Ed 104: Assessment in Learning 1 - Preparing and Developing Assessment Tools

Comprehensive vocabulary flashcards covering principles of testing, qualities of assessment tools, construction of tables of specifications, and various classroom test formats from Ed 104 Chapters 3 and 4.

Table of Specifications (TOS)

A chart or test blueprint that details the content and level of cognitive processing assessed on a test, specifying the types and emphases of items to ensure content validity (Gareis and Grant, 2008).

Content Validity

A test quality provided by a Table of Specifications (TOS) confirming that the assessment adequately covers all intended elements and subject matter of a course of study.

Reliability

The consistency of assessment scores obtained when the same student is retested using the same evaluation instrument.

Fairness

An assessment principle that provides all students with an equal and unbiased opportunity to demonstrate their learning and achievement.

Balanced Assessment

An assessment quality achieved by establishing targets across all domains of learning or domains of intelligence.

Clarity of the Learning Target

A quality of assessment requiring that learning targets be stated clearly and specifically aligned with student learning objectives.

Practicality and Efficiency

An assessment standard ensuring that the information gained from testing justifies the investment of time and resources needed to obtain it.

Morality in Assessment

An ethical assessment principle defined as the degree of secrecy and confidentiality maintained regarding the grades of students.

Examine Instructional Objectives

The first step in developing assessment tools, where the teacher reviews previously discussed objectives to ensure test items directly match intended learning outcomes.

Assemble the Test Items

The fourth step in developing assessment tools, requiring items of similar format to be grouped together, ordered from easy to difficult, and kept on the same page with their options.

One-Way Grid Table of Specifications

A test blueprint that requires only basic equation components and item placements, incorporating learning outcomes, recitation days, number of items, percentage of items, and item placement.

Two-Way Grid Table of Specifications

A test blueprint where items are allocated across topics based on the hierarchy of cognitive levels according to Bloom's Taxonomy.

True-False Response Time

The average time allocated for an examinee to answer a True-False test item, established at $30\,\text{seconds}$.

Multiple-Choice Response Time

The average time allocated for an examinee to answer a standard multiple-choice item, established at $60\,\text{seconds}$.

Higher-Level Multiple-Choice Response Time

The average time allocated for an examinee to answer a multiple-choice item measuring higher-level learning objectives, established at $90\,\text{seconds}$.

Short Answer Response Time

The average time allocated for an examinee to answer a short answer item, established at $120\,\text{seconds}$.

Completion Item Response Time

The average time allocated for an examinee to answer a completion or fill-in-the-blank item, established at $60\,\text{seconds}$.

Matching Response Time

The average time allocated for an examinee to answer a matching item, established at $30\,\text{seconds}$ per response.

Short Essay Response Time

The average time allocated for an examinee to answer a short essay item, established at $10\text{--}15\,\text{minutes}$.

Extended Essay Response Time

The average time allocated for an examinee to complete an extended essay question, established at $30\,\text{minutes}$.

Visual Image Item Response Time

The average time allocated for an examinee to answer an assessment item based on a visual image, established at $30\,\text{seconds}$.

Objective Test

A test format requiring one and only one correct answer, where examinees select from provided alternatives or supply a word or short phrase.

Supply/Recall Type

A major objective test classification where students must generate and retrieve answers from memory rather than selecting from options.

Simple Recall Type

A supply-type test item requiring examinees to recall previously learned lessons, producing short answers typically consisting of a word or phrase.

Completion Test

A supply-type objective test consisting of statements with blanks that students must fill in with missing words or phrases; also called Fill in the blank.

Selection/Recognition Type

A major objective test classification where students identify and choose the correct answer from provided alternatives.

Alternative Response Test

A recognition-type test consisting of items admitting only one correct response chosen from two or three constant options.

Two-Constant Alternative Type

An alternative response test format offering two fixed options, such as True or False.

Three-Constant Alternative Type

An alternative response test format offering three fixed options, such as True, False, or Doubtful.

Constant Alternative with Correction

An alternative response format, such as Modified True or False, where examinees must correct false statements.

Multiple-Choice Test

A selection test composed of items with three or more plausible options, from which examinees choose one correct or best answer.

Stem

The initial part of a multiple-choice item that poses the problem or question, presented in question or completion form.

Keyed Option

The designated correct or best answer choice in a multiple-choice test item.

Distracters / Foil

The incorrect option alternatives in a multiple-choice item designed to appear plausible to examinees who lack mastery.

Stem-and-Options Variety

The standard multiple-choice variety most commonly used in classroom examinations.

Setting-and-Options Variety

A multiple-choice variety where response choices depend on a foundational prompt or setting, such as a paragraph, graph, equation, or picture.

Group-Term Variety

A multiple-choice format presenting a set of terms where examinees must identify the word or term that does not belong to the group.

Structured-Response Variety

A multiple-choice variety utilizing structured prompts and responses, commonly applied in natural science classrooms.

Contained-Options Variety

A multiple-choice variety designed to identify errors in a word, phrase, or sentence embedded within a paragraph.

Matching Type

A test format consisting of two columns where examinees identify the proper pairing relationship between stimuli and responses.

Premises

The series of stimuli, questions, or stems in a matching-type test, which should be longer than responses and placed in the first column.

Responses (Matching Type)

The column of short, homogeneous options in a matching-type test from which examinees select answers to pair with premises.

Rearrangement Type

A multiple-option test format that requires examinees to organize items into a chronological, logical, or ranked order.

Analogy Test

A test item consisting of a pair of words designed to measure the examinee's ability to observe and deduce relationships between terms.

Identification Type

An assessment format requiring examinees to supply the term being defined in a statement, without any options provided.

Subjective Test

An assessment tool, commonly called an essay test, where examinees organize and write original answers consisting of one or more sentences.

Restricted Response Essay

An essay test format that imposes specific constraints on examinees, such as word or sentence limits or required cue words.

Extended Response Essay

An essay test format that allows examinees to write freely without limits, fully expressing their thoughts, arguments, and opinions.

Problem-Solving Test

An assessment format designed to measure students' ability to solve problems requiring critical thinking and quantitative competencies.

One Answer Choice (Problem-Solving)

A problem-solving item variation providing four or five options from which examinees must select the single correct quantitative solution.