GlossaryofAssessmentTerms模板.docx
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GlossaryofAssessmentTerms模板.docx
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GlossaryofAssessmentTerms模板
GlossaryofAssessmentTerms
A-B|C-D|E-F|G-H|I-J|K-L|M-N|O-P|Q-R|S-T|U-Z
AcademicAptitudeTest
Anaptitudetestpredictsachievementinacademicpursuits.Ideally,inconstructingthistypeoftest,thedevelopertriestominimizetheeffectofexposuretospecificmaterialsorcoursesofstudyontheexaminee’sscore.
AchievementTest
Anassessmentthatmeasuresastudent’sacquiredknowledgeandskillsinoneormoremoncontentareas(forexample,reading,mathematics,orlanguage).
AdultAccountabilityTest
Anassessmentintendedprimarilyforindividuals18yearsoldorolderwhoarenolongerattendingelementaryorsecondaryschool.
AlternativeAssessment
Anassessmentthatdiffersfromtraditionalachievementtests.Forexample,analternativeassessmentmayrequireastudenttogenerateorproduceresponsesorproductsratherthanansweronlyselected-responseitems.Thistypeofassessmentmayincludeconstructed-responseactivities,essays,portfolios,interviews,teacherobservations,worksamples,and/orgroupprojects.
AnalyticScoring
Ascoringprocedureinwhichastudent’sworkisevaluatedforselectedtraitsordimensions,witheachdimensionreceivingaseparatescore.
AptitudeTest
Atestconsistingofitemsselectedandstandardizedsothatthetestpredictsaperson’sfutureperformanceontasksnotobviouslysimilartothoseinthetest.Aptitudetestsmayormaynotdifferincontentfromachievementtests,buttheydodifferinpurpose.Aptitudetestsconsistofitemsthatpredictfuturelearningorperformance;achievementtestsconsistofitemsthatsampletheadequacyofpastlearning.
AuthenticAssessment
Anassessmentthatmeasuresastudent’sperformanceontasksandsituationsthatoccurinreallife.Thistypeofassessmentiscloselyalignedwith,andmodels,whatstudentsdointheclassroom.
Battery
Atestbatteryisasetofseveraltestsdesignedtobeadministeredasaunit.Individualsubject-areatestsmeasuredifferentareasofcontentandmaybescoredseparately;scoresfromthesubtestsmayalsobebinedintoasinglescore.
Bias
Asituationthatoccursintestingwhenitemssystematicallymeasuredifferentlyfordifferentethnic,gender,oragegroups.Testdevelopersreducebiasbyanalyzingitemdataseparatelyforeachgroup,thenidentifyinganddiscardingitemsthatappeartobebiased.
-backtotop-
Ceiling
Theupperlimitofperformancethatcanbemeasuredeffectivelybyatest.Individualsaresaidtohavereachedtheceilingofatestwhentheyperformatthetopoftherangeinwhichthetestcanmakereliablediscriminations.Ifanindividualorgroupscoresattheceilingofatest,thenexthigherlevelofthetestshouldbeadministered,ifavailable.
Checklist
Anassessmentthatisbasedontheexaminerobservinganindividualorgroupandindicatingwhetherornottheassessedbehaviorisdemonstrated.
CompositeScore
Asinglescoreusedtoexpressthebination,byaveragingorsummation,ofthescoresonseveraldifferenttests.
ComprehensiveEqual-IntervalScale
See“Equal-IntervalScale”.
Constructed-ResponseItem
Anassessmentunitwithdirections,aquestion,oraproblemthatelicitsawritten,pictorial,orgraphicresponsefromastudent.Sometimescalledan“open-ended”item.
ContentValidity
Contentvalidityindicatestheextenttowhichthecontentofthetestsamplesthesubjectmatterorsituationaboutwhichconclusionsaretobedrawn.Methodsusedindeterminingcontentvalidityaretextbookanalysis,descriptionoftheuniverseofitems,adequacyofthesample,representativenessofthetestcontent,inter-correlationsofsubtestscores,andopinionsofajuryofexperts.
ConversionTables
Tablesusedtoconvertastudent’stestscoresfromscalescoreunitstogradeequivalents,percentileranks,andstanines.
Criterion
Astandardorjudgmentusedasabasisforquantitativeandqualitativeparison;thatvariabletowhichatestisparedtoconstituteameasureofthetest’svalidity.Forexample,grade-pointaverageandattainmentofcurricularobjectivesareoftenusedascriteriaforjudgingthevalidityofanacademicaptitudetest.
Criterion-ReferencedTest
Atestinwhicheveryitemisdirectlyidentifiedwithanexplicitlystatededucationalbehavioralobjective.Thetestisdesignedtodeterminewhichoftheseobjectiveshavebeenmasteredbytheexaminee.
Culture-FairTest
Atestdevisedtoexcludespecificculturalstimulisothatpersonsfromaparticularculturewillnotbepenalizedorrewardedonthebasisofdifferentialfamiliaritywiththestimuli.
DerivedScore
Atestscorepertainingtoanormgroup(suchasapercentile,stanine,orgradeequivalent)thatisanoutgrowthofthescalescores.Derivedscoresareusefuldescriptors;however,theyarenotcalibratedonanequal-intervalscale,sotheycannotbeadded,subtracted,oraveragedacrosstestlevelsthewayscalescorescan.
DiagnosticTest
Atestintendedtolocatelearningdifficultiesorpatternsoferror.Suchtestsyieldmeasuresofspecificknowledge,skills,orabilitiesunderlyingachievementwithinabroadsubject.Thus,theyprovideabasisforremedialinstruction.
DiscriminationParameter
Thepropertythatindicateshowaccuratelyanitemdistinguishesbetweenexamineesofhighabilityandthoseoflowabilityonthetraitbeingmeasured.Anitemthatcanbeansweredequallywellbyexamineesoflowandhighabilitydoesnotdiscriminatewellanddoesnotgiveanyinformationaboutrelativelevelsofperformance.
-backtotop-
EarlyChildhoodTest
Anassessmentintendedforstudentsinkindergartenandgrades1through3.
Educational(Instructional)Objective
Astatementthatdefinesanintendedouteofinstruction.Itdescribeswhatasuccessfullearnerisabletodoattheendofthelessonorcourse,definestheconditionsunderwhichthebehavioristooccur,andoftenspecifiesthecriterionorstandardofacceptableperformance.
Equal-IntervalScale
Ascalemarkedoffinunitsofequalsizethatisappliedtoallgroupstakingagiventest,regardlessofgroupcharacteristicsortimeofyear.Eachtestyieldsitsownscale.OnTABE,forexample,scalescoresareexpressedinnumbersrangingfrom0to999.Thecontinuityofthescaleamonglevelsesfromadministeringspecialtestformscontainingitemsfromadjacenttestlevelstorandomgroupsofstudents.ThisallowstheTABEscalestobecalibratedsothatagivenadultlearnerisexpectedtoobtainthesamescalescoreregardlessoftheformorlevelofthetestheorshetakes.However,thestandarderrorofmeasurementassociatedwiththatstudent’sscorewillvarysystematicallyfromleveltolevel.
FaceValidity
Anevaluationofatestbasedoninspectiononly.
Floor
Theoppositeofceiling,itisthelowestlimitofperformancethatcanbemeasuredeffectivelybyatest.Individualsaresaidtohavereachedthefloorofatestwhentheyperformatthebottomoftherangeinwhichthetestcanmakereliablediscriminations.Ifanindividualorgroupscoresatthefloorofatest,thenextlowerlevelofthetest,ifavailable,shouldbeadministered.
FrequencyDistribution
Anorderedtabulationofindividualscores(orgroupsofscores)showingthenumberofpersonswhoobtainedeachscoreorplacedwithineachrangeofscores.
-backtotop-
GradeEquivalent
Ascoreonascaledevelopedtoindicatetheschoolgrade(usuallymeasuredinmonths)thatcorrespondstoanaveragechronologicalage,mentalage,testscore,orothercharacteristicofstudents.AgradeequivalentofisinterpretedasascorethatisaverageforagroupinthefourthmonthofGrade6.Gradeequivalentsdonotposeascaleofequalintervalsandcannotbeadded,subtracted,oraveragedacrosstestlevelsthewayscalescorescan.Hereisanexcerptfromthe“ScaleScoretoGradeEquivalentTableforTABE7&8.”
ScaleScoreGradeEquivalent
Reading
AppliedMathematics
Language
800
+
+
+
700
+
+
+
600
500
400
300
200
GradeNorm
Theaveragetestscoreobtainedbystudentsclassifiedatagivengradeplacement.
GuessingParameter
Theprobabilitythatastudentwithverylowabilityonthetraitbeingmeasuredwillanswertheitemcorrectly.Thereisalwayssomechanceofguessingtheanswertoamultiple-choiceitem,andthisprobabilitycanvaryamongitems.Theguessingparameterenablesamodeltoaccountforthesefactors.
HolisticScoring
Ascoringprocedureyieldingasinglescorebasedonoverallstudentperformanceratherthanonanaccumulationofpoints.Holisticscoringusesrubricstoevaluatestudentperformance.
-backtotop-
IntelligenceTest
Atestthatmeasuresthehigherintellectualcapacitiesofaperson,suchastheabilitytoperceiveandunderstandrelationshipsandtheabilitytorecallassociatedmeaning--inotherwords,measurestheabilitytolearn.
Interpretation
Theactofexplainingtestscorestostudentssotheyunderstandexactlywhateachtypeofscoremeans.Forexample,apercentilerankreferstothepercentageofstudentsinthenormgroupwhofallbelowaparticularpoint,notthepercentageofitemsansweredcorrectly.
Item
Aquestionorproblemonatest.
ItemBias
Anitemisbiasedwhenitsystematicallymeasuresdifferentlyfordifferentethnic,cultural,regional,orgendergroups.
ItemResponseTheory
Thebasisofvariousstatisticalmodelsforanalyzingitemandtestdata.InTABE,thethree-parametermodelwasusedintheselectionandscalingofitems.Thismodeltakesintoaccountdiscrimination,difficulty,andchancelevelofsuccess(guessing)todescribeeach
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- GlossaryofAssessmentTerms 模板