EDCI 3301-102 FINAL REVIEW QUESTIONS WITH DETAILED
VERIFIED ANSWERS (100% CORRECT ANSWERS)
/ALREADY GRADED
Goals Ans✓✓✓theories, broad/abstract outcomes
objectives (3 parts) Ans✓✓✓narrow, concrete outcome
criterion, condition, action verb
standards Ans✓✓✓1. College and career readiness standards, which
address what students are expected to
learn when they have graduated from high school, and
2. K-12 standards, which address expectations for each grade level.
backwards design Ans✓✓✓starts with identification of an important
student outcome, followed by choices
about how to make that outcome visible, and ends with instructional
strategies.
authentic assessment Ans✓✓✓Assessment that includes tasks, content,
expectations, and evaluation methods similar
to those that are valued outside of the classroom
,self-assessment Ans✓✓✓Student assessment of their own performance
typically guided by checklist or rubric
criterion referenced test Ans✓✓✓Individual's performance is measured
against mastery of curriculum criteria rather than other students
norm referenced test Ans✓✓✓that performance is interpreted by
comparing scores to each other; the information in a
score comes from referencing what is normal
validity Ans✓✓✓The ACCURACY of a test or assessment in
measuring what it is meant to measure.
reliability Ans✓✓✓CONSISTENCY with which a test or assessment
measures what it is measuring.
performance based assessments Ans✓✓✓An approach to assessment
that requires students to perform or produce something
for evaluation. It is most commonly used to assess a skill or ability.
correlation Ans✓✓✓does not equal causation
bloom's taxonomy Ans✓✓✓1. Knowledge. Involves the simple recall
of information; memorization of words, facts,
, and concepts
2. Comprehension. The lowest level of real understanding; knowing
what is being
communicated
3. Application. The use of generalized knowledge to solve a problem the
student has
not seen before
4. Analysis. Breaking an idea or communication into parts such that the
relationship
among the parts is made clear
5. Synthesis. Putting pieces together so as to constitute a pattern or idea
not clearly seen
before
6. Evaluation. Use of some standard of appraisal; making judgments
about the value of
ideas, materials, or methods within an area
formative assessment Ans✓✓✓Feedback produced while learning is
occurring and concepts and knowledge bases are
still being developed. It allows students and teachers to modify their
behaviors and
understanding before instruction has ended.
summative assessment Ans✓✓✓An assessment approach with the goal
of summarizing student performance at the
VERIFIED ANSWERS (100% CORRECT ANSWERS)
/ALREADY GRADED
Goals Ans✓✓✓theories, broad/abstract outcomes
objectives (3 parts) Ans✓✓✓narrow, concrete outcome
criterion, condition, action verb
standards Ans✓✓✓1. College and career readiness standards, which
address what students are expected to
learn when they have graduated from high school, and
2. K-12 standards, which address expectations for each grade level.
backwards design Ans✓✓✓starts with identification of an important
student outcome, followed by choices
about how to make that outcome visible, and ends with instructional
strategies.
authentic assessment Ans✓✓✓Assessment that includes tasks, content,
expectations, and evaluation methods similar
to those that are valued outside of the classroom
,self-assessment Ans✓✓✓Student assessment of their own performance
typically guided by checklist or rubric
criterion referenced test Ans✓✓✓Individual's performance is measured
against mastery of curriculum criteria rather than other students
norm referenced test Ans✓✓✓that performance is interpreted by
comparing scores to each other; the information in a
score comes from referencing what is normal
validity Ans✓✓✓The ACCURACY of a test or assessment in
measuring what it is meant to measure.
reliability Ans✓✓✓CONSISTENCY with which a test or assessment
measures what it is measuring.
performance based assessments Ans✓✓✓An approach to assessment
that requires students to perform or produce something
for evaluation. It is most commonly used to assess a skill or ability.
correlation Ans✓✓✓does not equal causation
bloom's taxonomy Ans✓✓✓1. Knowledge. Involves the simple recall
of information; memorization of words, facts,
, and concepts
2. Comprehension. The lowest level of real understanding; knowing
what is being
communicated
3. Application. The use of generalized knowledge to solve a problem the
student has
not seen before
4. Analysis. Breaking an idea or communication into parts such that the
relationship
among the parts is made clear
5. Synthesis. Putting pieces together so as to constitute a pattern or idea
not clearly seen
before
6. Evaluation. Use of some standard of appraisal; making judgments
about the value of
ideas, materials, or methods within an area
formative assessment Ans✓✓✓Feedback produced while learning is
occurring and concepts and knowledge bases are
still being developed. It allows students and teachers to modify their
behaviors and
understanding before instruction has ended.
summative assessment Ans✓✓✓An assessment approach with the goal
of summarizing student performance at the
