Explore key strategies in educational assessment with this trivia quiz. It covers the essence of test validity, construction of criterion-referenced tests, optimal test timing, and recommendations for multiple-choice items, enhancing understanding of effective assessment practices.
Essay
Matching
True-false
Multiple choice
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Validity
Reliability
Homogeneity
Central tendency
Formal assessment
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Supply corrective feedback during instruction
Help re-focus attention on the desired learning outcomes
Identify students’ knowledge and skill levels prior to the start of instruction
Review important information before transferring information to new situations
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Preassessment
Formative evaluation
Diagnostic assessment
Summative evaluation
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Portfolio
Performance
Multiple choice test
Completion statement test
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Remain calm in your discussion
Suggest ways of helping the child at home
Talk about other individual students in comparison with that parent’s child
Keep what you have to say objective and to the point of the student’s work in your class
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The majority of students attain a C grade
No student can possibly attain a perfect score
Any student will attain a perfect score if that student has mastered the objectives
Any student’s score can be compared to scores of other students and that student’s grade is determined from that comparison.
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What the student says
What the student does
What the student writes
What the student thinks
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10
15
30
45
60
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Unreliable sampling
Unreliable sampling
Diagnostic assessment
Summative evaluation
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First
Fifth
Third
Fourth
Second
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It should not be given at all
It should be given at the end of the period
It should be given at the beginning of the period
It should be given during the middle of the period
It should be given at the start of the period and each student should be allowed to leave class whenever the student finishes the test
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There should be the same number of alternatives for every time.
Alternatives should be arranged in column, rather than in paragraph form.
Avoid using alternatives that include absolute terms such as “never” and “all.”
When there is variation in the length of the alternatives, the alternatives should be arranged in order of length.
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It provides opportunity for bluffing
It may place too much emphasis on memorizing
It provides a broad picture of what the student knows and can do
Conclusions drawn from it can be heavily influenced by the evaluator
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Will make judgments about assigning grades
Is using a fair and impartial grading system
Has a class comprised of learners of average ability
Will know in advance of testing how many A, B, C, D, and F grades will be given
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Discover what students have learned up to that point of instruction
Provide objective data about student learning to the school principal
Determine what students have learned as the result of a unit of instruction
Discover what the students know or think they know before instruction begins
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Direct assessment
Quality assessment
Aligned assessment
Alternative assessment
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Essay
True-false
Arrangement
Multiple choice
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