Assessment Vocabulary

1.  A combination of natural and acquired talents, interests, and abilities that a student may innately possess or have learned. These usually indicate the ability to learn more and develop proficiency in a given area, subject, or skill.

• deviation

• aptitude

• rubric

• median

Tags

CCSS.L.11-12.4C

CCSS.L.6.4C

CCSS.L.7.4C

CCSS.L.8.4C

CCSS.L.9-10.4C

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.

• rubric

• median

• summative evaluation

• formative evaluation

1.  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.

• deviation

• aptitude

• rubric

• standards

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

• consistency

• rubric

• deviation

• summative evaluation

1.   A learning or inclination giving an unfair advantage or disadvantage. An undesirable characteristic of tests in which factors unrelated to the test influence the scores. Therefore, the content of test items discriminates in favor of or against certain students or groups of students because of their experiences, race, gender, cultural exposure, economic status, etc. An error in content, administration, and interpretation is built into the system, contributing to statistical differences between groups or types of people.

• bias

• deviation

• consistency

• formative evaluation

1. A systematic sample of student performance obtained under prescribed conditions such as time allotted, verbal instructions required, etc. Such tests are usually developed for state or national use. They are norm-referenced to provide accurate and meaningful information regarding a student's level of performance relative to others at the same age or grade level. Many of these tests are high-stakes tests, and their scores may be the sole criterion upon which students, teachers, or administrators are held accountable. Because of this, such tests often take on great importance, resulting in curriculum and instruction being aligned to test items and objectives.

• mean

• bias

• deviation

• standardized test

1. Consistency in scoring no matter who the scorer is. As such, it includes differences of opinion among scorers as to whether responses are scored as right or wrong. This is much easier to accomplish with a test that has a given correct answer for each item.

• formative evaluation

• deviation

• rubric

• objectivity

1.   The extent to which scores, tests, programs, or assessments are accurate, dependable, stable, consistent, and free from error over a period of time. This includes the way they are administered, implemented, and scored.

• reliability

• deviation

• bias

• rubric

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

• bias

• deviation

• mental age

• aptitude

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.

• deviation

• mean

• standardized tests

• bias