25 terms to know for MTE/562
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| 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.
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| 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.
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| Achievement tests | a measurement of the knowledge and/or skills a student possesses.
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| Alignment | the substantive agreement between two or more of the following: curriculum, instruction, and assessment.
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| 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.
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| alternate-form reliability | the consistency of measured results yielded by different forms of the same test.
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| diagnostic assessment | assessment which is conducted before the teacher instructs to see where the students are in the knowledge of the material.
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| analytic scoring | a method of scoring a student's responses involving the application of multiple evaluative criteria.
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| 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.
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| binary-choice item | a test item requiring a student to select one or two presented options.
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| Blind-scoring | when student's tests are judged without the judges' knowing whether a test was completed as a pretest or a posttest.
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| 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.
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| 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.
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| content-related evidence of validity | evidence indication that an assessment instrument suitably reflects the content domain it is supposed to represent.
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| correlation coefficient | a numerical index reflecting the nature and strength of the relationship between two variables.
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| 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
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| criterion-related evidence of validity | evidence demonstrating that systematic relationship of test scores on a predictor test to a predicted criterion variable
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| criterion variable | an external variable that serves as the to-be-predicted exam, such as an aptitude test.
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| disparate impact | If test scores of different groupware decidedly different, this is described as an assessment procedure having a disparate impact on test takers.
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| distractor analysis | Scrutiny of a student's empirical performances on the different answer options contained in multiple-choice and matching items.
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| 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.
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| empirical item improvement | improving an item's quality based on a student's performance on the item.
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| 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.
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| grain-size | the breadth of a curricular aim, ranging form small grain-size aims.
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| 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.
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| holistic scoring | the method of scoring a student's constructed responses that calls for the synthesized application of multiple evaluative criteria.
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| hypergeneral rubrics | scoring guides whose evaluative criteria are described in excessively general hence, dysfunctional terms
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