Module One Assessment Vocabulary

Formative Evaluation

• The middle number; the point where there is one-half above and one-half below, thus dividing the group into two equal parts: the 50th percentile…..

• A collection and evaluation of student products and performances selected for inclusion based on agreed-upon criteria. These generally illustrate a range of abilities and special talents showing growth, self-reflection, and achievement. They may be composed of the student's best work or work that shows improvement over time.

• The difference between the highest and lowest scores plus 1.

• Information and data gathered along the way that is used to improve, modify, or revise a program, curriculum, or unit of instruction to enhance student learning. This type of evaluation helps guide ongoing classroom instruction.

Grade Equivalent

• Theoretically, an average score at a given grade level. This score relates a student's raw score to the average scores obtained by norming groups at different grade levels. This score is often greatly distorted because there are so many variations in what is actually taught at each grade level.

• Describes the degree to which a given test measures what it says it is measuring.

• 1. The difference between the highest and lowest scores plus 1.

• 1. A relationship, correspondence, or connection between two things. This is not a cause-and-effect relationship; two items may be strongly "connected" without one causing the other.

Range

• A collection and evaluation of student products and performances selected for inclusion based on agreed-upon criteria. These generally illustrate a range of abilities and special talents showing growth, self-reflection, and achievement. They may be composed of the student's best work or work that shows improvement over time.

• 1. The difference between the highest and lowest scores plus 1.

• Process of gathering and using qualitative and quantitative data to make a judgment of value, worth, merit, or effectiveness. This can be for an individual student, group, class, grade level, department, school, school district, or program

•  A teacher-constructed list of characteristics used as criteria for ranking the quality of students' work, along with some type of guide for scoring or grading. Usually, this guide describes the criteria along with a numerical range or scale to indicate the degree of quality or mastery shown by the work. There are many different types of these, all of which are useful for the project or performance assessment.

Performance Assessment

• A statistical measure of the dispersion in a set of scores, beginning with the mean or average. Usually, the standard deviation is a 15-point range. It indicates what percent of scores are higher and lower than the mean.

• A type of standardized score based on a scale of nine equal units that range from a high of 9 to a low of 1. In general, values of 1-3 are considered below average, 4-6 average, and 7-9 above average.

• Any systematic, evaluative appraisal of a student's ability to perform tasks or do something. Examples include demonstrations, recitals, oral reports, cheerleader tryouts, work samples, etc…

• Doing the same thing every time. Accuracy and predictability in measurement over time with different students and scorers in different environments.

Consistency

• 1. Mathematically, the sum of a group of numbers divided by the amount of numbers. This term is also used to describe the center, the normal, or the general level of knowledge, which is minimally acceptable. On a report card, a grade of "C" usually indicates average.

• 1. The age for which a given score on an intelligence test is considered average or normal.

• 1. The average of a set of scores or numbers; the sum divided by the number of scores. Extremes in scores skew this number. For instance, giving a student a zero significantly affects his average.

• Doing the same thing every time. Accuracy and predictability in measurement over time with different students and scorers in different environments.

Mental Age

• 1. The age for which a given score on an intelligence test is considered average or normal.

• The extent to which a test does the job it is used and measures what it is supposed to measure.

• 1. One of the points on a 99-point scale. Each point reflects the distribution of ranked scores and shows a person's relative standing within a particular group. One's position on this scale indicates the percentage of those above and below them. This term is not to be confused with percentage.

• 1. The process of gathering data, quantifying something according to a numerical scale or standard, and assigning numbers to process events and objects.

Percentile

• The process of gathering data, quantifying something according to a numerical scale or standard, and assigning numbers to process events and objects.

• 1. One of the points on a 99-point scale. Each point reflects the distribution of ranked scores and shows a person's relative standing within a particular group. One's position on this scale indicates the percentage of those above and below them. This term is not to be confused with percentage.

• 1. A set of tests that were normed or standardized on the same group of students so that the results of each test can be compared. Often, these tests measure similar kinds of abilities and skills. It is also used to indicate any series of tests given together; each test in the series provides different types of information.

• 1. The number of points or a given part out of 100. The scores on many classroom tests and report card grades are based on the percentage a student has gotten correct.

1. Measurement

• Statistics developed by test makers to represent specific populations and how the average person in that population would do on a particular test. Norms may include grade, age, percentile, or standard score and provide a basis for comparison.

• A number that indicates a ratio of mental age to chronological age. The average of this number is thought to be 100. At one time, this score was considered to be the sole measurement of intelligence; however, that is no longer the case. This number is not a fixed number throughout one's life.

• The extent to which a test does the job it is used and measures what it is supposed to measure.

• The process of gathering data, quantifying something according to a numerical scale or standard, and assigning numbers to process events and objects.

Norms

• 1. Any systematic, evaluative appraisal of a student's ability to perform tasks or do something. Examples include demonstrations, recitals, oral reports, cheerleader tryouts, work samples, etc…

• Doing the same thing every time. Accuracy and predictability in measurement over time with different students and scorers in different environments

• Statistics developed by test makers to represent specific populations and how the average person in that population would do on a particular test. Norms may include grade, age, percentile, or standard score and provide a basis for comparison.

• A numeric rating scale of attitudes or values indicating most to least, strongly agree to strongly disagree, etc. The respondent uses this scale to indicate attitudes about people, places, ideas, concepts, activities, or objects. It helps put a numeric measurement onto qualitative ideas and other things that are hard to measure objectively.

Likert Scale

• A numeric rating scale of attitudes or values indicating most to least, strongly agree to strongly disagree, etc. The respondent uses this scale to indicate attitudes about people, places, ideas, concepts, activities, or objects. It helps put a numeric measurement onto qualitative ideas and other things that are hard to measure objectively.

• 1. A type of standardized score based on a scale of nine equal units that range from a high of 9 to a low of 1. In general, values of 1-3 are considered below average, 4-6 average, and 7-9 above average.

• A statistical measure of the dispersion in a set of scores, beginning with the mean or average. Usually, the standard deviation is a 15-point range. It indicates what percent of scores are higher and lower than the mean.

• The division of achievement distribution into four equal parts. The scale is 0-25, 26-50, 51-75 and 76-100. The number of persons per "division" is the same.