Vocabulary Grid

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Vocabulary Grid by Mind Map: Vocabulary Grid

1. Chapter 2

1.1. Terms

1.1.1. Assessments

1.1.1.1. Measures student achievement through different platforms.

1.1.1.2. Identifies learning goals and how well those goals have been met.

1.1.1.3. Mandated by the state for all students retention

1.1.1.4. Students and teachers assessed for effectiveness

1.1.1.5. Means to an end - not an end itself.

1.1.1.5.1. This is imperative because it allows us to see how students are learning and how we can complete the process, but not to be administered as an "end all" and that learning is then concluded.

1.1.1.6. Pre-Assessments

1.1.1.6.1. Designed to gauge a students knowledge prior to teaching a new topic or idea. This allows the teacher to design specific pieces to their lesson plan

1.1.1.7. Assessment utilization

1.1.1.7.1. Benefits

1.1.2. Types of Assessments

1.1.2.1. Placement

1.1.2.1.1. To determine student performance at the beginning of instruction. Placement assessments are given before beginning instruction.

1.1.2.2. Formative

1.1.2.2.1. To monitor learning progress during instruction. Formative assessments are given during instruction.

1.1.2.3. Diagnostic

1.1.2.3.1. To diagnose learning difficulties during instruction. Diagnostic assessments are given during instruction.

1.1.2.4. Summative

1.1.2.4.1. To assess achievement at the end of instruction. Summative assessments are given after instruction.

1.1.2.5. Norm-Referenced Assessment

1.1.2.5.1. A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of an individual’s relative standing in some known group.

1.1.2.6. Criterion-Referenced Assessment:

1.1.2.6.1. A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited domain of learning tasks.

1.1.3. Test

1.1.3.1. particular assessment consisting of a set of questions

1.1.3.2. Can have time limits and fixed questions

1.1.3.3. FORMS

1.1.3.3.1. measures of maximum performance

1.1.3.3.2. measures of typical performance

1.1.4. Measurement

1.1.4.1. Assigning of numbers to specific questions to measure "data" or certain characteristic.

1.1.4.2. Quantitative Data

1.1.4.3. Non-measurement approach - informal , observational

1.2. Terminology Used in Testing - General

1.2.1. Informal and standardized Individual and group Mastery and survey Supply and fixed response Speed and power Objective and subjective

1.3. Important Teaching Groups

1.3.1. InTASC

1.3.1.1. Interstate Teacher Assessment and Support Consortium

1.3.1.1.1. Group developed to shape the standards surrounding assessments in which teachers use as guidelines to design their lesson plans under each subject.

1.3.2. IRA

1.3.2.1. International Reading Association

1.3.2.1.1. Lists 6 standards used to shape how reading is taught in the classroom

1.3.3. NBPTS

1.3.3.1. National Board of Professional Teaching Standards

1.3.4. NAS

1.3.4.1. National Academy of Sciences

1.3.4.1.1. Focuses on science standards and the inquiry based learning approach for teachers to shape their lesson plans around

2. Chapter 3

2.1. Instructional Goals: Base of Assessment

2.1.1. Objectives:

2.1.1.1. Provide Instruction

2.1.1.2. Convey Content to others

2.1.1.3. provide a base for student assessment

2.1.2. Common Core Standards

2.1.2.1. Adopted by 44 states

2.1.2.2. Focused on success of Math and English (Language Arts) in the classroom

2.1.3. Learning Outcomes

2.1.3.1. Products

2.1.3.1.1. material and concepts learned

2.1.3.2. Process

2.1.3.2.1. writing notes, outlining etc..

2.1.3.3. Mastery of Learning Objectives

2.1.3.3.1. State the Task

2.1.3.3.2. Teach the Task

2.1.3.3.3. Test the Task

2.1.4. Taxonomy of Learning

2.1.4.1. Cognitive Domain

2.1.4.1.1. Knowledge outcomes and intellectual abilities and skills

2.1.4.2. Affective Domain

2.1.4.2.1. Attitudes, interests, appreciation, and modes of adjustment

2.1.4.3. Psychomotor Domain

2.1.4.3.1. Perceptual and motor skills

2.1.4.4. Guidelines

2.1.4.4.1. Knowledge, Understanding, Application

3. Chapter 1

3.1. Why Tests and Assessments?

3.1.1. can be externally mandated

3.1.2. changes can be rapidly implemented

3.1.3. Results are visible

3.1.4. Inexpensive

3.2. Testing Reform

3.2.1. Competency Based Assessing

3.2.2. Title 1

3.2.3. A Nation At Risk

3.2.4. Adoption of Standards

3.2.4.1. Content and Performance

3.2.5. Equal rights for all students

3.2.5.1. Including 504's and IEP's

3.2.6. No Child Left Behind

3.2.7. Adaptive Testing Software

3.3. Position of Testing

3.3.1. Only Measures a select skill set

3.3.2. Anxiety ridden

3.3.3. Label students

4. Chapter 4

4.1. Validity

4.1.1. How well does an assessment gauge the material of the learners? Can the type of assessment affect the score and/or the material or platform teaching it?

4.1.2. is an evaluation of the adequacy and appropriateness of the interpretations and uses of assessment results

4.1.3. For what purpose are we using the data?

4.1.4. Matter of degree

4.1.5. Unitary concept

4.1.6. Considerations of Validity

4.1.6.1. Content

4.1.6.1.1. How well the sample of assessment tasks represents the domain of tasks to be measured and how it emphasizes the most important content.

4.1.6.2. Construct

4.1.6.2.1. How well performance on the assessment can be interpreted as a meaningful measure of some characteristic or quality.

4.1.6.3. Assessment of Relationship

4.1.6.3.1. How well performance on the assessment predicts future performance or estimates current performance on some valued measures other than the test itself (called a criterion).

4.1.6.4. Consequences

4.1.6.4.1. How well use of assessment results accomplishes intended purposes and avoids unintended effects.

4.2. Reliability

4.2.1. refers to the consistency of assessment results.

4.2.1.1. An assessment issued at multiple points that reap the same results clarifies the data being continuous and reliable.

4.2.2. Consistency

4.3. Prevention of Test or Assessment Effectiveness

4.3.1. Unclear Directions

4.3.2. Reading vocabulary and sentence structure too difficult (construct-irrelevant variance)

4.3.3. Ambiguiity

4.3.4. Inadequate time limits

4.3.5. Test items inappropriate for the outcomes being measured

4.3.6. Too short

4.3.7. Poorly constructed test items

4.3.8. Improper Arrangement

5. Chapter 5

5.1. Reliability

5.1.1. Consistency of Measurement

5.1.2. Reliability refers to the results obtained with an assessment instrument and not to the instrument itself

5.1.3. An estimate of reliability always refers to a particular type of consistency

5.1.4. Reliability is a necessary but not sufficient condition for validity

5.1.5. Reliability is assessed primarily with statistical indices.

5.2. Terms

5.2.1. Correlation Coefficient

5.2.1.1. A statistic that indicates the degree of relationship between any two sets of scores obtained from the same group of individuals

5.2.2. Validity Coefficient

5.2.2.1. A correlation coefficient that indicates the degree to which a measure predicts or estimates performance on some criterion measure

5.2.3. Reliability Coefficient

5.2.3.1. A correlation coefficient that indicates the degree of relationship between two sets of scores intended to be measures of the same characteristic

5.3. Standard Measure of Error

5.3.1. Interpreting an individual score. Interpreting the difference between two scores from a test battery. Interpreting the difference between the scores of two individuals on the same test.