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Testing
WGU Foundations of Teaching
| Term | Definition, etc. |
|---|---|
| Norm-Referenced Tests | Compare the performance of one student against the performance of other students (in the class, school, district, etc.) |
| Types of Norm-Referenced Tests | Standardized aptitude and achievement tests, teacher-made survey tests, interest inventories, and adjustment inventories. |
| Criterion-References Tests | Rate how well a student has mastered specific skills/areas of knowledge taught by the teacher. |
| Types of Criterion-Referenced Tests | Teacher-made tests, custom-made tests from text publishers, observation. |
| Placement (Pretest) | Used to determine to what extent students have already achieved the objectives of planned instruction. Cover a broad sample of learning objectives/have wide-range of difficulty. |
| Readiness (Pretest) | Used to assess student's prerequisite skills for purposes identifying learning difficulties/assign students to learning groups. Generally limited in scope/low level of difficulty. |
| Formative | Used during instruction to provide continuous feedback to teacher/students of learning successes and misconceptions. |
| Diagnostic | can be used anytime to determine causes of a student's persistent learning difficulties. |
| Summative | Used at the end of a unit, etc. to determine the extent to which student has met instructional goals. |
| Validity | Evaluation of the adequacy/appropriateness of the uses and interpretations of a single assessment result. |
| Reliability | The consistency of all assessment responses over time. |
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