defined assessment domain has been mastered by the student |
| criterion-related evidence of validity | evidence demonstrating that systematic relationship of test scores on a predictor test to a predicted criterion variable |
| criterion variable | an external variable that serves as the to-be-predicted exam, such as an aptitude test. |
| disparate impact | If test scores of different groupware decidedly different, this is described as an assessment procedure having a disparate impact on test takers. |
| distractor analysis | Scrutiny of a student's empirical performances on the different answer options contained in multiple-choice and matching items. |
| 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. |
| empirical item improvement | improving an item's quality based on a student's performance on the item. |
| formative assessment | a planned process in which assessment-elicits evidence of students' status is used by teachers to adjust their ongoing instructional procedures of by students to adjust their current learning tactics. |
| grain-size | the breadth of a curricular aim, ranging form small 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. |
| holistic scoring | the method of scoring a student's constructed responses that calls for the synthesized application of multiple evaluative criteria. |
| hypergeneral rubrics | scoring guides whose evaluative criteria are described in excessively general hence, dysfunctional terms |
Created by:
mamawolf86
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