Tests and Measurements

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Definition: collecting information

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133 Terms
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Definition: collecting information

assessment

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Definition: determines the extent of some characteristic

measurement

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Definition: defining information

measurement

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Definition: compares a measurement with a standard and passes judgement on the comparison

evaluation

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Definition: a label representing an evaluation

grade

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Definition: the thing used to measure which can produce a grade

instrument

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Types of Evaluation: pertaining to personally referenced standards and judgement

subjective evaluation

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Types of Evaluation: pertaining to measurable standards and judgement

objective evaluation

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Types of Evaluation: pertaining to objective quantity

quantitative evaluation

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Types of Evaluation: pertaining to subjective quality

qualitative evaluation

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Steps of the Teaching-Learning Process

learning outcomes, teaching-learning, assessment

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Types of Evaluation: after the TLP

summative evaluation

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Types of Evaluation: before and during the TLP

formative evaluation

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Purpose: Summative Evaluation

to assign grades or certify mastery

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Purpose: Formative Evaluation

to guide the TLP

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Types of Evaluation: before the TLP

preliminary evaluation

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Types of Evaluation: placement tests, previous grades, auditions

preliminary evaluation

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Purpose: Preliminary Evaluation

to assess prior skills

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Purpose: Formative Evaluation

to provide feedback

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Purpose: Diagnostic Evaluation

to determine learning difficulties

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Purpose: Summative Evaluation

to measure performance

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Types of Evaluation: before and during the TLP

diagnostic evaluation

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Types of Evaluation: diagnostic reading tests, hw checks

diagnostic evaluation

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Types of Evaluation: review questions, hw, seatwork, boardwork

formative evaluation

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Types of Evaluation: unit tests, final exams, final projects

summative evaluation

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Steps of the Norm-Referenced Model

determine outcomes, teach new material, test, assign grades

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Definition: majority or average

norm

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Model: focuses on the performance of the average student

norm-referenced model

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Model: individual compared to the norm

norm-referenced model

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Model: efficient for teaching large groups of students

norm-referenced model

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Model: not everyone will master learning outcomes

norm-referenced model

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Model: not suited for sequential, skills-based subjects

norm-referenced model

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Model: results are forced

norm-referenced model

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Model: "bell curve"

norm-referenced model

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Steps; Criterion-Referenced Model

determine outcomes, pretest, teach new material, test for mastery, pass, fail, remediate

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Definition: a standard

criterion

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Model: instruction paced according to individual performance

criterion-referenced model

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Model: no grade scales

criterion-referenced model

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Model: each student masters a learning outcome before advancing

criterion-referenced model

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Model: inefficient for large groups of students

criterion-referenced model

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Model: individual is compared to a criterion

criterion-referenced model

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TLP Models

norm-referenced model, criterion-referenced model, traditional model

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Steps: Traditional Model

determine outcomes, review, teach new material, quizzes/tests

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Model: instruction paced according to the norm

traditional model

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Model: individual performance compared to a criterion

traditional model

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Model: efficiently teaches a large group of students

traditional model

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Model: extensive review

traditional model

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Four Steps to Test Planning

identify content, list outcomes, develop test plan, write test items

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Types of Evaluation

preliminary, formative, diagnostic, summative

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____ are foundation for a test construction.

outcomes

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Outcomes: learning plan for each lesson

lesson learning outcomes

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Types of Outcomes

lesson learning outcomes, unit learning outcomes, course learning outcomes

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Outcomes: individual, fact based

lesson learning outcomes

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Outcomes: expectations for the end of the unit/chapter

unit learning outcomes

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Outcomes: cover more material/multiple lessons

unit learning outcomes

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Outcomes: goals for the end of the course

course learning outcomes

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Outcomes: covers all material for a course

course learning outcomes

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Bloom's Taxonomy: 3 Areas

cognitive, psychomotor, affective

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Bloom's Taxonomy: intellect, mental, memory, thinking, reasoning

cognitive

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Bloom's Taxonomy: emotion, feelings, interest, attitudes

affective

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Bloom's Taxonomy: motor skills, perceptual

psychomotor

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Bloom's: Can a student recall the information?

remembering

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Bloom's: Can the student explain ideas of concepts?

understanding

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Bloom's: Can a student use information in a new way?

applying

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Bloom's: Can a student distinguish between two parts?

analyzing

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Bloom's: Can a student justify a stand or decision?

evaluation

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Bloom's: Can a student create a new product or point of view?

creating

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Bloom's: Elementary Levels

remembering, understanding, applying

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Bloom's: Secondary Levels

all cognitive

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An effective test plan is ____.

proportional

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An effective test plan is a proportional combination of the ____ and ____.

content and cognitive

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Selection Type Items

TFS, MC, matching

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Supply Type Items

completion, short answer, essay

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Objective items have ___ response(s).

one

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Subjective items have ____ response(s).

multiple

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Objective items tend to be ____ answers.

selection type

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Subjective items tend to be ____ answers.

supply type

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What type of question can be either an objective or subjective type item?

short answer

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What type of supply type item will be objective?

fill in the blank

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How much time should an elementary test take?

20-30 minutes

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How much time should a secondary test take?

40-45 minutes

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An ELEMENTARY test should be ____x the teacher's time.

5

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A SECONDARY test should be ____x the teacher's time.

3

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What are the two required elements for instructions/directions?

what to do and where to do it

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