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Questions and Answers
What defines an objective measurement in the context of assessments?
What defines an objective measurement in the context of assessments?
Which of the following best describes summative assessment?
Which of the following best describes summative assessment?
What are the two main components of the quantity of interest in a measurement?
What are the two main components of the quantity of interest in a measurement?
What is the primary purpose of formative assessment?
What is the primary purpose of formative assessment?
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Which classification of assessments is characterized by the comparison of student performance to a defined standard?
Which classification of assessments is characterized by the comparison of student performance to a defined standard?
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What is the primary purpose of formative assessment?
What is the primary purpose of formative assessment?
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Which type of assessment involves measuring candidates against specific criteria?
Which type of assessment involves measuring candidates against specific criteria?
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What characterizes objective assessments?
What characterizes objective assessments?
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Which type of assessment is typically more casual and may include rating scales?
Which type of assessment is typically more casual and may include rating scales?
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What distinguishes summative assessment from formative assessment?
What distinguishes summative assessment from formative assessment?
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Which of the following would be considered a subjective assessment?
Which of the following would be considered a subjective assessment?
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What is the main characteristic of norm-referenced assessment?
What is the main characteristic of norm-referenced assessment?
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What is an example of a criterion-referenced assessment?
What is an example of a criterion-referenced assessment?
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What is the primary purpose of formative assessment?
What is the primary purpose of formative assessment?
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In which type of assessment are the student’s achievements showcased to outside groups?
In which type of assessment are the student’s achievements showcased to outside groups?
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What process does 'Assessment as Learning' primarily emphasize?
What process does 'Assessment as Learning' primarily emphasize?
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How does a learning objective differ from a learning outcome?
How does a learning objective differ from a learning outcome?
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Which statement best describes the role of metacognition in 'Assessment as Learning'?
Which statement best describes the role of metacognition in 'Assessment as Learning'?
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Which assessment method primarily evaluates students' emotional growth and value systems?
Which assessment method primarily evaluates students' emotional growth and value systems?
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What is the highest level in the original Bloom's Taxonomy?
What is the highest level in the original Bloom's Taxonomy?
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Which of the following is an example of a performance-based assessment?
Which of the following is an example of a performance-based assessment?
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What is the first level of the affective domain?
What is the first level of the affective domain?
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In Revised Bloom's Taxonomy, which level is placed at the top?
In Revised Bloom's Taxonomy, which level is placed at the top?
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Which assessment type would likely involve students constructing diagrams?
Which assessment type would likely involve students constructing diagrams?
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What is the main focus of the psychomotor domain?
What is the main focus of the psychomotor domain?
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Which of the following levels in Bloom's Taxonomy involves breaking down information into components?
Which of the following levels in Bloom's Taxonomy involves breaking down information into components?
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What is the primary purpose of assessment in education?
What is the primary purpose of assessment in education?
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Which type of assessment is constructed by individual teachers to measure classroom outcomes?
Which type of assessment is constructed by individual teachers to measure classroom outcomes?
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What type of assessment is usually completed after a unit of study to determine student achievement?
What type of assessment is usually completed after a unit of study to determine student achievement?
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Which assessment technique allows students to evaluate their own learning process?
Which assessment technique allows students to evaluate their own learning process?
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How does assessment impact students' self-esteem?
How does assessment impact students' self-esteem?
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What type of assessment is aimed at detecting specific learning issues such as reading comprehension problems?
What type of assessment is aimed at detecting specific learning issues such as reading comprehension problems?
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What role does informal assessment play in education?
What role does informal assessment play in education?
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What is a potential benefit of conducting formative assessments during lessons?
What is a potential benefit of conducting formative assessments during lessons?
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Study Notes
Tests
- Tests are measuring instruments used to quantify traits or characteristics of a person or object.
- Tests are administered to gain information about individuals, typically their level of achievement.
Classifications and Types
- Measurements can be either objective or subjective.
- Objective measurements are independent of the person taking the measurements.
- Subjective measurements can vary between assessors, even when measuring the same quantity.
- Assessments can be categorized in various ways:
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Formative or Summative:
- Summative assessments occur at the end of a course or project, typically used for grading.
- Formative assessments occur throughout a course or project, used to aid learning and provide feedback.
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Objective or Subjective:
- Objective assessments have a single correct answer, often multiple choice or true/false.
- Subjective assessments can have multiple correct answers or ways of expressing the correct answer, often open-ended questions or essays.
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Criterion-referenced or Norm-referenced:
- Criterion-referenced assessments measure against predefined criteria, such as a driving test.
- Norm-referenced assessments compare individuals to the group taking the assessment, such as an IQ test.
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Informal or Formal:
- Formal assessments result in a numerical score or grade.
- Informal assessments are more casual and can include observations, checklists, or rating scales.
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Formative or Summative:
- Evaluations help with: frequent feedback on student learning, understanding student responses to teaching approaches, and influencing student self-esteem.
Scope of Assessment
- Assessments can be classified as either teacher-made or standardized.
- Teacher-made assessments are designed by individual teachers or groups to measure classroom instruction outcomes.
- Standardized assessments are commercially prepared with uniform administration and scoring procedures, used to gather information on large groups of students.
Purposes of Assessment
- Assessments are designed to gather information about student performance, progress, or interests.
- They can be used to reinforce teaching and learning, creating a positive classroom environment.
- Specific examples of assessment purposes:
- Formative Assessment: Checking for understanding during lessons or units.
- Diagnostic Assessment: Identifying learning difficulties, such as reading comprehension or speech issues.
- Summative Assessment: Determining student achievement and providing feedback at the end of a topic.
- Informal Assessment: Utilizing self-assessment to allow students to reflect on their learning process.
Assessment for Learning (Formative Assessment)
- Teachers use this approach to understand student knowledge, abilities, and potential misunderstandings.
- It's also used to motivate and encourage student commitment to learning.
Assessment of Learning (Summative Assessment)
- Aims to demonstrate student knowledge and achievement, confirming curriculum outcomes, ability, and future program placement.
- Provides evidence of achievement to educators, parents, students, and sometimes external groups.
Assessment as Learning
- Focuses on students and emphasizes metacognition, the process of thinking about thinking.
- Based on constructivist learning principles, involving active interaction with new ideas.
- Encourages students to reflect on their learning and make adjustments to their thinking.
Unit II: Nature and Importance of Constructive Alignment
- Learning Objective: Viewed from the instructor's perspective, addressing what the instructor wants students to learn.
- Learning Outcome: Viewed from the learner's perspective, addressing what the learner will be able to do after completing the course.
- Traditional Measures: Include multiple-choice tests, true/false questions, and oral participation.
- Process and Skills Level Assessments: Engage students in activities like organizing, interpreting, or role-playing.
- Understanding Level Assessments: Utilize quizzes, open-ended tests, and oral discourse for explanation and justification.
- Performance-based Assessments: Demonstrate student abilities in real-life contexts through projects, experiments, and performance tasks.
Lesson 3: Domains of Learning
- Domains of Learning: Include cognitive, affective, and psychomotor domains, highlighting the importance of non-cognitive skills in learning.
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Cognitive Domain (Bloom's Taxonomy):
- Knowledge: Recall of facts and concepts.
- Comprehension: Understanding information and ideas.
- Application: Using information in real-life scenarios.
- Analysis: Breaking down information into components.
- Synthesis: Combining elements to create something new.
- Evaluation: Making judgments about the value of something.
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Revised Bloom's Taxonomy:
- Updated Bloom's Taxonomy with verb revisions and a metacognitive dimension.
- Moved "creating" to the top, replacing "evaluation" in the hierarchy.
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Affective Domain:
- Receiving: Awareness or attention to something.
- Responding: Active participation.
- Valuing: Recognizing the worth of something.
- Organization: Integrating values into one's behavior.
- Characterization: Internalizing values to influence behavior.
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Psychomotor Domain:
- Deals with physical movement and skill development.
- Different taxonomies exist by Simpson, Dave, and Harrow.
- Often involves physical coordination, manipulative skills, and non-verbal communication.
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Description
Test your knowledge on the various types of assessments and measurements used in educational settings. This quiz covers objective and subjective measurements, as well as formative and summative assessments. Understand the differences and applications of each type to enhance your learning and evaluation skills.
