Assessment

Which of these concerns whether an assessment (a test, a quiz, etc.) is really measuring what it was designed to measure?

• Formative assessment

• Summative assessment

• Reliability

• Validity

Which of these concerns how consistent of results you would get if you used the same test under different circumstances or with a different population?

• Formative assessment

• Summative assessment

• Reliability

• Validity

Which of these is the kind of assessment that is done at the end of a unit and measures whether/ how much a student has learned a prescribed set of content?

• Formative assessment

• Summative assessment

• Reliability

• Validity

One of the techniques we read about is called Think-Pair-Share.Think-Pair-Share is a co-operative discussion strategy that involves three steps:a. Think: the teacher provokes students’ thinking by posing a question, prompt or observation and students take a few minutes to think about it.b. Pair: Students, then, pair up with their classmates and talk about the answer or thought that they came up with. While doing so, the students compare and identify the answers that they think are the most suitable, convincing or unique.c. Share: After discussing the question, each pair shares their responses and thinking behind them with the whole group or class.The Think-Pair-Share technique can also be used as a form of assessment. Which type of assessment could it serve as??

• Formative assessment

• Summative assessment

• Reliability

• Validity

Marbella did the “Arithmetic and Travel Planning” activity with her students (this is one of the lesson plans that was provided on the “Exploring OER” page, but it is not necessary for you to review the lesson in order to answer this question). In that activity, students planned a travel budget.Later, Marbella wanted to check her students’ retention of the lesson’s concepts. Here are two ways she might test their comprehension:VERSION AIn one column, students see the terms “budget,” “spreadsheet,” “over budget,” “discount,” and “fare.” On the right side, she provides definitions for these terms, plus one more definition, as a distractor. Students are asked to match each term to its definition.VERSION BStudents are shown a sample budget, in the form of the table. Below it, they see this prompt:“Mr. Jones has a travel budget of $4000. Is Mr. Jones over or under budget? What are two ways that Mr. Jones can reduce his budget? In your answer, include the following words: DISCOUNT, FARE, and WITHIN BUDGET.”Now let’s compare these two versions. Which of the following statements is true?

• Version A is easier because it only requires lower-level thinking

• Version A is more difficult because the students must memorize definitions. This is more abstract than the application activity of Version B.

• Version A will teach students more, because they will learn more vocabulary this way.

• Version B is easier because in Version B, students are provided the words that they need to use in their answer.

Natalia has been writing a test for her CBI class. She is very happy with the test items, but there is a problem: in order to get her students to do the kind of activity she wants, she needs to provide a full two paragraphs of explanation. She is worried that this extra reading about an unfamiliar activity type will cause many students to feel anxious during the test. Which of the following is the best way for Natalia to deal with this problem?

• She simply needs to find an alternative test item type.

• She must find a way to reduce the instructions to one paragraph.

• She can, in class, before the test, do a similar set of exercises with the students, using the same written instructions.

• She should write the instructions in the students’ L1.