Educational Evaluation
EDU 6653 | Study Guide,
Practice Questions &
Exam Review
|Guaranteed success|
, effective instruction clarifying in performance terms what students are expected to learn
(measurable), planning instructional activities that provide for intended
learning, and paralleling assessment with learning outcomes and activities are
examples of
objectives define the behavior, standards, and conditions that the trainee will perform
upon completion of the training
1. during the planning of instruction when should we think about assessments?
2. at the beginning of instruction
3. during instruction
4. at the end of insruction
performance assessment requires student to perform the actual task being measured
authentic assessment a procedure for performance assessment showing students can apply
knowledge to "real life" tasks
parallel instruction and assessment should be ________________ to one another
content standards and benchmarks what defines the intended learning outcomes? (knows/applies)
macro level state determined standards in K-12
instructional objectives how students demonstrate achievement
(identifies/describes/understands/applies)
intermediate/micro level test or district developed objectives
readiness pretests to what extent do the students possess the skills and abilities that are needed
to begin instruction?
what type of test do we use to measure pre-requisite skills?
placement pretests to what extent have the students already achieved the intended learning
outcomes of the planned instruction?
what type of test do we use to measure the pre-requisite skills?
formative assessments designed to monitor student progress during instruction
diagnostic tests attempt to pinpoint the source of the learning problem, so deficiencies can be
remediated
EDU 6653 | Study Guide,
Practice Questions &
Exam Review
|Guaranteed success|
, effective instruction clarifying in performance terms what students are expected to learn
(measurable), planning instructional activities that provide for intended
learning, and paralleling assessment with learning outcomes and activities are
examples of
objectives define the behavior, standards, and conditions that the trainee will perform
upon completion of the training
1. during the planning of instruction when should we think about assessments?
2. at the beginning of instruction
3. during instruction
4. at the end of insruction
performance assessment requires student to perform the actual task being measured
authentic assessment a procedure for performance assessment showing students can apply
knowledge to "real life" tasks
parallel instruction and assessment should be ________________ to one another
content standards and benchmarks what defines the intended learning outcomes? (knows/applies)
macro level state determined standards in K-12
instructional objectives how students demonstrate achievement
(identifies/describes/understands/applies)
intermediate/micro level test or district developed objectives
readiness pretests to what extent do the students possess the skills and abilities that are needed
to begin instruction?
what type of test do we use to measure pre-requisite skills?
placement pretests to what extent have the students already achieved the intended learning
outcomes of the planned instruction?
what type of test do we use to measure the pre-requisite skills?
formative assessments designed to monitor student progress during instruction
diagnostic tests attempt to pinpoint the source of the learning problem, so deficiencies can be
remediated
