D293 Study Guide

Norm referenced assessment

An assessment that compares a student's performance to a sample of that student's peers (bell-curve). Solve Engineering problems. Example: Test graded on a curve.

Ipsative/Force choice assessment

Improved based on prev. knowledge Could be award based. Compare previous work and progress to current work. Example: Compare previous work and progress to current work.

Bloom: evaluate

Justify a stand or decision. Argue, Judge, Support, Value, Select, prioritize, rate, monitoring, critiquing, defend, criticize

Declarative knowledge

Knowing What

Procedural knowledge

Knowing how

Traditional assessment

Learner meets the requirements based on memorization of data and facts, think true false, multiple choice etc. Example: Multiple Choice & True/False.

Bloom: Understanding

Recall facts and basic concepts. Define, duplicate, list, memorize, repeat,

Standards assessment

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard. Example: State Standardized Test.

Competencey based assessment

To see if a learner can perform the kind of skill needed and is usually considered an authentic assessment. Example: Creating a presentation.

Criterion-referenced assessment

To see if a learner has met predetermined milestones and requirements. A test designed to indicate how an individual performs in comparison to a pre-established acceptable criterion, NOT the performance of other students. Example: Advance Placement Test.

Bloom - Applying

Use information in new situations. Solve, use, demonstrate, sketch, operate, execute, carryout,

Descriptive analytics

What happened

Descriptive learning analytics

What happened? Used to inform; based on data from gathered information. business metrics, graphs, storytelling, specify how data is collected and used to inform business decisions

Predictive Learning analytics

What is likely to happen? Use data from the past to predict what might happen in the future. detect FUTURE trends, predict future outcomes, forecast events the will occur at a specific time, regression analysis,

Prescriptive learning analytics

What should be done? Offers recommendations based on possible outcomes and helps identify the best options. automate decisions, recommend actions, automate notifications, determine actions, graph analysis, simulation

Diagnostic analytics

Why did it happen?

Diagnostic learning analytics

Why did it happen? Analyzes past information to find out why something happened. finding anomalies, finding patterns, data discovery, time-series data, drill-down, data discovery, data mining, and correlations

Direct Assessment:

a professional makes a decision regarding what a student learned and how well it was learned. Examples: faculty evaluated papers, tests, or performances.

Item-selection bias

a subcategory of content-validity bias, refers to the use of individual test items that are more suited to one group's language and cultural experiences.

quantitative analysis

based on objective, numerical data, and statistics. is used to determine why something happened based on non-numerical information, such as observations, reflections, and interviews.

Bloom: analyze

draw connections among ideas

Confirmation bias

is a type of mistake that occurs in thinking when information that confirms a pre- existing belief is given priority over information that does not support a preexisting belief. Informally, confirmation bias is sometimes referred to as wishful thinking.

Conditional knowledge

knowing when and why to use declarative and procedural knowledge

Content-validity bias

occurs when the content of a test is comparatively more difficult for one group of students than for others

Bloom - Creating

produce new or original work. Design, develop, author, construct., generating, hypothesizing, plan, devise

Predictive-validity bias (or bias in criterion-related validity)

refers to a test's accuracy in predicting how well a certain student group will perform in the future.

Indirect assessments

the student decides what he or she learned and how well it was learned. Examples: surveys, teaching evaluations.

Construct-validity bias

whether a test accurately measures what it was designed to measure.