Assessment Vocabulary Challenge

Froggy Jumps

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Test your knowledge of assessment vocabulary with this fun quiz game!

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Briana Irimia

Estados Unidos

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Assessment Vocabulary Challenge


Froggy Jumps Assessment Vocabulary ChallengeVersión en línea Test your knowledge of assessment vocabulary with this fun quiz game! por Briana Irimia 1 Changes in the materials of assessment that allows for students with disabilities to be assessed in the same areas as regular students. a accommodations b Special Education c accountability testing 2 Validity that focuses on whether the assessment tasks belong in the user's definition of what the assessment should include. a accommodation b content relevance c To assess teaching methods. 3 deception of races or genders that is subtly or blatantly offensive to any subgroup of students or depicts races or genders in oversimplified inappropriate ways. a gender-roles b Ethnic and gender stereotyping c gender behaviors 4 focuses on the pattern of relationships between assessment scores and external variables or criteria a community structure b outside structure c external structure 5 soundness of your interpretations and uses of students' assessment results. a validity coefficient b validity argument c validity 6 an index of decisions consistently made by two independent judges. Percentage of of students for whom the two judges reach the same decision. a Percentage of agreement b proportion of agreement c section of agreement 7 The amount of consistency of assessment results (scores). Reliability is a limiting factor for validity. a reliability coefficient b reliability c reliability decay 8 Any of several statistical indices that quantifies the amount of consistency in assessment scores. a reliability coefficient b reliability decay c reliability 9 scores that students actually obtain when being assessed. The scores are ratings from different tasks like open ended essays, number right scores, multiple choice, short answer tests etc. a error scores b standardized scores c obtained scores 10 Any of several methods for estimating reliability that study the consistency of students’ scores from one occasion to the next. a alternate forms b Stability Coefficient c test reset 11 Percentile rank or standard-score norms developed for specific subpopulations of students such as students with hearing impairments, Catholic school students, and so on. a Special Norm b Norm Groups c Accommodations 12 Tests and other assessments that the law requires to be administered to all students at designated grade levels. a State assessments b Placement assessments c State-mandated assessments 13 The grade level or narrow range of grade levels for which a standardized test is targeted a Grade Levels b Test Level c Test Grade 14 it means designing assessments to be accessible to as many students as possible, to the greatest extent possible, without the need for accommodations or modifications. a Unit of Instruction b Unimodal distribution c Universal Design 15 standardized tests that have data to support the development of the test, the selection of items, claims to reliability, and claims to validity. a Empirically keyed tests b Empirically Documented Tests c educational goals 16 A score obtained by statistically transforming a raw score in a way that increases its norm-referenced meaning. a Derived Score b Percentile rank c Standard Score 17 The use of statistical models that investigate change in test scores over time. a Growth assessment b Growth modeling c Growth portfolio 18 A set of theoretical distributions that takes on a bell-shaped and unimodal form through the use of a special mathematical formula. a Norm Referencing b Normal Distributions c Norm Groups 19 A well-defined group of students who have been given the same assessment under the same conditions a Norm groups b normal growth c norm-referenced grading model 20 A framework for interpreting a student’s score by comparing his or her test performance with the performance of other students in a well-defined group who took the same test. a Norm-referenced grading model b normalizing a set of scores c norm-referencing

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Assessment Vocabulary Challenge

Froggy Jumps

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Assessment Vocabulary ChallengeVersión en línea

por Briana Irimia

Changes in the materials of assessment that allows for students with disabilities to be assessed in the same areas as regular students.

Validity that focuses on whether the assessment tasks belong in the user's definition of what the assessment should include.

deception of races or genders that is subtly or blatantly offensive to any subgroup of students or depicts races or genders in oversimplified inappropriate ways.

focuses on the pattern of relationships between assessment scores and external variables or criteria

soundness of your interpretations and uses of students' assessment results.

an index of decisions consistently made by two independent judges. Percentage of of students for whom the two judges reach the same decision.

The amount of consistency of assessment results (scores). Reliability is a limiting factor for validity.

Any of several statistical indices that quantifies the amount of consistency in assessment scores.

scores that students actually obtain when being assessed. The scores are ratings from different tasks like open ended essays, number right scores, multiple choice, short answer tests etc.

Any of several methods for estimating reliability that study the consistency of students’ scores from one occasion to the next.

Percentile rank or standard-score norms developed for specific subpopulations of students such as students with hearing impairments, Catholic school students, and so on.

Tests and other assessments that the law requires to be administered to all students at designated grade levels.

The grade level or narrow range of grade levels for which a standardized test is targeted

it means designing assessments to be accessible to as many students as possible, to the greatest extent possible, without the need for accommodations or modifications.

standardized tests that have data to support the development of the test, the selection of items, claims to reliability, and claims to validity.

A score obtained by statistically transforming a raw score in a way that increases its norm-referenced meaning.

The use of statistical models that investigate change in test scores over time.

A set of theoretical distributions that takes on a bell-shaped and unimodal form through the use of a special mathematical formula.

A well-defined group of students who have been given the same assessment under the same conditions

A framework for interpreting a student’s score by comparing his or her test performance with the performance of other students in a well-defined group who took the same test.