Criteria-based approach in assessing of educational results. The main definitions

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Criteria-based approach in assessing of educational results. The main definitions by Mind Map: Criteria-based approach in assessing of educational results. The main definitions

1. Quiz activities

2. Criteria-based assessment principles

2.1. Criteria-based assessment

2.2. Interrelation of learning and assessment

2.3. Objectivity, reliability and validity

2.4. Continuty

2.5. Focus on development

3. Theoretical foundations of criteria-based assessment

4. Terms and definitions

4.1. Descriptor

4.2. Criteria-based assessment

4.3. Evalution criterion

4.4. Moderation

4.5. Feedback

4.6. Expected learning outcomes

4.7. Reflexion

4.8. Rubric

4.9. Summative assessment

4.10. Formative assessment

4.11. Teaching objectives

4.12. Electronic Journal Recording Assessment Results

5. Types of assessment in world education systev

5.1. Assessment in American schools

5.1.1. Formative assessment

5.1.2. Summative assessment

5.1.3. Observational assessment

5.1.4. Selected response

5.1.5. Constructed response

5.1.6. Portfolio assessment

5.1.7. Performance assessment

5.2. Assessment in British schools

5.2.1. Diagnostic assessment

5.2.2. Formative assessment

5.2.3. Summative assessment

5.2.4. Norm-Referenced assessment

5.2.5. Criterion-Referenced assessment

5.2.6. Interim\Benchmark assessment

5.3. Advantages & Disadvantages of traditional assessment

5.3.1. Definition and Alternatives

5.3.2. Ease of analysis

5.3.3. Lack of context

5.3.4. Impact on teaching

6. Types of criteria-based assessment

6.1. Formative assessment

6.2. Summative assessment

6.3. Multiple Choice assessment

6.4. Written short answer

6.5. Written long answer

6.6. Research projects

6.7. Verbal questioning

6.8. Observing practical work

6.9. Class test

7. The modern system of updated educational content in Kazakhstan

8. Criteria-based asessment as means of educational motivation

9. Technologies of criteria-based assessment of students. Bloom's taxonomy

9.1. Knowledge

9.2. Comprehension

9.3. Application

9.4. Analysis

9.5. Synthesis

9.5.1. Evalutions

10. Criteria-based assessment of reading skills

11. Criteria-based assessment of writing skills

11.1. Three basic tenets

11.2. Identifying text types

11.3. Designing tasks

11.4. Other assessment task types

11.5. The content of any task will of course, depend on all the factors discussed so far

11.6. Measuring outcomes

11.7. Holistic assessment

11.8. Analytic assessment

12. Criteria-based assessment of speaking skills

12.1. Instensive Speaking

12.1.1. A read aloud Task

12.1.2. Sentence'dialogue completion task

12.1.3. Picture cued task

12.2. Responsive Speaking

12.2.1. Question and answer

12.2.2. Giving Instructions and Directions

12.2.3. Paraphrasing

12.3. Interactive Speaking

12.3.1. Interview

12.3.2. Role play

12.3.3. Discussions and Conversations

12.3.4. Games

12.4. Extensive Speaking

12.4.1. Oral Presentations

12.4.2. Picture-cued story telling

12.4.3. Re-Telling a story, News Event

13. Criteria-based assessment in project activity

13.1. Developing Assessment

13.1.1. Questions for students

13.1.1.1. Content knowledge

13.1.1.2. Collaboration & Teamwork

13.1.1.3. Technology & Communication

13.2. Involving Students in Assessment

14. Criteria-based assessment of listening cmprehension skills

15. Criteria-based assessment of testing

16. Criteria-based assessment in student's portfolio

17. Ways to create criteria and descriptors

18. Criteria-based assessment VS.traditional