Educational Assessment

Table of Specifications

It relates outcomes to content and indicates the relative weight to be given to each of the various areas

Outcomes measured in restricted-response essay

Knowledge, understanding, application, analysis

An achievement assessment can be used to provide what two things?

(1) a relative ranking of students or (2) a description of the learning tasks a student can and cannot perform.

Alternative Assessment

A title for performance assessments that emphasizes that these assessment methods provide an alternative to traditional paper-and-pencil testing.

Portfolios are often created for what three purposes?

growth, showcase, evaluation

Restricted performance and extended performance tests tend to be __________ in realism of task, complexity of tasks, assessment time needed and judgment in scoring

high

States do have the right to impose ____________________ on students with disabilities. Waivers are not granted for this student population. ________, the federal special education law, requires that _______________________

high-stakes assessments; IDEA; students with disabilities take the assessments.

Developmental objectives are concerned with

higher-level learning outcomes such as understanding, application, and thinking skills. Although we can identify degrees of progress toward these objectives, we cannot expect to ever fully achieve them

a(n) ________________ rubric is used for evaluation of the student's final level of performance

holistic

Typical Action Verbs and Illustrative Instructional Objectives for Restricted Performance Outcomes

identify, construct, demonstrate

In an interpretive exercise, a series of test questions is based on a common selection of

introductory material. The test questions might be based on a map, a reading passage, a picture, etc

Outcomes measured with short-answer responses

knowledge, computational, skill

criterion-referenced tests are typically, but not exclusively, used for

mastery testing

Multiple choice application item

may require the identification of an example of a term's proper use

multiple choice understanding item

might require the identification of a modified form of a textbook definition

Multiple choice memory item

might require the identification of a textbook definition of a term

Four selection-type items

multiple choice, true/false, matching, interpretive exercise

When writing instructional objectives, first list the general _________________ as intended learning _________________. Next, list the specific types of student __________________ that will demonstrate that the outcomes have been achieved.

objectives; outcomes; performance

In a performance assessment, the teacher may assess the ___________________, the _________________, or ___________________

procedure, product, both

Selected-response formats

provide response items for students to choose from (such as multiple-choice, true-false, and matching items).

Selected response and supply response tests tend to be low in

realism of tasks, complexity of tasks, assessment time needed, and judgment in scoring

concerned with the performance of a limited task that is highly structured, such as writing a brief paragraph on a given topic, selecting laboratory equipment, measuring humidity, or locating information with a computer are examples of what type of assessment

restricted-performance

tests that require the student to choose the correct or best answer, as in multiple-choice, true-false, and matching tests

selected response

The process through which students monitor and evaluate their own work, identify strengths and weaknesses, and think about their own thinking (the process known as metacognition) is referred to as

self-assessment

Three supply-type items

short answer, essay (restricted response), essay (extended response)

The instructional objectives are

simply a means of stating the curriculum goals in more specific terms so that they are useful in both instruction and assessment.

Students with exceptionalities are students with

special needs

tests that require students to respond with a word, short phrase, or complete essay answer

supply-response

high stakes testing

tests that have a great deal of impact on individual students

Target Skills

the knowledge or skills being assessed (e.g., mathematics computation, reading comprehension)

Minimal objectives are concerned with

the knowledge, skill, and other lower-level learning outcomes that represent the minimum essentials of the course

Differentiate Content

the same concept or skill is taught to each student; however, the curriculum used to teach the concept or skill might be different for different students

English language learners and native English speakers should have ___________________________ to demonstrate their knowledge or skills in a content area. This is the primary purpose for providing English language learners with testing accommodations.

the same opportunity

learning outcome

the terms that describe the specific results of instruction

Authentic Assessment

A title for performance assessments that stresses the importance of focusing on the application of understandings and skills to real problems in "real-world" contextual settings.

norm-referenced interpretation

He is third highest in a class of 35 students. relative ranking of students

Assessment program can influence student learning by

(1) providing students with short-term goals, (2) clarifying the types of tasks to be learned, and (3) providing feedback concerning their learning progress.

The legislation that requires states to include students with disabilities in assessment programs, and to provide accommodations or alternate assessments where necessary, is known as

IDEA

Three legislative measures related to education assessment

IDEA, NCLB, ESEA

Such vague and indefinite terms as _________, _____________, ____________, __________ should be avoided, since they do not clearly indicate the terminal performance to be measured.

"learns," "sees," "realizes," and "is familiar with"

Four Components of Formative Assessment Design

-Challenging items that elicit understanding. -Collaboration between the teacher and the student. -Basing the assessment on relevant standards. -Feedback that is provided during instruction.

As teachers begin to differentiate instruction, there are three main instructional elements that they can adjust to meet the needs of their learners:

-Content -Process -Product

What is the difference between assessments "of" learning, "for" learning, and "as" learning?

"of": how can we give feedback to stakeholders to find out how the students are doing (summative) "for": assessments for teacher adjustment (formative) "as": student-centered. checklists, rubrics. student involved in goals and future

Evidence-based strategies for differentiated instruction

-Employing effective classroom management procedures -Grouping students for instruction (especially students with significant learning problems) -Assessing readiness -Teaching to the student's zone of proximal development

requirements that were included in the 2002 reauthorization of ESEA

-Graduated sanctions for schools that do not meet the required goals -Making Adequate Yearly Progress (AYP) by increasing test scores -Federal Funding of charter schools to allow for greater parental choice

Three aspects of test arrangement

-group items that measure the same outcomes -arrange items in terms of increasing difficulty -group all items of the same type together

The items used in achievement tests can be classified in what two types?

-selection-type -supply-type

Content— Process— Product—

-the knowledge and skills students need to master -the activities students use to master the content -the method students use to demonstrate learning

Limitations of multiple choice tests

1. Constructing good items is time consuming. 2. It is frequently difficult to find plausible distracters. 3. This item is ineffective for measuring some types of problem solving and the ability to organize and express ideas. 4. Score can be influenced by reading ability

Strengths of multiple choice tests

1. Learning outcomes from simple to complex can be measured. 2. Highly structured and clear tasks are provided. 3. A broad sample of achievement can be measured. 4. Incorrect alternatives provide diagnostic information. 5. Scores are less influenced by guessing than true-false items. 6. Scoring is easy, objective, and reliable.

Proper preparation of an achievement test steps

1. Specifying the instructional objectives. 2. Preparing the test specifications. 3. Constructing relevant test items. 4. Arranging the items in the test. 5. Preparing clear directions. 6. Reviewing and evaluating the assembled test. 7. Administering the test and making an item analysis.

Five types of assessment procedures

1. informal observation during instruction 2. classroom achievement tests 3. performance assessment 4. product assessment 5. portfolio assessment

Summative Assessment

Achievement assessment at the end of instruction for the purpose of certifying mastery or assigning grades is called. This assessment is typically comprehensive in coverage and includes both tests and performance assessments.

Students with ______________ have been evaluated and determined to have a disability and have been found to be eligible for accommodations. Students with __________ have a mental or physical disability but do not meet the criteria for exceptional education services.

IEPs; 504 Plans

Domain-referenced interpretation

Assessment results are interpreted in terms of a relevant and clearly defined set of related tasks (called a domain). Meaning is similar to criterion-referenced interpretation but the term is less used, even though it is a more descriptive term.

Objective-referenced interpretation

Assessment results are interpreted in terms of each specific objective that a set of test items represents. This is frequently called criterion-referenced interpretation, but the more limited designation is preferable where interpretation is limited to each separate objective.

Performance Assessment

Assessments requiring students to demonstrate their achievement of understandings and skills by actually performing a task or set of tasks (e.g., writing a story, giving a speech, conducting an experiment, operating a machine).

mimic application of skills to "real-world" settings

Authentic Assessment

How are instructional objectives different from learning outcomes?

Instructional objectives contain measurable performance terms.

difference between differentiated instruction and RTI?

Both are instructional frameworks. Whereas the purpose of differentiated instruction is to address the needs of all students, the purpose of RTI is to identify and address the needs of struggling students

Content-referenced interpretation

Essentially the same meaning as domain-referenced interpretation when the content domain is broadly defined to include tasks representing both content and process (i.e., reactions to the content). This term is declining in use and being replaced by criterion-referenced interpretation.

_________________assessment determines whether a student has mastered the learning tasks being taught and, if not, prescribes how to remedy the learning failures. _______________________ assessment is designed to probe deeper into the causes of learning deficiencies that are left unresolved

Formative; Diagnostic

Absolute Grading

Grades can be described directly in terms of student performance, without reference to the performance of others.

When planning a performance assessment, the use of the psychomotor taxonomy can be helpful. The taxonomy has what four levels?

Observation, Imitation, Practice, Adaptation

______________________ are typically viewed as providing more valid inferences concerning learning than traditional paper-and-pencil tests because they focus more directly on the types of performance tasks we are teaching.

Performance Assessments

Can be used to generate rich information on ELLs' ability to transfer learning and meet state and local standards

Products, performances, and process-oriented assessments

Ongoing Assessment

Rather than assessing students only at the end of a unit, teachers can use assessments before, during, and after teaching a unit to gather information critical to providing effective instruction

Bloom's Taxonomy- 6 Levels of Cognitive Domain

Remember, Understand, Apply, Analyze, Evaluate, Create

Terms that correlate with State, District, Classroom, Student in that order

Standard, Benchmark, Instructional Objective, Learning Outcome

Formative Tests

Tests used to monitor student progress during instruction

Formative Tests

These tests are similar to the quizzes and unit tests that teachers have traditionally used, but they place greater emphasis on (1) measuring all of the intended outcomes of the unit of instruction and (2) using the results to improve learning (rather than to assign grades). The purpose is to identify the students' learning successes and failures so that adjustments in instruction and learning can be made

Diagnostic Assessment

These tests typically include a relatively large number of test items in each specific area with slight variations from one set of items to the next so that the cause of specific learning errors can be identified.

Flexible Grouping

To best address the learning needs of all students, teachers should use a variety of grouping methods—whole-group, small-group (usually no more than six students), or peer pairs—in addition to having students work independently.

norm-referenced tests are typically, but not exclusively, used for surveying achievement over

a broad range of learning outcomes

Standard

a broad statement that describes what students should learn

differentiated instruction

an approach whereby teachers adjust their curriculum and instruction to maximize the learning of all students: average learners, English language learners, struggling students, students with learning disabilities, and gifted and talented students.

A(n) _______________________ rubric provides scores on individual, specific criteria.

analytic

validity

appropriateness and meaningfulness of the inferences we make from assessment results for some intended use

constructed response Format

ask students to develop a response, create a product, or conduct a demonstration. These types of assessments allow more than one correct answer to a problem and typically involve higher-order thinking skills.

system accountability

assessments that hold schools, school districts, and state accountable for test performance.

Benchmark

clarifies in broad terms what a standard means

Developmental Objectives

concerned with higher-level learning outcomes (e.g., understanding, application, evaluation).

Minimal Objectives

concerns with basic knowledge, skill, and other lower-level learning outcomes

Reliability

consistency of assessment results

Performance-based assessments (PBAs) use a ___________-response format

constructed

Differentiate Product

they assess the same concept or skill for each student at the end of a unit of study; however, teachers offer their students a variety of ways to demonstrate their knowledge (e.g., video, written report).

Instructional Objective

describes how students will demonstrate achievement

With the best of intentions, educators often strive to promote ___________—giving every student precisely the same thing. However, by doing so, educators inadvertently limit the opportunities of students with disabilities to access learning. In other words, giving every student precisely the same thing does not ensure fairness or equal opportunity

equality

When educators use accommodations appropriately, they provide ___________—that is, they give each student what he or she needs to successfully complete a given learning task or assignment

equity

criterion-referenced interpretation

expressed in terms of the specific knowledge and skills each student can demonstrate (e.g., "She can identify the parts of a microscope and demonstrate its use")

tests that involve more comprehensive and less structured performance tasks, such as writing a short story, conducting a laboratory experiment, predicting weather, or using a computer to solve a problem.

extended performance

Diagnostic Assessment

focuses on the common sources of error encountered by students, so that the learning difficulties can be pinpointed and remedied.

Differentiate Process

they teach the same concept or skill to each student; however, the manner in which each student makes sense of the topic or skill can vary. Therefore, teachers should vary the activities students use to master the concepts or skills

Process-oriented assessments

think-alouds, self-assessment checklists or surveys, learning logs, and individual or pair conferences.

Access Skills

those skills needed to complete the assessment, although they are not specifically being measured

The 1994 reauthorization of the ESEA included the requirement

to develop standards and assess students' progress towards meeting them.

National Council on Measurement in Education Code

to inform and remind those involved in educational assessment of their obligations to uphold the integrity of the manner in which assessments are developed, used, evaluated, and marketed.

Formative Tests

typically designed to measure the extent to which students have mastered the learning outcomes of a rather limited segment of instruction, such as a unit or a textbook chapter

Outcomes measured in extended-response essay

understanding, application, analysis, evaluation, creating

Look at the ___ within an objective to determine the level on which to teach and assess.

verb