Assessment!

1. Intended Learning Outcomes: What we want our students to know by the end of a unit. An assessment should give them a chance to display this. pg. 33

2. Learner's Goals: The goals for the learner in any given assessment or unit. Meaning what they are to display whether it is knowledge or a certain skill. pg. 31

3. Instructional Goals: The desired results that we want out students to achieve, most specifically the skills they will learn from the instruction. Pg. 31

4. Measurement: The goal of an assessment is to measure student progress within given parameters. pg. 27

5. Relevant Instruction: Instruction including lessons and projects that tie directly to a given unit and plan. If an assessment is not based on relevant instruction it will not meet our learning goals. pg. 31

6. Subjectivity: The ability for an assessment to have opinion based answers. Pg. 128

7. Objectivity: The ability for an assessment to have hard quantifiable data. Pg. 128

8. Spread of Scores: The range of scores that are gathered within a given group. Pg. 127

9. Standard Error of Measurement: The amount that an assessment can differ within a group with a margin of basic error. Pg. 120

10. Teacher Evaluation: The methods that we as educators use to evaluate our own progress based on our student's assessments and other factors. pg. 11

11. Assessment Context: The area, subject and topic for which the assessment is given. Pg. 11

12. Test Types

12.1. Aptitude Test: A test designed to predict future success in a given area. pg. 35

12.2. Fixed Choice Assessment: a test such as a multiple choice exam. One that contains set answers. pg. 36

12.3. Complex Performance Assessment: An assessment such as a project that allows for creative displays of knowledge. Pg. 36

12.4. Placement Assessment: An assessment designed to determine student level prior to instruction. pg. 37

12.5. Formative Assessment: An assessment given during instruction to monitor basic progress. Pg. 37

12.6. Diagnostic Assessment: An assessment used to diagnose any learning difficulties. Pg. 37

12.7. Summative Assessment: A final assessment to determine student progress after instruction. Pg. 37

13. Necessary Qualities

13.1. Construct Vadlidity: The evaluation of the adequacy and appropriateness of an element. pg. 71

13.2. Reliability: The determination of consistent results. Pg. 71

13.3. Usability: The determination of the ability to utilize a given thing, such as an assessment. Pg. 72

13.4. Appropriate Design: The determination of an assessment's ability to fit the class and topic that is given. Pg. 72

13.5. Interpretation: The ability to interpret the data gathered from a given assessment. Pg. 73

13.6. Specificity: The ability to determine the accuracy of answers to a degree. Pg. 73

13.7. Unitary Design: The understanding that an assessment is designed in unison with other pieces, that it is not whole on its own and it needs to be part of a unit. Pg. 73

13.8. Evaluative Design: The ability for an assessment to determine progress based on work done. Pg 73

13.9. Representative Information: The ability for an assessment to show all the parts of a unit or subject. Pg. 75

13.10. Content Design: The ability for an assessment to contain sufficient content for a learner to show that they have met their learner's goals. Pg. 75

13.11. Construct Representation: The ability for an assessment to represent all the elements involved in the given unit or subject. Pg. 83

13.12. Correlation of Information: The ability of an assessment to be collected and factored into information to determine a student's progress when compared to learning goals and other elements. Pg. 85

13.13. Fairness: The appropriateness of an assessment given the learner's involved. Pg. 101

14. Qualities to test and be tested in an assessment

14.1. Test-Retest Method: Giving the same test twice to assess progress. Pg. 111

14.2. Equivalent Forms: Giving two forms of the same assessment to the same group close together and then correlate the data. Pg. 111

14.3. Split Half: Give the test once ,but score it in separate halves to judge the information gathered. pg. 111

14.4. Interrater: Have students respond to questions and then rate the scores independently. Pg. 111