Educational Assessment and Evaluation (Course Code 8602)

Comprehensive set of 150 vocabulary flashcards covering key measurement, assessment, evaluation, testing, validity, reliability, and score interpretation terms from Course Code 8602.

Educational Measurement

The process of obtaining a quantitative, numerical description of a student's progress towards a predetermined goal, answering how much a learner has learned.

Educational Testing

An instrument or systematic procedure used to measure a particular characteristic, knowledge level, or skill of a learner.

Educational Assessment

The comprehensive ongoing process of gathering, recording, interpreting, using, and communicating information about a child's progress and achievement in knowledge, concepts, skills, and attitudes.

Educational Evaluation

A continuous inspection of all available quantitative and qualitative information to form a valid value judgment regarding the worthiness, goodness, or desirability of student learning and educational programs.

Assidere

The Latin word meaning 'to sit beside', from which the term 'assessment' is derived, emphasizing a non-threatening partnership based on mutual trust.

Framework for Classroom Assessment (Hamidi 2010)

A conceptual framework addressing Why, What, Who, How, When, and How much to assess to clarify the true nature of classroom assessment.

Assessment for Learning (Formative Assessment)

A continuous, ongoing assessment process that monitors day-to-day student progress and provides timely, specific descriptive feedback to modify teaching and support high-quality learning.

Assessment of Learning (Summative Assessment)

Assessment conducted generally at the end of a course or unit to evaluate overall student achievement, assign grades, and provide formal performance reports to stakeholders.

Assessment as Learning

The use of assessment to foster students' metacognitive skills, self-evaluation, and critical reflection, enabling them to adjust their goals and become autonomous lifelong learners.

Descriptive Feedback

Specific informational feedback that helps students understand what they are doing well and provides actionable guidance on how to reach the next step in their learning process.

Diagnostic Assessment Principle

The principle that assessment should reveal learners' specific strengths, weaknesses, and learning difficulties during in-progress instruction.

Interactive Principle of Assessment

The principle viewing assessment as a dynamic, two-way interactive process engaging both teacher and student in monitoring performance.

Student-Centered Assessment Principle

An assessment approach where learners actively participate in setting criteria, establishing goals, and self-evaluating, thereby reducing learning anxiety.

Non-Judgmental Assessment Principle

The practice of focusing classroom assessment strictly on learning without praise, blame, or determining pass/fail stances.

Mutual Understanding in Assessment

A shared feeling of reality established when teachers and students interact based on common assessment objectives.

Learner's Autonomy in Assessment

A principle where students transition from teacher assessment to self-assessment, assuming maximum responsibility for what and how they learn.

Reflective Teaching

An instructional approach where teachers develop and refine their understanding of teaching quality through critical reflection on data collected from formative and summative assessments.

Assessment Framework (For, Of, As Learning)

The triadic framework categorizing assessment into Assessment FOR learning (informing teaching), Assessment OF learning (judging achievement), and Assessment AS learning (student self-monitoring).

Educational Objective

A statement describing an intended result of instruction—the performance a learner is expected to exhibit—rather than the instructional process itself.

Behaviour (Objective Attribute)

The element of a learning objective that uses an action verb to identify the observable performance or competency change to be learned.

Criterion (Objective Attribute)

The element of a learning objective that specifies the acceptable degree, accuracy, quantity, or proportion of correct responses required.

Conditions (Objective Attribute)

The element of a learning objective that describes the circumstances, context, or given materials under which the performance will occur.

Bloom's Taxonomy

A hierarchical structure formulated by Benjamin Bloom (1956) categorizing educational goals into Cognitive, Affective, and Psychomotor domains.

Cognitive Domain

The domain of Bloom's Taxonomy involving intellectual skills, recall, conceptual recognition, and problem-solving abilities.

Affective Domain

The domain of educational objectives related to emotional aspects, including feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Psychomotor Domain

The domain of educational objectives focused on physical movement, kinesthetic skills, motor-skill precision, speed, and execution techniques.

Knowledge Level (Bloom's Cognitive Domain)

The foundational cognitive category focusing on the recall or recognition of specific facts, terms, procedural patterns, and ideas.

Comprehension Level (Bloom's Cognitive Domain)

The cognitive level where information is internalized, enabling the student to translate, interpret, discuss, or explain learned knowledge.

Application Level (Bloom's Cognitive Domain)

The cognitive level involving the selection and transfer of data, rules, or principles to complete a task or solve a novel problem.

Analysis Level (Bloom's Cognitive Domain)

The cognitive level centered on breaking down knowledge into parts, examining relationships, categorizing, and drawing logical conclusions.

Synthesis Level (Bloom's Cognitive Domain)

The creative cognitive level requiring students to integrate separate ideas or pieces of knowledge to construct a original whole structure.

Evaluation Level (Bloom's Cognitive Domain)

The cognitive level involving judgment and decision-making by appraising materials or performance against specific standards and criteria.

Bloom's Revised Taxonomy

The 2001 revision by Lorin Anderson and David Krathwohl reordering cognitive levels using action verbs: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.

Learning Outcomes

Written statements indicating what a successful student is expected to know, understand, and/or demonstrate at the end of a learning activity or module.

SOLO Taxonomy

The Structure of Observed Learning Outcomes taxonomy developed by Biggs and Collis (1982) describing five levels of increasing complexity in student understanding.

Pre-structural Level (SOLO)

The SOLO stage where students acquire isolated, unconnected bits of information that lack overall organization and make no sense.

Unistructural Level (SOLO)

The SOLO stage where simple and obvious connections are made by the student, but their broader significance is not grasped.

Multistructural Level (SOLO)

The SOLO stage where multiple connections are made, but meta-connections and overall significance across the whole subject are missed.

Relational Level (SOLO)

The SOLO stage where the student appreciates the significance of individual parts in relation to the whole integrated concept.

Extended Abstract Level (SOLO)

The highest SOLO stage where the student generalizes and transfers underlying principles beyond the immediate given subject area.

Table of Specification (Test Blueprint)

A two-way grid that outlines course content domain on one dimension and targeted student cognitive behaviors on the other to ensure representative test item sampling.

Achievement Test

An assessment instrument constructed to measure specific skills and knowledge learned in a given grade level or subject through planned instruction.

Aptitude Test

An assessment designed to measure a person's inherent capacity or logical reasoning ability to learn a given set of new information.

Critical Thinking Test

An aptitude measure evaluating reflective reasoning, analysis of written passages, and logical deduction to form coherent judgments.

Numerical Reasoning Test

An aptitude assessment evaluating logical thinking and problem-solving through quantitative data, charts, and numerical analysis.

Perceptual Speed Test

An aptitude measure testing the ability to quickly and accurately compare letters, numbers, objects, pictures, or patterns.

Spatial Visualization Test

An aptitude assessment measuring the mental capacity to manipulate 2-dimensional and 3-dimensional shapes and visual figures.

Logical Reasoning Test

An aptitude test evaluating systematic reasoning skills using verbal, numerical, or diagrammatic picture-based problems.

Verbal Reasoning Test

An aptitude test evaluating how effectively an examinee can assess verbal logic and comprehend written text passages.

Attitude

A complex mental state involving beliefs, feelings, values, and dispositions that influence an individual's responses toward objects, people, or situations.

Cognitive Component of Attitude

The aspect of attitude relating to a person's general knowledge, ideas, and intellectual beliefs regarding a topic.

Affective Component of Attitude

The aspect of attitude involving emotional statements, feelings, likes, or dislikes that affect another person or situation.

Behavioral Component of Attitude

The aspect of attitude reflecting an individual's short-term or long-term behavioral intentions and actual actions.

Intelligence Quotient (IQ)

A numeric score derived from psychological tests measuring general mental ability and global intellectual capacity.

Verbal Intelligence

The ability to comprehend language, analyze written information, and solve language-based intellectual problems.

Nonverbal Intelligence

The ability to understand, assimilate, and solve visual, spatial, and novel diagrammatic problems independently of language skills.

Personality Trait

An enduring, relatively stable pattern of behavior and thinking that differentiates one individual from another across time and contexts.

Self-Report Inventory

A psychological personality assessment where respondents evaluate statements describing their own qualities, behaviors, and characteristics.

Likert Scale

A symmetric, bipolar psychometric rating scale measuring the level of agreement or disagreement with a series of statements.

Projective Test

A personality test presenting ambiguous stimuli to uncover an individual's unconscious thoughts, hidden emotions, and internal conflicts.

Rorschach Inkblot Test

A projective personality test created by Hermann Rorschach (1921) using 10 ambiguous inkblot cards to analyze examinee responses.

Thematic Apperception Test (TAT)

A projective test where examinees create stories about ambiguous picture scenes to reveal underlying motivations and anxieties.

Questionnaire

A research instrument containing a structured series of written questions used to gather quantifiable or qualitative data from respondents.

Structured Interview

A standardized interview format where predetermined questions are asked in a fixed sequence to ensure consistency and minimize bias.

Unstructured Interview

A flexible, non-directed interview format where questions are not preplanned, allowing open-ended exploration of candidate traits.

Group Interview

An assessment format where multiple candidates are interviewed together through group discussion to observe interpersonal behaviors.

Exit Interview

An interview conducted when an employee or student leaves an institution to determine reasons for departure and gather feedback.

Depth Interview

A semi-structured, intensive interview technique used to thoroughly explore an individual's detailed subject expertise and background.

Stress Interview

An interview designed to observe how a candidate behaves, keeps cool, or handles confusion under intentionally created high-pressure conditions.

Panel Interview

An interview conducted by an interview committee of three to five members who collectively question and rate candidates.

Behavioral Interview

An interview based on the principle that past behavior predicts future performance, asking candidates how they handled past situations.

Rating Scale

An assessment tool used to judge the degree, quality, or frequency of a task, trait, or procedure along a defined continuum.

Numerical Rating Scale

A rating scale where numbers are assigned to descriptive categories, allowing raters to mark a number indicating trait degree.

Graphic Rating Scale

A rating scale featuring descriptive points along a continuous line, allowing raters to mark their judgment anywhere along the line.

Standardized Test

A test administered, scored, and interpreted under consistent, uniform procedures to ensure comparable results across test takers.

Selection-Type Test Items

Objective test items where options are provided and examinees select the correct answer (e.g., MCQs, True/False, Matching).

Supply-Type Test Items

Subjective test items requiring examinees to construct and supply their own responses (e.g., Short Answer, Completion, Essay).

Multiple-Choice Question (MCQ)

A selection item format consisting of a problem stem and a list of alternative choices, including one correct key and several distracters.

Stem (MCQ)

The introductory portion of a multiple-choice item that formulates the problem as a direct question or incomplete statement.

Key (MCQ)

The single correct or clearly best response option among the choices in a multiple-choice question.

Distracters (MCQ)

Plausible but incorrect alternative response choices designed to draw less knowledgeable examinees away from the correct key.

Direct Question Stem Format

A multiple-choice stem structure framed explicitly as a full question ending with a question mark.

Incomplete Statement Stem Format

A multiple-choice stem structure written as an unfinished sentence completed by choosing one of the alternatives.

True/False Test Item

A binary-choice objective item requiring the examinee to determine whether a given declarative statement is true or false.

Matching Test Items

An objective test format consisting of two parallel columns (premises and responses) where examinees associate related pairs.

Premises (Matching Items)

The items or questions listed in the left-hand column of a matching exercise to which responses must be paired.

Responses (Matching Items)

The options listed in the right-hand column of a matching exercise from which examinees select matching choices.

Completion Test Items

A supply item format requiring examinees to fill in one or more missing key words or numbers in a sentence blank.

Short-Answer Test Items

A supply item format requiring a brief response consisting of a single word, phrase, number, or symbol.

Essay Test Items

A constructed-response test item requiring examinees to compose a detailed written answer demonstrating recall, organization, and higher-order thinking.

Restricted-Response Essay Items

An essay question posing a specific problem with defined limitations on response content, length, or structure.

Extended-Response Essay Items

An essay question granting examinees full freedom to determine the complexity, organization, length, and scope of their written response.

Test Reliability

The degree to which test scores are consistent, stable, and reproducible over repeated measurements or equivalent test forms.

Inter-Rater Reliability

The degree of consistency or percentage agreement between two or more independent raters or observers scoring the same test or performance.

Test-Retest Reliability

A reliability measure estimated by administering the exact same test to the same sample on two separate occasions.

Parallel-Form Reliability

A reliability measure estimated by administering two equivalent, independently constructed test forms to the same group.

Internal Consistency Reliability

The degree to which items within a single test instrument measure the same construct consistently.

Split-Half Reliability

An internal consistency estimate obtained by splitting a test into two equivalent halves (e.g., odd/even) and correlating the half scores.

Spearman-Brown Prophecy Formula

The mathematical formula used to estimate full-test reliability from split-half correlation: $r_{\text{full}} = \frac{2 r_{\text{half}}}{1 + r_{\text{half}}}$.

Kuder-Richardson Formula 20 (KR-20)

An internal consistency formula for dichotomously scored items that accounts for individual item difficulty levels.