Educational Assessment Study Stack

Anecdotal Record

A brief description of some significant student behavior, the setting in which it occurred, and an interpretation of its meaning.

Diagnostic Assessment

Individual students when gaps are found in formative assessments. Pinpoints/ finds remedy for learning difficulties so students are left behind.

Cognitive Dimension

Simple memory-complex memory. Remember, understand, apply, evaluate, and create.

Content Standards

Broad descriptions of expectations for grade level content.

Instructional/Learning Objective:

Created by teachers based off of state standards/benchmarks. Provide descriptions of knowledge or skill students should demonstrate after lesson is taught.

Performance

Demonstration of achievement by performing a task. Example of giving a speech, writing a story, etc. Needs a rubric for objective scoring.

Achievement

Determines the extent to which students have mastered content summative in nature.

Differentiation Process

Different actives students use to master content that is taught. Same content, different practice of learning.

Summative Assessment

achievement assessment to certify mastery or grades. Weekly spelling tests, quizzes or end of year tests.

System of Assessments

all assessments are given during the year. Large scale as well are classroom assessments provide multiple options for determining what students can do.

Selected Response

T/F, matching, multiple choice, interpretive exercise. Graded with key.

Alternative

any assessments that is not paper and pencil like portfolios, performances, etc.

Teacher Standards for Student Assessments

basic responsibilities that teachers prepare and are specific to knowledge and skills in assessments.

Holistic Scoring Rubric

scores based on overall impression of performance rather than individual elements.

Analytic Scoring Rubric

scores to individual competition of performance or product. Ex: to evaluate an essay.

Formal Assessment

standardized tests created by test specialists prepared for general students measured end of year typically.

ESEA (Elementary and Secondary Education Act)

teach and assess high standards in all schools, headstart was created.

Differentiation Instruction

teachers adjusts instruction/assessment to maximize learning for all students.

Assessment OF learning

tells how students have learned content. Summative tests.

Assessment AS learning

checklists, rubrics, self-assessment, self evaluation of learning.

Informal Assessment

constructed for own classroom based on content/ level of instruction.

Assessment Plan

cycle of assessments in classroom. Starts with placement, formative, diagnostic, ends with summative.

Code of Professional Responsibility in Education Measurement

ethical guidelines for professionals in assessment activities.

Constructed Response Items

evalute, create level of Bloom.

Valitidy

extent to which an assessment is able to measure what its supposed to measure.

Extended Response

gives students greater freedom in selecting tasks. Requires holistic rubric.

No Child Left Behind

high stakes testing, sanctions, adequate yearly progress for less funding.

Restricted Response

highly restricted, limited in scope. Students expected to respond similarly/ use analytic rubric.

Differentiation Content

how content is taught/ using different methods to teach same skill based on students need.

Process Assessment

how to use a ruler, create a microscope slide etc.

Assessment FOR learning

informs teacher next decision with regard to teaching. Formative tests.

Knowledge Dimension

levels range from concrete to abstract. 4 levels. Factual, conceptual, procedural, and metacognitive)

grade equivalent score

norm reference grade level at which an individual score compares with average score of peer group.

National Defense of Education Act

poured money into high school math and science curricula. Emphasis on objective assessment methods.

Placement assessment

prior to planned instruction to determine if students are ready/ how ready they are if so.

Product assessment

product is the true focus of assessment. Ex: written essay, map, graph, requires checklist, rubric, analytic or holistic for objective scoring.

Balances Assessments

purposely balancing student performance on standardized tests with day to day classroom assessments and keep standardized tests in perspective.

ESSA

requires every state to identify standards; aims to reduce burden of testing schools held responsible.

Supply Response

requires students to make/ provide unique responses. EX: short answer, includes a rubric to grade.

Battery of tests

2 or more tests. Standarized on same sample of students, compared to norm.

Benchmark

Further clarify state standards. Don't include how content is taught.

Reliability

assessment results are consistent form one to another.

Authentic

assessments with application to real life tasks.

Portfolio

collection of artifacts, variety of students work, shows growth.

Learning Outcome

desired knowledge/skill that students should retain and be able to demonstrate.

Formative Assessment

determine how effective teachers instruction is. Given throughout lessons.