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Assess
Definitions
| Question | Answer |
|---|---|
| Alternative Assessment | Any type of assessment in which students create a response to a question |
| Analytical trait scoring | A performance is judged several times |
| Anchor papers or benchmark perfomances | Examples of performances that serve as a standard again which other papers or performances may be judged |
| Assessment | The act of collecting information about individuals or groups of individuals in order to understantd them better. |
| Authentic (Assessment) | Assessment tasks that elicit demonstrations of knowledge and skills in ways that resemble "real life" as closely as possible, engage students in the activity, and reflect sound instructional practice. |
| Context (of an alternative assessment) | The surrounding circumstances within which the assessment is embedded. |
| Criterion-referenced assessment | An assessment designed to reveal what students know, understant, or can do in relation to specific performance objective. |
| Dispositions | Affective outcomes such as flexibility perseverance, self-confidence and a positive attitude toward science and mathematics. |
| Evaluation | A judment regarding the quality or worth of the assessment results |
| Extraneos interference (on error) | things that might cause us to mismeasure students, |
| Generalized rubric | A rubric that can be used to score performance on a large number of related task. |
| Generalizability | The extent to which the performances sampled by a set of assessment items/task are representative of the broader domain being assessed. |
| Holistic scoring | A single overall score is assigned to a performance. |
| Indicator | A more specific description of a outcome in terms of observable and assessable behaviors.The solution is an indicator |
| Norm-referenced assessment | An assessment designed to reveal how an individual student's performace or test result ranks or compares to that of an appropriate peer group. |
| On-demand assessment | Assessment that takes place at a predermined time and place. State tests, SAT, finals exams. |
| Open-ended tasks | The kind of performance required of students when they must generate a solution to a problem or perform a task when thewre is no single, right answer. |
| Open-response task | The kind of performance required of the students when they are required to generate an answer, rather than select it from among several possible answers, but there is still a single correct answer. |
| Performance assessment | Direct, systematic observation of actual student performances and rating those performances according to pre-established performance critaria. |
| Performance critaria. | A description of the characteristics that define the basis on which the response to the task will be judged.Can be holistic. |
| Porfolio | A purposeful, integrated collection of student work showing effort, progress, or degree of proficiency. |
| Primary trait scoring | A scoring procedure by which products or performance are evaluated by limiting attention to a single criterion or a few selected criteria. |
| Reliability | An indication of the consistency of scores acros evaluators, over time, or across different versions of the test. |
| Rubric | An established and written-down set of criteria for scoring or rating students' performance on test, porfolios, writing samples, or other performances tasks. |
| Scale | The range of scores possible on an individual item or task. |
| Selected-response assessments | Student selec he correct responce from among a set of responces offered by the developer of the assessment.Multiple-choise, matching |
| Standardized assessments | Assessments that are administered and scored in exactly the same way for all students |
| Standards (content or curriculum) | Statements of what should be taught. For example NCTM standards |
| Tast (as in a "performance task") | A goal-directed assessment exercise. For example a particular math problem. |
| Task-specific rubric/scoring | A scoring guide or rubric that can only be use with a single exercise or performance task. |
| Validity | An indication of how well an assessment actually measures what it is supposed to measure rather than extraneous features. |
Created by:
mvaldivia
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