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Assessment
| Term | Definition |
|---|---|
| diagnostic test | assess strengths, weaknesses, knowledge, and skills prior to instruction |
| aptitude test | attempts to determine and measure ability to acquire skills through future training or instruction |
| Achievement test | measure effects of specific instruction |
| summative test | document student learning at end of instructional unit; extrinsic, performance oriented; measures knowledge and comprehension; formal |
| ability test | intelligence or aptitude test; measure verbal, quantitative, and visual reasoning; tell how well student will do in school |
| analytic scoring | specific approach to scoring; students given feedback on how well they are doing; addresses whole performance |
| norm referenced | measures individual differences in achievement; compares performance to others; covers broad area of achievement; performance found by position in a group |
| criterion referenced | describes tasks students can perform; compares performance to a standard; focuses on a limited set of learning tasks; performance found by mastery of standard |
| standardized | given in same manner to all test takers; identify developmental delays and evaluate students as they develop |
| national percentile rank | percentage of the norm group that scored below a given raw score |
| critical incident analysis | reflect on practices, explain, and justify; help teachers know how they operate and question practice while developing understanding and increasing judgement control; |
| portfolio | authentic assessment; work collected over time; reflects development and progress |
| developmental scoring | age and grade equivalents; show average performance at age and grade levels; based on averages, estimates, and the assumption of s smooth development curve |
| holistic scoring | global approach to scoring; assessor has to develop complex mental responses to a student's work; assessor provides a grade and supports with justification for grade |
| raw scoring | marks assigned to student performance on assessment; number of problems right out of a certain number; |
| selected response | student choose response provided on test; usually knowledge based questions |
| formative assessment | provide ongoing feedback and adjustment to instruction; ongoing; intrinsic, mastery-oriented; measures deep understanding, application, reasoning; informal |
| validity | how well a test measures what it is suppose to measure; |
| reliability | production of stable and consistent results |
| scoring guide | for project-based learning; rubric; clearly shows how work is assessed; students can use to self-assess |
| focus group | diverse group participating in guided discussion about certain situation |
| anecdotal | record specific observations of behaviors, skills, and attitudes; cumulative information on student learning and direction for further instruction |
| benchmark assessment | interim assessment; evaluates performance at periodic intervals, frequently at end of marking period; can predict summative assessment performance |
| walkthrough | specific "look-fors"; familiar with curriculum and instructional practices; |
| authentic learning | performing a task; emulates real-life; application/analysis/synthesis; student-structured; difficult to achieve |
Created by:
jlc08974
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