EDUCATIONAL PSYCHOLOGY EXAM
#3 – ASSESSMENT CORRECT 100%
Formal assessment - ANSWERUsed for a grade
Informal assessment - ANSWERNot used for a grade
Formative assessment - ANSWERAssess students and make decisions along the
way
Summative assessment - ANSWERFinal assessment
Norm-Referenced - ANSWERComparing students to each other, selection,
measuring general ability, range of abilities in a group
Criterion-Referenced - ANSWERMeasuring mastery of skills, determining if have
prerequisites, affective and psychomotor, grouping
Types of Reliability - ANSWERTest-retest, alternate forms, internal consistency
Test-retest and their problems - ANSWERThe test is given twice. A correlation
between the two scores is determined
Problems: Memory and practice
Alternative Forms - ANSWERTwo forms that are 'equivalent' are constructed and the
correlation between them is determined. Both are given to the same individuals
Problems: Memory (little less than with test-retest) and practice
Internal Consistency - ANSWERIt is reasonable to assume that a person who gets
items correct should also get other similar items correct
Problems: Cannot be used with tests measuring several concepts, cannot be used
with speed tests - don't need to worry about practice/memory
Validity - ANSWERAddresses the issue of whether you are measuring the variable
or the construct you think that you are measuring. There are several types of validity
we consider when evaluating assessments (to be valid, measure must also be
reliable)
Types of validity - ANSWERContent, criterion-related, and construct
Other parts of statistics - ANSWERRange: distance between lowest and highest
score
Variance and standard deviation: measure the spread of the scores
St. dev.: square root of variance
Skew: negative skew has more positive scores, positive skew has more negative
scores
#3 – ASSESSMENT CORRECT 100%
Formal assessment - ANSWERUsed for a grade
Informal assessment - ANSWERNot used for a grade
Formative assessment - ANSWERAssess students and make decisions along the
way
Summative assessment - ANSWERFinal assessment
Norm-Referenced - ANSWERComparing students to each other, selection,
measuring general ability, range of abilities in a group
Criterion-Referenced - ANSWERMeasuring mastery of skills, determining if have
prerequisites, affective and psychomotor, grouping
Types of Reliability - ANSWERTest-retest, alternate forms, internal consistency
Test-retest and their problems - ANSWERThe test is given twice. A correlation
between the two scores is determined
Problems: Memory and practice
Alternative Forms - ANSWERTwo forms that are 'equivalent' are constructed and the
correlation between them is determined. Both are given to the same individuals
Problems: Memory (little less than with test-retest) and practice
Internal Consistency - ANSWERIt is reasonable to assume that a person who gets
items correct should also get other similar items correct
Problems: Cannot be used with tests measuring several concepts, cannot be used
with speed tests - don't need to worry about practice/memory
Validity - ANSWERAddresses the issue of whether you are measuring the variable
or the construct you think that you are measuring. There are several types of validity
we consider when evaluating assessments (to be valid, measure must also be
reliable)
Types of validity - ANSWERContent, criterion-related, and construct
Other parts of statistics - ANSWERRange: distance between lowest and highest
score
Variance and standard deviation: measure the spread of the scores
St. dev.: square root of variance
Skew: negative skew has more positive scores, positive skew has more negative
scores
