Assessment as learning-usually at the beginning of course or unit

- allows learners to take ownership of learning-Ex: Mindmap, survey, journal etc

assessment for learning

-ongoing, feedback from in the moment checks for understanding

assessment of learning

-conducted at the end to gauge learning

-ex: final exam

To see if a learner can perform the kind of skill needed. usually considered an authentic assessment

Assessment as learning-usually at the beginning of course or unit

- allows learners to take ownership of learning-Ex: Mindmap, survey, journal etc

assessment for learning

-ongoing, feedback from in the moment checks for understanding

assessment of learning

-conducted at the end to gauge learning

-ex: final exam

To see if a learner can perform the kind of skill needed. usually considered an authentic assessment

Assessment as learning-usually at the beginning of course or unit

- allows learners to take ownership of learning-Ex: Mindmap, survey, journal etc

assessment for learning

-ongoing, feedback from in the moment checks for understanding

assessment of learning

-conducted at the end to gauge learning

-ex: final exam

To see if a learner can perform the kind of skill needed. usually considered an authentic assessment

To see if a learner can perform the kind of skill needed. usually considered an authentic assessment

A test designed to indicate how an individual performs in comparison to a pre-established acceptable criterion, rather than the performance of other students.

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

An assessment that compares a student's performance to a sample of that student's peers. (tests graded on a curve)

To see if a learner can perform the kind of skill needed. usually considered an authentic assessment

A test designed to indicate how an individual performs in comparison to a pre-established acceptable criterion, rather than the performance of other students.

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

An assessment that compares a student's performance to a sample of that student's peers. (tests graded on a curve)

To see if a learner can perform the kind of skill needed. usually considered an authentic assessment

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

A test designed to indicate how an individual performs in comparison to a pre-established acceptable criterion, rather than the performance of other students.

An assessment that compares a student's performance to a sample of that student's peers. (tests graded on a curve)

To see if a learner can perform the kind of skill needed. usually considered an authentic assessment

A test designed to indicate how an individual performs in comparison to a pre-established acceptable criterion, rather than the performance of other students.

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

An assessment that compares a student's performance to a sample of that student's peers. (tests graded on a curve)

To see if a learner can meet the requirements based on memorization of data and facts.

-think true false, multiple choice etc.

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

An assessment that compares a student's performance to a sample of that student's peers. (tests graded on a curve)

To see if a learner can meet the requirements based on memorization of data and facts.

-think true false, multiple choice etc.

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

An assessment that compares a student's performance to a sample of that student's peers. (tests graded on a curve)

To see if a learner can meet the requirements based on memorization of data and facts.

-think true false, multiple choice etc.

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

-Monitor academic progress and achievement

-These assessments include benchmark, formative, summative and diagnostic.

An assessment that compares a student's performance to a sample of that student's peers. (tests graded on a curve)

To see if a learner can meet the requirements based on memorization of data and facts.

-think true false, multiple choice etc.

To see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn

Can be both formative and summative

does not look at learners' actual work but instead uses information gathered from other sources.

uses the learners' confidence in their knowledge as a tool for making students metacognitively aware of the learning process.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn

Can be both formative and summative

does not look at learners' actual work but instead uses information gathered from other sources.

uses the learners' confidence in their knowledge as a tool for making students metacognitively aware of the learning process.

Monitor academic progress and achievementThese assessments include benchmark, formative, summative and diagnostic.

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn

Can be both formative and summative

does not look at learners' actual work but instead uses information gathered from other sources.

uses the learners' confidence in their knowledge as a tool for making students metacognitively aware of the learning process.

a concrete way to assess the learner other than a test. Creative outlets also open the door to all learning types in this method.

the directions and expectations must be clear. Any grading rubrics and other criteria should be shared at the start of the project

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn

Can be both formative and summative

does not look at learners' actual work but instead uses information gathered from other sources.

allows the learner to look back and reflect on the learning experiences.

a concrete way to assess the learner other than a test. Creative outlets also open the door to all learning types in this method.

the directions and expectations must be clear. Any grading rubrics and other criteria should be shared at the start of the project

used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.involves evaluating work produced by a learn

Can be both formative and summative

cognitive

affective

psychomotor

Analyzing

This level of learning requires students to recall knowledge learned before proceeding to the next level.

Memorization

Describe, relate, tell, find

This is a level where students comprehend information presented verbally or in written or graphic form and are able to explain it.

Decode information

Outline, explain, predict

This is a level that is dependent on a student's understanding of concepts or ideas and using that information in new situations. Some specific outcome verbs associated with this level include: demonstrate, experiment, or modify.

Illustrate, complete, solve

This level refers to how students start comparing, contrasting, or even examining the learned knowledge they have.

Examining and breaking down information

Compare, explain, categorize

This level of learning requires students to recall knowledge learned before proceeding to the next level.

Memorization

Describe, relate, tell, find

This is a level where students comprehend information presented verbally or in written or graphic form and are able to explain it.

Decode information

Outline, explain, predict

This is a level that is dependent on a student's understanding of concepts or ideas and using that information in new situations. Some specific outcome verbs associated with this level include: demonstrate, experiment, or modify.

Illustrate, complete, solve

This level refers to how students start comparing, contrasting, or even examining the learned knowledge they have.

Examining and breaking down information

Compare, explain, categorize

This level of learning requires students to recall knowledge learned before proceeding to the next level.

Memorization

Describe, relate, tell, find

This is a level where students comprehend information presented verbally or in written or graphic form and are able to explain it.

Decode information

Outline, explain, predict

This is a level that is dependent on a student's understanding of concepts or ideas and using that information in new situations. Some specific outcome verbs associated with this level include: demonstrate, experiment, or modify.

Illustrate, complete, solve

This level refers to how students start comparing, contrasting, or even examining the learned knowledge they have.

Examining and breaking down information

Compare, explain, categorize

This level of learning requires students to recall knowledge learned before proceeding to the next level.

Memorization

Describe, relate, tell, find

This is a level where students comprehend information presented verbally or in written or graphic form and are able to explain it.

Decode information

Outline, explain, predict

This is a level that is dependent on a student's understanding of concepts or ideas and using that information in new situations. Some specific outcome verbs associated with this level include: demonstrate, experiment, or modify.

Illustrate, complete, solve

This level refers to how students start comparing, contrasting, or even examining the learned knowledge they have.

Examining and breaking down information

Compare, explain, categorize

This level refers to the ability of students to establish judgments about what they are learning and the value of it. At this level, they critique or access information about concepts or ideas.

Analyze, critique and compare

Prioritize, rate, justify

This level involves the cognitive process that includes the generation of new ideas or new ways of doing things.

Imagine, design, plan

This is a level that is dependent on a student's understanding of concepts or ideas and using that information in new situations. Some specific outcome verbs associated with this level include: demonstrate, experiment, or modify.

Illustrate, complete, solve

This level refers to how students start comparing, contrasting, or even examining the learned knowledge they have.

Examining and breaking down information

Compare, explain, categorize

This level refers to the ability of students to establish judgments about what they are learning and the value of it. At this level, they critique or access information about concepts or ideas.

Analyze, critique and compare

Prioritize, rate, justify

This level involves the cognitive process that includes the generation of new ideas or new ways of doing things.

Imagine, design, plan

This is a level that is dependent on a student's understanding of concepts or ideas and using that information in new situations. Some specific outcome verbs associated with this level include: demonstrate, experiment, or modify.

Illustrate, complete, solve

This level refers to how students start comparing, contrasting, or even examining the learned knowledge they have.

Examining and breaking down information

Compare, explain, categorize

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Receiving (passively paying attention)

Responding (actively learning and reacting)

Valuing (attaching worth to information)

Organizing (arranging and elaborating on information)

Characterizing (valuing belief that influences behavior)

Perception (sensory guiding of motor activity)

Set (feeling ready to act)

Guided Response (beginning to learn complex skills)

Mechanism (developing basic proficiency)

Complex Overt Response (performing with advanced skill)

Adaptation (modifying movement to meet special circumstances)

Origination (creating situation-specific movements)

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Emotions

Receiving (passively paying attention)

Responding (actively learning and reacting)

Valuing (attaching worth to information)

Organizing (arranging and elaborating on information)

Characterizing (valuing belief that influences behavior)

Perception (sensory guiding of motor activity)

Set (feeling ready to act)

Guided Response (beginning to learn complex skills)

Mechanism (developing basic proficiency)

Complex Overt Response (performing with advanced skill)

Adaptation (modifying movement to meet special circumstances)

Origination (creating situation-specific movements)

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Emotions

Receiving (passively paying attention)

Responding (actively learning and reacting)

Valuing (attaching worth to information)

Organizing (arranging and elaborating on information)

Characterizing (valuing belief that influences behavior)

Physical Skills

Perception (sensory guiding of motor activity)

Set (feeling ready to act)

Guided Response (beginning to learn complex skills)

Mechanism (developing basic proficiency)

Complex Overt Response (performing with advanced skill)

Adaptation (modifying movement to meet special circumstances)

Origination (creating situation-specific movements)

why something happened

descriptive analytics is limited to indicating that something has occurred, without explaining why

What is likely to happen based on what we already know. (just an estimate)

the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.

why something happened

-Insight into the past

-what happened

is limited to indicating that something has occurred, without explaining why

What is likely to happen based on what we already know. (just an estimate)

is to find solutions to questions about what should be done.

-apart from finding solutions to what will happen, it should help in understanding why it will happen. More so, prescriptive analytics can help you strategically plan for training interventions.

why something happened

-Insight into the past

-what happened

is limited to indicating that something has occurred, without explaining why

understanding the future

What is likely to happen based on what we already know. (just an estimate)

is to find solutions to questions about what should be done.

-apart from finding solutions to what will happen, it should help in understanding why it will happen. More so, prescriptive analytics can help you strategically plan for training interventions.

why something happened

-Insight into the past

-what happened

is limited to indicating that something has occurred, without explaining why

understanding the future

What is likely to happen based on what we already know. (just an estimate)

-advice on possible outcomes

-is to find solutions to questions about what should be done.

-apart from finding solutions to what will happen, it should help in understanding why it will happen.

can help you strategically plan for training interventions.

-The issue of data ownership

-lack of clarity around who owns the data (institutions vs. students) and this can make principles surrounding meaningful consent complicated.

-relates primarily to how student data is collected and analyzed and used to impact students’ learning.

-Making students and stakeholders more aware of the uses of data brings about challenges, but also allows for greater insight and involvement.

approval to collect student data should be sought at the point of registration

to ensure that data collected and analyzed is accurate and representative of the issue being measured.

-The issue of data ownership

-lack of clarity around who owns the data (institutions vs. students) and this can make principles surrounding meaningful consent complicated.

-relates primarily to how student data is collected and analyzed and used to impact students’ learning.

-Making students and stakeholders more aware of the uses of data brings about challenges, but also allows for greater insight and involvement.

approval to collect student data should be sought at the point of registration

to ensure that data collected and analyzed is accurate and representative of the issue being measured.

-The issue of data ownership

-lack of clarity around who owns the data (institutions vs. students) and this can make principles surrounding meaningful consent complicated.

-relates primarily to how student data is collected and analyzed and used to impact students’ learning.

-Making students and stakeholders more aware of the uses of data brings about challenges, but also allows for greater insight and involvement.

approval to collect student data should be sought at the point of registration

to ensure that data collected and analyzed is accurate and representative of the issue being measured.

-The issue of data ownership

-lack of clarity around who owns the data (institutions vs. students) and this can make principles surrounding meaningful consent complicated.

-relates primarily to how student data is collected and analyzed and used to impact students’ learning.

-Making students and stakeholders more aware of the uses of data brings about challenges, but also allows for greater insight and involvement.

approval to collect student data should be sought at the point of registration

to ensure that data collected and analyzed is accurate and representative of the issue being measured.

means the user can identify content and interface elements by means of the sense

this means perceiving a system primarily visually, while for others, perceivability may be a matter of sound or touch.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

this means identifying an interface control visually, and then clicking, tapping, or swiping.

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

Users should be able to comprehend the content, and learn and remember how to use the interface

is standards-compliant, and designed to function on all appropriate technologies.

Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

means the user can identify content and interface elements by means of the sense

this means perceiving a system primarily visually, while for others, perceivability may be a matter of sound or touch.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

this means identifying an interface control visually, and then clicking, tapping, or swiping.

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

Users should be able to comprehend the content, and learn and remember how to use the interface

is standards-compliant, and designed to function on all appropriate technologies.

Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

means the user can identify content and interface elements by means of the sense

this means perceiving a system primarily visually, while for others, perceivability may be a matter of sound or touch.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

this means identifying an interface control visually, and then clicking, tapping, or swiping.

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

Users should be able to comprehend the content, and learn and remember how to use the interface

is standards-compliant, and designed to function on all appropriate technologies.

Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

means the user can identify content and interface elements by means of the sense

this means perceiving a system primarily visually, while for others, perceivability may be a matter of sound or touch.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

this means identifying an interface control visually, and then clicking, tapping, or swiping.

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

Users should be able to comprehend the content, and learn and remember how to use the interface

is standards-compliant, and designed to function on all appropriate technologies.

Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

refers to whether a test accurately measures what it was designed to measure.

occurs when the content of a test is comparatively more difficult for one group of students than for others

a subcategory of content-validity bias, refers to the use of individual test items that are more suited to one group's language and cultural experiences.

refers to a test's accuracy in predicting how well a certain student group will perform in the future.

refers to whether a test accurately measures what it was designed to measure.

occurs when the content of a test is comparatively more difficult for one group of students than for others

a subcategory of content-validity bias, refers to the use of individual test items that are more suited to one group's language and cultural experiences.

refers to a test's accuracy in predicting how well a certain student group will perform in the future.

refers to whether a test accurately measures what it was designed to measure.

occurs when the content of a test is comparatively more difficult for one group of students than for others

a subcategory of content-validity bias, refers to the use of individual test items that are more suited to one group's language and cultural experiences.

refers to a test's accuracy in predicting how well a certain student group will perform in the future.

refers to whether a test accurately measures what it was designed to measure.

occurs when the content of a test is comparatively more difficult for one group of students than for others

a subcategory of content-validity bias, refers to the use of individual test items that are more suited to one group's language and cultural experiences.

refers to a test's accuracy in predicting how well a certain student group will perform in the future.

Explain ideas or concepts. Classify, describe, discuss, explain, locate, identify. outline explain predict, interpreting, exemplifying summarizing, inferring

Recall facts and basic concepts. Define, duplicate, list, memorize, repeat, state.recognize describe relate tell find

Use information in new situations. Solve, use, demonstrate, sketch, operate., execute, carryout, implementing using, Illustrate complete solve

Draw connections among ideas. Differentiate, organize, test, question, experiment. compare explain categorize

Explain ideas or concepts. Classify, describe, discuss, explain, locate, identify. outline explain predict, interpreting, exemplifying summarizing, inferring

Recall facts and basic concepts. Define, duplicate, list, memorize, repeat, state.recognize describe relate tell find

Use information in new situations. Solve, use, demonstrate, sketch, operate., execute, carryout, implementing using, Illustrate complete solve

Draw connections among ideas. Differentiate, organize, test, question, experiment. compare explain categorize

Explain ideas or concepts. Classify, describe, discuss, explain, locate, identify. outline explain predict, interpreting, exemplifying summarizing, inferring

Recall facts and basic concepts. Define, duplicate, list, memorize, repeat, state.recognize describe relate tell find

Use information in new situations. Solve, use, demonstrate, sketch, operate., execute, carryout, implementing using, Illustrate complete solve

Draw connections among ideas. Differentiate, organize, test, question, experiment. compare explain categorize

Justify a stand or decision. Argue, Judge, Support, Value, Select, prioritize rate justify, monitoring critiquing

produce new or original work. Design, develop, author, construct., generating, hypothesizing

Use information in new situations. Solve, use, demonstrate, sketch, operate., execute, carryout, implementing using, Illustrate complete solve

Draw connections among ideas. Differentiate, organize, test, question, experiment. compare explain categorize

Justify a stand or decision. Argue, Judge, Support, Value, Select, prioritize rate justify, monitoring critiquing

produce new or original work. Design, develop, author, construct., generating, hypothesizing

Use information in new situations. Solve, use, demonstrate, sketch, operate., execute, carryout, implementing using, Illustrate complete solve

Draw connections among ideas. Differentiate, organize, test, question, experiment. compare explain categorize

Justify a stand or decision. Argue, Judge, Support, Value, Select, prioritize rate justify, monitoring critiquing

produce new or original work. Design, develop, author, construct., generating, hypothesizing

Use information in new situations. Solve, use, demonstrate, sketch, operate., execute, carryout, implementing using, Illustrate complete solve

Draw connections among ideas. Differentiate, organize, test, question, experiment. compare explain categorize

Formative

Diagnostic

Summative

Formative

Diagnostic

Summative

Formative

Diagnostic

Summative

-During class or learning

-Used to decided to move on our reteach

-Provides insight to instructors and teachers to tailor their strategies

-Ongoing and available at deliberate intervals

-Beginning of a course; like a pre-assessment

-Plans lessons and split students in groups

-Promotes self-regulation skills

-Presented at the course initiation or beginning of a unit

-Allows learners to take ownership of their own learning

-Measures the achievement of learning goal or objectives

-Conducted at the end of a learning experience

-During class or learning

-Used to decided to move on our reteach

-Provides insight to instructors and teachers to tailor their strategies

-Ongoing and available at deliberate intervals

-Beginning of a course; like a pre-assessment

-Plans lessons and split students in groups

-Promotes self-regulation skills

-Presented at the course initiation or beginning of a unit

-Allows learners to take ownership of their own learning

-Measures the achievement of learning goal or objectives

-Conducted at the end of a learning experience

-During class or learning

-Used to decided to move on our reteach

-Provides insight to instructors and teachers to tailor their strategies

-Ongoing and available at deliberate intervals

-Beginning of a course; like a pre-assessment

-Plans lessons and split students in groups

-Promotes self-regulation skills

-Presented at the course initiation or beginning of a unit

-Allows learners to take ownership of their own learning

-Measures the achievement of learning goal or objectives

-Conducted at the end of a learning experience

-focus on skills more than knowledge

-These assessments are often an example of authentic assessment because they center on learners applying skills and knowledge by creating the kinds of artifacts and work used in the field being studied.

-measure student learning based on a concrete learning standard, objective, or outcome. 

-These assessments measure each learner on individual performance, not against the performance of other learners (norm-referenced), where the score is adjusted to fit what is usually described as a bell curve.

-measures student learning against past knowledge or performance.

-can help motivate learners by showing the distance progressed, even if the learner's performance is not yet at the level of an expert or some classmates. 

-use assessment score results to create a comparative score of how

-Bell curve

-is useful if the assessment goal is to find the top performer amongst a class of candidates or to determine the minimum score needed to reduce a crowded field to fewer contestants in a competition.

-focus on skills more than knowledge

-These assessments are often an example of authentic assessment because they center on learners applying skills and knowledge by creating the kinds of artifacts and work used in the field being studied.

-measure student learning based on a concrete learning standard, objective, or outcome. 

-These assessments measure each learner on individual performance, not against the performance of other learners (norm-referenced), where the score is adjusted to fit what is usually described as a bell curve.

-measures student learning against past knowledge or performance.

-can help motivate learners by showing the distance progressed, even if the learner's performance is not yet at the level of an expert or some classmates. 

-use assessment score results to create a comparative score of how

-Bell curve

-is useful if the assessment goal is to find the top performer amongst a class of candidates or to determine the minimum score needed to reduce a crowded field to fewer contestants in a competition.

-focus on skills more than knowledge

-These assessments are often an example of authentic assessment because they center on learners applying skills and knowledge by creating the kinds of artifacts and work used in the field being studied.

-measure student learning based on a concrete learning standard, objective, or outcome. 

-These assessments measure each learner on individual performance, not against the performance of other learners (norm-referenced), where the score is adjusted to fit what is usually described as a bell curve.

-measures student learning against past knowledge or performance.

-can help motivate learners by showing the distance progressed, even if the learner's performance is not yet at the level of an expert or some classmates. 

-use assessment score results to create a comparative score of how

-Bell curve

-is useful if the assessment goal is to find the top performer amongst a class of candidates or to determine the minimum score needed to reduce a crowded field to fewer contestants in a competition.

-focus on skills more than knowledge

-These assessments are often an example of authentic assessment because they center on learners applying skills and knowledge by creating the kinds of artifacts and work used in the field being studied.

-measure student learning based on a concrete learning standard, objective, or outcome. 

-These assessments measure each learner on individual performance, not against the performance of other learners (norm-referenced), where the score is adjusted to fit what is usually described as a bell curve.

-measures student learning against past knowledge or performance.

-can help motivate learners by showing the distance progressed, even if the learner's performance is not yet at the level of an expert or some classmates. 

-use assessment score results to create a comparative score of how

-Bell curve

-is useful if the assessment goal is to find the top performer amongst a class of candidates or to determine the minimum score needed to reduce a crowded field to fewer contestants in a competition.

Too see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard

-measure student learning based on a concrete learning standard, objective, or outcome. 

-These assessments measure each learner on individual performance, not against the performance of other learners (norm-referenced), where the score is adjusted to fit what is usually described as a bell curve.

common assessment options such as multiple-choice, true/false, fill-in-the-blank items. 

Frequently there is one right answer, even for written tests. 

-use assessment score results to create a comparative score of how

-Bell curve

-is useful if the assessment goal is to find the top performer amongst a class of candidates or to determine the minimum score needed to reduce a crowded field to fewer contestants in a competition.

Too see if a learner can meet requirements and have a mastery of knowledge based on a predetermined standard

-measure student learning based on a concrete learning standard, objective, or outcome. 

-These assessments measure each learner on individual performance, not against the performance of other learners (norm-referenced), where the score is adjusted to fit what is usually described as a bell curve.

common assessment options such as multiple-choice, true/false, fill-in-the-blank items. 

Frequently there is one right answer, even for written tests. 

-use assessment score results to create a comparative score of how

-Bell curve

-is useful if the assessment goal is to find the top performer amongst a class of candidates or to determine the minimum score needed to reduce a crowded field to fewer contestants in a competition.

used to determine if a learner has met a learning objective

use something that the learner has created for evaluation.

 rely on the learner or an observer to determine if the learner has met requirements.

used to determine if a learner has met a learning objective

use something that the learner has created for evaluation.

 rely on the learner or an observer to determine if the learner has met requirements.

-provide various ways for the instructor to monitor a learner's academic achievement and progress.

-These assessments include benchmark, formative, summative and diagnostic. 

-used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.

involves evaluating work produced by a learner.

-allow learners to create posts (in writing, audio, or video) on topics relevant to a course's learning objectives.

-does not look at learners' actual work but instead uses information gathered from other sources

-may also come from surveys that ask if a student has any prior knowledge or skills in the subject being taught, whether the student has previous experience with online learning, or how much time per week the student has available to do course work.

-provide various ways for the instructor to monitor a learner's academic achievement and progress.

-These assessments include benchmark, formative, summative and diagnostic. 

-used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.

-involves evaluating work produced by a learner.

-allow learners to create posts (in writing, audio, or video) on topics relevant to a course's learning objectives.

-does not look at learners' actual work but instead uses information gathered from other sources

-may also come from surveys that ask if a student has any prior knowledge or skills in the subject being taught, whether the student has previous experience with online learning, or how much time per week the student has available to do course work.

-provide various ways for the instructor to monitor a learner's academic achievement and progress.

-These assessments include benchmark, formative, summative and diagnostic. 

-used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.

-involves evaluating work produced by a learner.

-allow learners to create posts (in writing, audio, or video) on topics relevant to a course's learning objectives.

-does not look at learners' actual work but instead uses information gathered from other sources

-may also come from surveys that ask if a student has any prior knowledge or skills in the subject being taught, whether the student has previous experience with online learning, or how much time per week the student has available to do course work.

-provide various ways for the instructor to monitor a learner's academic achievement and progress.

-These assessments include benchmark, formative, summative and diagnostic. 

-used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.

-involves evaluating work produced by a learner.

-allow learners to create posts (in writing, audio, or video) on topics relevant to a course's learning objectives.

-does not look at learners' actual work but instead uses information gathered from other sources

-may also come from surveys that ask if a student has any prior knowledge or skills in the subject being taught, whether the student has previous experience with online learning, or how much time per week the student has available to do course work.

 -allows the learner to look back and reflect on the learning experiences.

-promotes self-regulation of learning, as learners self-evaluate and make plans for accomplishing future goals.

-used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.

-involves evaluating work produced by a learner.

-a concrete way to assess the learner other than a test.

-these often give students the ability to choose topics, problems, and the direction of the work, making it more meaningful.

-does not look at learners' actual work but instead uses information gathered from other sources

-may also come from surveys that ask if a student has any prior knowledge or skills in the subject being taught, whether the student has previous experience with online learning, or how much time per week the student has available to do course work.

 -allows the learner to look back and reflect on the learning experiences.

-promotes self-regulation of learning, as learners self-evaluate and make plans for accomplishing future goals.

-used to evaluate a learner's understanding of a concept, achievement of a learning objective, or completion of a goal.

-involves evaluating work produced by a learner.

-a concrete way to assess the learner other than a test.

-these often give students the ability to choose topics, problems, and the direction of the work, making it more meaningful.

-does not look at learners' actual work but instead uses information gathered from other sources

-may also come from surveys that ask if a student has any prior knowledge or skills in the subject being taught, whether the student has previous experience with online learning, or how much time per week the student has available to do course work.

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction

is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs

-allows for collecting and analyzing previous data, which could be used to establish benchmarks.

-used to answer the fundamental question “what happened?”.

-insight into the past

-form of advanced analytics that examines data or content to answer the question, “Why did it happen?”.

-Analysis of data to inform and uplift key performance indicators across the organization

understanding the future

is another type of advanced analytics that looks to use data and information to answer the question “What is likely to happen?”

-advise on possible outcomes

 -method of analytics that analyzes data to answer the question “What should be done?”.

-allows for collecting and analyzing previous data, which could be used to establish benchmarks.

-used to answer the fundamental question “what happened?”.

-insight into the past

-form of advanced analytics that examines data or content to answer the question, “Why did it happen?”.

-Analysis of data to inform and uplift key performance indicators across the organization

understanding the future

is another type of advanced analytics that looks to use data and information to answer the question “What is likely to happen?”

-advise on possible outcomes

 -method of analytics that analyzes data to answer the question “What should be done?”.

-allows for collecting and analyzing previous data, which could be used to establish benchmarks.

-used to answer the fundamental question “what happened?”.

-insight into the past

-form of advanced analytics that examines data or content to answer the question, “Why did it happen?”.

-Analysis of data to inform and uplift key performance indicators across the organization

understanding the future

is another type of advanced analytics that looks to use data and information to answer the question “What is likely to happen?”

-advise on possible outcomes

 -method of analytics that analyzes data to answer the question “What should be done?”.

-allows for collecting and analyzing previous data, which could be used to establish benchmarks.

-used to answer the fundamental question “what happened?”.

-insight into the past

-form of advanced analytics that examines data or content to answer the question, “Why did it happen?”.

-Analysis of data to inform and uplift key performance indicators across the organization

-understanding the future

-is another type of advanced analytics that looks to use data and information to answer the question “What is likely to happen?”

-If a company can accurately identify which action caused a certain result, it can reliably predict which actions would achieve the desired result.

-advise on possible outcomes

 -method of analytics that analyzes data to answer the question “What should be done?”.

-allows for collecting and analyzing previous data, which could be used to establish benchmarks.

-used to answer the fundamental question “what happened?”.

-insight into the past

-form of advanced analytics that examines data or content to answer the question, “Why did it happen?”.

-Analysis of data to inform and uplift key performance indicators across the organization

-If a company can accurately identify which action caused a certain result, it can reliably predict which actions would achieve the desired result.

understanding the future

is another type of advanced analytics that looks to use data and information to answer the question “What is likely to happen?”

is the study of patterns or trends in relationships among groups of learners or between learners and instructors.

based on objective, numerical data and statistics. When conducting quantitative analysis, you might compare the number of orders fulfilled last month to this month.

based on non-numerical information, such as observations, reflections, and interviews.

is the study of patterns or trends in relationships among groups of learners or between learners and instructors.

based on objective, numerical data and statistics. When conducting quantitative analysis, you might compare the number of orders fulfilled last month to this month.

based on non-numerical information, such as observations, reflections, and interviews.

is the study of patterns or trends in relationships among groups of learners or between learners and instructors.

based on objective, numerical data and statistics. When conducting quantitative analysis, you might compare the number of orders fulfilled last month to this month.

based on non-numerical information, such as observations, reflections, and interviews.

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

Descriptive

Diagnostic

Predictive

Prescriptive

-Answers “Which of these two learning materials is the most effective way to prepare students for a test?”

-Used to gather new data and test new theories

-Collects more data than necessary, in case it might be needed

-The testing strategy is to focus on one big test

-Answers “Which class performed the best on the test?”

-Used to evaluate, rate, or rank performance

-Collects all recent and relevant data that is available

-Is interested in performance at a given point in time, not testing anything

-improve the effectiveness of instruction, which in turn could increase student engagement.

-Answers “Is this learning effective?”

-Used to observe student performance to answer questions about the effectiveness of instruction

-Collects “just enough” data 

-Applies knowledge to make improvements

-Tests small changes to see what’s working and what isn’t

-Answers “Which of these two learning materials is the most effective way to prepare students for a test?”

-Used to gather new data and test new theories

-Collects more data than necessary, in case it might be needed

-The testing strategy is to focus on one big test

-Answers “Which class performed the best on the test?”

-Used to evaluate, rate, or rank performance

-Collects all recent and relevant data that is available

-Is interested in performance at a given point in time, not testing anything

-improve the effectiveness of instruction, which in turn could increase student engagement.

-Answers “Is this learning effective?”

-Used to observe student performance to answer questions about the effectiveness of instruction

-Collects “just enough” data 

-Applies knowledge to make improvements

-Tests small changes to see what’s working and what isn’t

-Answers “Which of these two learning materials is the most effective way to prepare students for a test?”

-Used to gather new data and test new theories

-Collects more data than necessary, in case it might be needed

-The testing strategy is to focus on one big test

-Answers “Which class performed the best on the test?”

-Used to evaluate, rate, or rank performance

-Collects all recent and relevant data that is available

-Is interested in performance at a given point in time, not testing anything

-improve the effectiveness of instruction, which in turn could increase student engagement.

-Answers “Is this learning effective?”

-Used to observe student performance to answer questions about the effectiveness of instruction

-Collects “just enough” data 

-Applies knowledge to make improvements

-Tests small changes to see what’s working and what isn’t

-Answers “Which of these two learning materials is the most effective way to prepare students for a test?”

-Used to gather new data and test new theories

-Collects more data than necessary, in case it might be needed

-The testing strategy is to focus on one big test

-Answers “Which class performed the best on the test?”

-Used to evaluate, rate, or rank performance

-Collects all recent and relevant data that is available

-Is interested in performance at a given point in time, not testing anything

-improve the effectiveness of instruction, which in turn could increase student engagement.

-Answers “Is this learning effective?”

-Used to observe student performance to answer questions about the effectiveness of instruction

-Collects “just enough” data 

-Applies knowledge to make improvements

-Tests small changes to see what’s working and what isn’t

related to learners’ participation in a module. They provide statistical information about the use of the course and its success, in terms of participation.

collect information about how well students perform on a specific test or assignment.

-comes in the form of a student product or performance that can be evaluated

-can reveal what students have learned and to what degree, but it does not provide information as to why the student learned or did not learn.

-perception, opinion, or attitude of students (or others). 

-can be used to answer why questions.

related to learners’ participation in a module. They provide statistical information about the use of the course and its success, in terms of participation.

-collect information about how well students perform on a specific test or assignment.

-tell you how well you have trained

-comes in the form of a student product or performance that can be evaluated

-can reveal what students have learned and to what degree, but it does not provide information as to why the student learned or did not learn.

-perception, opinion, or attitude of students (or others). 

-can be used to answer why questions.

related to learners’ participation in a module. They provide statistical information about the use of the course and its success, in terms of participation.

collect information about how well students perform on a specific test or assignment.

-comes in the form of a student product or performance that can be evaluated

-can reveal what students have learned and to what degree, but it does not provide information as to why the student learned or did not learn.

-perception, opinion, or attitude of students (or others). 

-can be used to answer why questions.

related to learners’ participation in a module. They provide statistical information about the use of the course and its success, in terms of participation.

collect information about how well students perform on a specific test or assignment.

-comes in the form of a student product or performance that can be evaluated

-can reveal what students have learned and to what degree, but it does not provide information as to why the student learned or did not learn.

-perception, opinion, or attitude of students (or others). 

-can be used to answer why questions.

Activity Measures

Performance Measures

Direct Data Collection

Indirect Data Collection

Activity Measures

Performance Measures

Direct Data Collection

Indirect Data Collection

Activity Measures

Performance Measures

Direct Data Collection

Indirect Data Collection

Activity Measures

Performance Measures

Direct Data Collection

Indirect Data Collection

-addresses the way that the learner examines and adjusts his actions toward his learning goal.

-it encourages the learner to self asses, but to a more critical degree.

-is specific to the processes used for tasks, such as how information is obtained and how the task is connected to related tasks. 

- It challenges the student to form a deeper understanding of the learning and encourages him to construct meaning on his own.

-most common type of feedback given. It tells how well the learner has performed a specific task, such as finding the main idea of a paragraph or story.

-can be effective when distinguishing correct from incorrect answers

this level of feedback focuses more on the person than on -the work and is the least effective.

-It typically builds a student up, but gives them little information for improvement.

-Comments from the teacher such as “great work,” “nice job,” and “Sally is a good student” may actually be counterproductive and interfere with the student’s ability to self assess.

-addresses the way that the learner examines and adjusts his actions toward his learning goal.

-it encourages the learner to self asses, but to a more critical degree.

-is specific to the processes used for tasks, such as how information is obtained and how the task is connected to related tasks. 

- It challenges the student to form a deeper understanding of the learning and encourages him to construct meaning on his own.

-most common type of feedback given. It tells how well the learner has performed a specific task, such as finding the main idea of a paragraph or story.

-can be effective when distinguishing correct from incorrect answers

this level of feedback focuses more on the person than on -the work and is the least effective.

-It typically builds a student up, but gives them little information for improvement.

-Comments from the teacher such as “great work,” “nice job,” and “Sally is a good student” may actually be counterproductive and interfere with the student’s ability to self assess.

-addresses the way that the learner examines and adjusts his actions toward his learning goal.

-it encourages the learner to self asses, but to a more critical degree.

-is specific to the processes used for tasks, such as how information is obtained and how the task is connected to related tasks. 

- It challenges the student to form a deeper understanding of the learning and encourages him to construct meaning on his own.

-most common type of feedback given. It tells how well the learner has performed a specific task, such as finding the main idea of a paragraph or story.

-can be effective when distinguishing correct from incorrect answers

this level of feedback focuses more on the person than on --the work and is the least effective.

-It typically builds a student up, but gives them little information for improvement.

-Comments from the teacher such as “great work,” “nice job,” and “Sally is a good student” may actually be counterproductive and interfere with the student’s ability to self assess.

Task Level Feedback

Self-Regulation Level Feedback

Process Level Feedback

Self Level Feedback

Task Level Feedback

Self-Regulation Level Feedback

Process Level Feedback

Self Level Feedback

Task Level Feedback

Self-Regulation Level Feedback

Process Level Feedback

Self Level Feedback

-addresses the way that the learner examines and adjusts his actions toward his learning goal.

-it encourages the learner to self asses, but to a more critical degree.

-is specific to the processes used for tasks, such as how information is obtained and how the task is connected to related tasks. 

- It challenges the student to form a deeper understanding of the learning and encourages him to construct meaning on his own.

-most common type of feedback given. It tells how well the learner has performed a specific task, such as finding the main idea of a paragraph or story.

-can be effective when distinguishing correct from incorrect answers

this level of feedback focuses more on the person than on --the work and is the least effective.

-It typically builds a student up, but gives them little information for improvement.

-Comments from the teacher such as “great work,” “nice job,” and “Sally is a good student” may actually be counterproductive and interfere with the student’s ability to self assess.

Task Level Feedback

Self-Regulation Level Feedback

Process Level Feedback

Self Level Feedback

-is standards-compliant, and designed to function on all appropriate technologies.

-Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

means the user can identify content and interface elements by means of the sense

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

-is standards-compliant, and designed to function on all appropriate technologies.

-Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

means the user can identify content and interface elements by means of the sense

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

-is standards-compliant, and designed to function on all appropriate technologies.

-Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

means the user can identify content and interface elements by means of the sense

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

-is standards-compliant, and designed to function on all appropriate technologies.

-Users should be able to choose the technology they use to interact with websites, online documents, multimedia, and other information formats.

means the user can identify content and interface elements by means of the sense

is consistent in its presentation and format, predictable in its design and usage patterns, concise, multimodal, and appropriate to the audience in its voice and tone.

means that a user can successfully use controls, buttons, navigation, and other necessary interactive elements

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

Robust

Understandable

Perceivable

Operable

refers to a test’s accuracy in predicting how well a certain student group will perform in the future.

occurs when the content of a test is comparatively more difficult for one group of students than for others.

refers to the use of individual test items that are more suited to one group’s language and cultural experiences

refers to whether a test accurately measures what it was designed to measure.

refers to a test’s accuracy in predicting how well a certain student group will perform in the future.

occurs when the content of a test is comparatively more difficult for one group of students than for others.

refers to the use of individual test items that are more suited to one group’s language and cultural experiences

refers to whether a test accurately measures what it was designed to measure.

refers to a test’s accuracy in predicting how well a certain student group will perform in the future.

occurs when the content of a test is comparatively more difficult for one group of students than for others.

refers to the use of individual test items that are more suited to one group’s language and cultural experiences

refers to whether a test accurately measures what it was designed to measure.

refers to a test’s accuracy in predicting how well a certain student group will perform in the future.

occurs when the content of a test is comparatively more difficult for one group of students than for others.

refers to the use of individual test items that are more suited to one group’s language and cultural experiences

refers to whether a test accurately measures what it was designed to measure.

refers to whether a test accurately measures what it was designed to measure.

occurs when the content of a test is comparatively more difficult for one group of students than for others

a subcategory of content-validity bias, refers to the use of individual test items that are more suited to one group's language and cultural experiences.

refers to a test's accuracy in predicting how well a certain student group will perform in the future.