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47 Cards in this Set
- Front
- Back
Standardized Test |
Tests given, usually nationwide, under uniform conditions and scored according to uniform proedures |
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Classroom Assessments |
Selected and created by teachers and can take many different forms- unit tests, essays, portfolios, projects, performances, oral presentations etc. |
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Measurement |
An evaluation expressed in quantitative (number) terms |
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Assessment |
Procedures used to obtain information about student performance |
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Formative Assessment |
Ungraded testing used before or during instruction to aid in planning and diagnosis |
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Pretest |
Formative test for assessing students' knowledge, readiness, and abilities |
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Summative Assessment |
Testing that follows instruction and assesses achievement |
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Norm-Referened Testing |
Testing in which scores are compared with the average performance of others |
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Norm Group |
Large sample of students serving as a comparison group for scoring tests |
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Criterion-Referenced testing |
Testing in which scores are compared to a set performance standard |
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Reliability |
Consistecy of test results |
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Standard error of Measurement (SEM) |
Hypothetical estimate of variation in scores if testing were repeated |
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Confidence Interval |
Range of scores within which an individual's particular score is likely to fall |
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True Score |
The score the student would get if the measurement were completely accurate and error-free |
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Validity |
Degree to which a test measures what it is intended to measure |
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Assessment Bias |
Qualities of an assessment instrument that offended or unfairly penalizes a group of students because of the students' gender, SES, race, ethnicity, etc |
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Objective Testing |
Multiple choice, matching, true/false, short-answer, and fill in the blank tests; scoring answers dos not require interpretation |
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Stem |
The question part of a multiple-choice item |
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Distractors |
Wrong answers offered as choices in a multiple choice item |
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Authentic Assessments |
Assessment procedures that test skills and abilities as they would be applied in real-life situations |
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Performance Assessments |
Any form of assessment that requires students to carry out an activity or produce a produce in order to demonstrate learning |
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Portfolio |
A collection of the student's work in an area, showing growth, self-reflection and achievement |
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Exhibition |
A performance test or demonstration of learning that is public and usually takes an extended time to prepare |
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Scoring Rubrics |
Rules that are used to determine the quality of a student's performance |
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Informal assessments |
ungraded (formative) assessments that gather information from multiple sources to help teachers make decisions |
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Norm-Referenced grading |
Assessment of students' achievement in relation to one another |
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Grading on the curve |
Norm-Referenced grading that compares students' performance to an average level |
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Criterion-Referenced Grading |
Assessment of each student's mastery of course objectives |
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Mean |
Arithmetical average |
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Central Tendency |
Typical score for a group of scores |
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Median |
Middle Score in a group of scores |
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Mode |
Most frequently occurring score |
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Standard Deviation |
measure of how widely scores vary from the mean |
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Variability |
Degree of difference or deviation from mean |
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Range |
Distance between the highest and the lowest scores in a group |
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Normal Distribution |
The most commonly occurring distribution, in which scores are distributed evenly around the mean |
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Percentile Rank |
Percentage of those in the norming sample who scored at or below an individual's score |
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Grade-Equivalent Score |
Measure of grade level based on comparison with norming samples from each grade |
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Standard Scores |
Scores based on the standard deviation |
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z score |
Standard score indicating the number of standard deviations above or below the mean |
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T score |
Standard score with a mean of 50 and a standard deviation of 10 |
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Stanine Scores |
Whole number scores from 1-9 each representing a wide range of scores |
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High- Stakes Testing |
Standardized tests whose results have powerful influences when used by school administrators, other officials, or employers to make decisions |
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Accountable |
Making teachers and schools responsible for student learning, usually by monitoring learning with high-stakes tests |
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Adequate yearly progress (AYP) |
Objectives for yearly improvement for all students and for specific groups as students from major ethnic and racial groups, students with disabilities, students from low income families, and student's whose English is limited |
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Achievement Test |
Standardized tests measuring how much students have learned in a given content area |
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The |
End |