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Definition
| The process of gathering evidence of student learning to inform instructional decisions. |
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| Statements of intended learning which teachers craft to guide the teaching and learning process and to engage, support and hold students accountable for their learning. |
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| The extent to which a test or assessment accurately measures what is purports to measure |
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Quality of implementing a process
(overhand, left handed toss) |
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| Consistency of an assessment to produce the same results over multiple administrations |
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| Defined as peoples' beliefs in their own capabilities |
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| We assess for two reasons? What are they? |
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Definition
1.) gather information about student acheivement to help us make instructional decisions
2.) motivate students by keeping them in touch with their learning success |
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Term
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Definition
Range of assessment procedures during the learning process in order to modify teaching and learning activities to improve student attainment
Formative Purposes: Guide Instruction |
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Involves gathering and careful evaluation of detailed data using students' knowledge and skills in a given learning area
Diagnostic purpose: know the learner |
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Refers to the assessment of participants, and summarizes their development at a particular time.
(in contrast formative assessment focuses on outcome of program)
Summative Purpose: Evaluate student learning |
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| Students interpret their assessment results to decide wheter success is ____. |
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Definition
1.) Within their reach
2.) Worth the effort
3.) Worth the risk of public failure |
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Goals & Objectives
Scope & Sequence
Standards & Benchmarks
Proficiencies & Compencies |
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Definition
| Variety of labels schools use for their achievement expectations. Or what we want students to know and be able to do |
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Knowledge
1 of 5 of types of achievements we want our students to master |
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Definition
Knowing and understanding subject matter content
1 of 5 of types of achievements we want our students to master |
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Reasoning
1 of 5 of types of achievements we want our students to master |
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Definition
the ability to use that knowledge and understanding to figure out and solve problems
1 of 5 of types of achievements we want our students to master |
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Performance Skills
1 of 5 of types of achievements we want our students to master |
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Definition
the development of behavioral or process skills, such as playing a musical instrument, reading aloud fluently, or using psychomotor skills
1 of 5 of types of achievements we want our students to master |
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Products
1 of 5 of types of achievements we want our students to master |
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Definition
The ability to create tangible products, such as a term paper, science fair models, that meet standards of quality
1 of 5 of types of achievements we want our students to master |
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Dispositions
1 of 5 of types of achievements we want our students to master |
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Definition
The development of the attitudes, interests, and motivational intentions that support learning success in school
1 of 5 of types of achievements we want our students to master |
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Term
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Definition
| We consider all aspects of the written piece at once and base our judgement of quality on overall impression, give one overall score |
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| We break performance down into its component parts (word choice, organization, voice, and the like) evaluating and and rating each part |
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| Refers to the process of figuring out or inferring how things are either alike or different |
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| Process in which the premises seek to supply strong evidence for the truth of the conclusion |
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| Logical process in which conclusion is based on the concordance of multiple premises that are assumed to be true. Also refered to as top-down logic |
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Definition
| Process of evaluating the quality of student work in terms of some predetermined acheivement standards, such as writing assessment |
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