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.