39088479
Description
Flashcards by Maggie Freniere, updated 12 months ago
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Created by Maggie Freniere
12 months ago
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| Question | Answer |
| -Gathering information to increase students’ learning. and development - What students know and have learned | Assessment |
| To increase quality | Assessment |
| Making judgments based on criteria and evidence | Evaluation |
| To judge quality | Evaluation |
| To find out what and how well people are learning what is taught, without any intent to give a grade. | Assessment Learning |
| Measuring the extent of learning and assigning a grade. | Evaluation Learning |
| In-class, anonymous, short, non-graded exercises that provides feedback for both teacher and learner about the teaching/learning process. | Classroom Assessment Techniques (CAT) |
| Provide the teacher with quick and timely feedback about the effectiveness and the state of student learning. | Classroom Assessment Techniques |
| Give the advantages of CATs. (Go Down But Should Help G) | -Gaining insight about the student learning while there's still time to change. -Demonstrating that the teachers really care about their students succeeding. -Build rapport with learners. -Spend short amount of time in gaining info. -Help learners to monitor their learning. -Gaining insight into own teaching |
| -Often called Minute Paper. - Last 2 or 3 minutes of the class period. | One-minute Paper |
| -What was the most important thing you learned today? -What important points remain unclear to you? - Help learners develop metacognitive analysis and synthesis skills | One-minute Paper |
| -Very simple and quick to use. - What was the muddiest point in today’s class? | Muddiest Point |
| -The teacher discovers which areas learners struggle with the most, and finds better ways to deal with the content in the future. | Muddiest Point |
| -Useful for introductory level and for totally new content. | Muddiest Point |
| -Requires learners to put into their own words about what they have learned. | Directed Paraphrasing |
| -Provides valuable feedback into the learner’s understanding and ability to translate information. | Directed Paraphrasing |
| After you have taught an essential information and before discussing how the information can be applied to the real worlds, the learners are asked to write on an index card at least ONE POSSIBLE APPLICATION of the content. | Application Cards |
| -Application of learners the theoretical material they are being taught. - Learners see the relevance of what they are learning. | Application Cards |
| Used before teaching a new content to discover what the learners already know about the topic. | Background Knowledge Probe |
| It is, in a sense, an ungraded pre-test. | Background Knowledge Probe |
| Helps to expose mistaken ideas that may hinder learning. | Misconception/Pre-conception Check |
| Learners must be aware of these pre-conceived notions and must be led to understand how those notions fit with the truth. | Misconception/Pre-conception Check |
| Allow learners to express their possible lack of confidence in learning certain content or skills. | Self-Confidence Survey |
| Should test the achievement of course objectives logically and systematically. | Evaluation Learning |
| Good exam planning includes some type of test blueprint or table of specification. | Evaluation Learning |
| chart that spells out the content and the level of knowledge to be tested. | Test Blueprint |
| Contains the content or objectives, a taxonomy of levels of learnings to be assigned to the objectives and the number of questions or relative weight to be given to each area. | Test Blueprint |
| • Easy to score and can be scored by a computer • Licensure and certification examinations • It cannot test the highest level of knowing and cannot test critical thinking abilities. | Multiple Choice Questions |
| Ability to identify the correctness of statements of facts or principles | True or False Questions |
| • Limited to testing the lowest levels of knowing, knowledge and comprehension • Learner has 50/50 chance of guessing the right answer. | True or False Questions |
| Test knowledge, the lowest level of knowing. | Matching Type Questions |
| Useful in determining if learners can recall the memorized relationships between two things such as dates and events, structures and functions and terms and definitions | Matching Type Questions |
| Set up at two lists, with the premises usually on the left and the response on the right. | Matching Type Questions |
| • Time-consuming for both learners and teachers • Highest level of knowing (analysis, synthesis and evaluation) • May come in short or full essay questions. | Essay-type Questions |
| SHORT ANSWER QUESTIONS: -sometimes termed as RESTRICTED RESPONSE ITEM -places limitation on the type of response requested • FULL ESSAY QUESTIONS: -sometimes called as EXTENDED RESPONSE QUESTIONS -permits test takers to select all pertinent information, organize it as desired and express it in a clear manner. | Essay-Type Questions |
| Short Answer Question is sometimes termed as? | RESTRICTED RESPONSE ITEM |
| Full Essay Questions sometimes referred to as? | EXTENDED RESPONSE QUESTION |
| • Provides data about the worth of the items, specifically their level of difficulty and ability to discriminate between test takers who know the material and those who do not | Test Item Analysis |
| • It can be done quickly with a computer and appropriate software | Test item Analysis |
| • In the absence of a software program, the educator can calculate both item difficulty and item discrimination | Test Item Analysis |
| Give the 7 Classroom Assessment Techniques (CATs) | A. One-minute Paper B. Muddiest Point C. Direct Paraphrasing D. Background Knowledge Probe E. Application Cards F. Misconception/Pre-conception Checks G. Self-Confidence Survey |
| Give the types of Tables of Specification (TOS) or Test Blueprint | A. Multiple Choice B. True or False Question C. Matching Type Question D. Essay Type Question |
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