Glossasy

GLOSSARY OF ASSESSMENT TERMS

Ability The power or skill to do something, a teacher with an ability to inspire his students.

Aim To direct toward or intend for a particular goal or group.

Appearance Pretending that something is the case in order to make a
good impression.

Application The act of putting to a special use or purpose: The application of common sense to a problem.

Appropriateness To set apart for a specific use: appropriate funds for education.

Assessment The formal or informal process of collecting evidence about student progress, analyzing and evaluating progress, communicating about progress, and adjusting teaching practice based on reflection on a teacher??™s practice. There are multiple forms of assessment, including achievement or other standardized tests, exercises or assignments that enable teachers to measure student progress, student work, and feedback from parents or other family members.

Competence Achievement of learning objectives in a specific domain.

Communication The field of study concerned with the transmission of information by various means, such as print or broadcasting.

Content The subjects or topics covered in a book or document.

Deportment The conduct or obedience of a child in school, as graded by the teacher.

Development The act or process of developing; growth; progress.

Effectiveness Measure of achieving a specific goal: Typical effectiveness measures in distance education include cost, course design, instruction, media, teaching strategies, technology.

Equipment The act of equipping, or the state of being equipped.

Evaluation Both qualitative and quantitative descriptions of pupil behavior plus value judgments concerning the desirability of that behavior.

Evidence Any information produces by a teacher candidate or by students that documents teaching and can be linked to the Teaching Performance Expectations.

Explanation A statement that makes something comprehensible by describing the relevant structure or operation or circumstances etc.; “the explanation was very simple”

Exploration A systematic consideration; “he called for a careful exploration of the consequences”

Goal describes the overall learning outcomes in nonspecific terms; they provide a global perspective on knowledge, attitudes, and skills that students will learn in the curriculum.

Individual differences Differences in personality, attitudes, physiology, learning or perceptual processes, etc., that account for variation in performance or behavior.

Instruction Instructional strategies are the ways learners will learn the curricular objectives. Some objectives require only one instructional strategy; other objectives require multiple instructional strategies. Instructional strategies and activities are defined as those teaching and learning methods used to achieve learner goals and objectives.

Improvement The act of improving something. A change or addition that improves.

Integration To make (something) a part of another larger thing ??”usually into. He feels that these books should be integrated into the curriculum

Interpersonal Of or relating to the interactions between individuals: interpersonal skills.

Interactivity (of two or more persons, forces, etc) acting upon or in close relation with each other; interacting.

Language Verbal communication as a subject of study.

Learner A person who is trying to gain knowledge or skill in something by studying, practicing, or being taught.

Lesson A period of instruction; an assignment or exercise in which something is to be learned; an act or an instance of instructing, teaching, an experience, example, or an observation that imparts new knowledge.

Material Of or relating to the subject matter of reasoning.

Method A way of doing something. Their teaching method tries to adapt lessons to each student.

Moderation The process of eliminating or lessening extremes. It is used to ensure normality throughout the medium on which it is being conduct.

Objectives Are statements that describe in precise, measurable terms what learners will be able to do at the end of an instructional sequence. An objective must also represent an accomplishment which advances the learner toward the corresponding goal. An objective must be 1) measurable, 2) understandable, and 3) attainable within the curriculum time frame for the appropriate level of learner.

Project A supplementary, long-term educational assignment necessitating personal initiative, undertaken by an individual student or a group of students.

Questioning Techniques Methods used for constructing and presenting questions in order to promote effective discussions and learning or to elicit information.

Reliability The extent to which an experiment, test, or any measuring procedure yields the same result on repeated trials.

Reflection The act of stepping back and taking a fresh look at one??™s practice and how it is affecting student learning. This is the thinking that allows a teacher to make decisions about how she would approach similar situations in the future. She could decide to do something the same way, differently, or not at all.

Research Investigation based on theory and existing literature; answers a question demonstrated from theory to be of general interest; answers a question demonstrated by analysis of what is known in existing literature to be an unanswered question.

Sequence Serial arrangement in which things follow in logical order or a recurrent pattern; “the sequence of names was alphabetical???.

Strategies Techniques or methods use to implement proposed instructional, assessment, evaluation, and/or curricular activities

Validity In terms of assessment, validity refers to the extent to which a tests content is representative of the actual skills learned and whether the test can allow accurate conclusions concerning achievement.

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