Taylor VanMeighem

Assessment Dictionary (40 points)

Over the course of the semester we will work to developing your assessment
academic language. The purpose of this assignment is to have you develop a
dictionary of the words that youve learned and internalized while in the assessment
course.

On the next pages you are given a list of words. Over the course of the semester
you will receive a text book definition for these words. Using these definitions you
will need to do two things.

1. Write the text book definition in the appropriate box.

2. Provide a personal definition of that word, i.e. a definition that a person

unfamiliar with assessment could understand

This project is due on the final day of class, turned in in hard copy with your
portfolio reflection.

You will be graded on 2 aspects, the first being completeness of the dictionary and
the second being the personal definition of the word (1 point per word). Make sure
that your definition is correct and addresses each aspect needing to be addressed
while doing so in a non-academic manner.

Completeness E 0 points -1 point

All words are accounted for. Every word has the word being Meets ALL Criteria Does Not Meet ALL
defined, an academic/text book definition, and a personal Criteria
definition. Any point missing from this category is an
immediate loss of 1 point for the word.

*Completeness is expected of all dictionaries. There is no

positive point value associated with it but it is instead
evaluated only if words are missing

Personal Definition of Word E 1 point 0 points

Each word is defined in a manner that is both correct and would Meets ALL Criteria Does Not Meet ALL
allow a person unfamiliar with assessment to understand the Criteria
meaning.

I would strongly suggest having your definitions kept in a digital format so

that you can re-access them at a later point.
Taylor VanMeighem

The words to be included are:

Word/Academic/Text Book Personal/Non Academic Definition

Definition

Academic Language
The language needed by students to Students need to be familiar with the
do the work in schools. words used in a classroom setting. For
example, essay or experiment.

Achievement Targets
Targets that are set by teachers for Setting goals for what you want to
students. These illustrate what is achieve after a lesson is completed.
expected from students in a way that
students will understand.

Knowledge Level Learning

The cognitive domain involves Learning that involves basic knowledge
knowledge and the and the development of one's academic
development of intellectual skills and abilities.
skills. This includes the recall or
recognition of specific facts,
procedural patterns, and
concepts that serve in the
development of intellectual
abilities and skills.

Understanding Level Learning

The ability to grasp the Learning that shows how well a student
meaning of material. This may understands the material they are
be shown by translating taught.
material from one form to
another, by interpreting
material, and by estimating
future trends.

Synthesis Reasoning Level

Learning
Synthesis refers to the ability to
put parts together to form a
new whole. This may involve
the production of a unique
communication, a plan of
operations, or a set of abstract
relations.
Students form the ability to take their
knowledge a step further by creating
larger pieces of work. For example,
writing an essay, giving a speech,
solving a problem, etc.

Analysis Reasoning Level

Learning where the student is able to
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Learning dissect their work and reflect on it. For

The ability to break down example, evaluating data, etc.
material into its component
parts so that its organizational
structure may be understood.
This may include the
identification of the parts,
analysis of the relationship
between parts, and recognition
of the organizational principles
involved.

Evaluative Reasoning Level

Learning The ability to reflect and critique work by
The ability to judge the value of the use of external standards.
material for a given purpose.
The judgments are to be based
on definite criteria.

Comparison Reasoning Level

Learning Using our knowledge to compare
The process of figuring out or similarities and contrast differences.
inferring how things are either
alike or different.

Classification Reasoning Level

Learning Learning how to work through problems
The ability to use knowledge cognitively in order to come to a
and understanding to figure conclusion.
things out and to solve
problems, as in scientific
inquiry, algorithmic math
problem solving, reading
comprehension, and composing
original text.

Performance Product Level

Learning Learning how to effectively complete an
Te ability to create tangible assignment that matches up to a given
products, such as term papers, standard(s).
science fair models, and art
products, that meet certain
standards of quality.

Performance Skill Level

Learning The ability to possess a skill and master
The development of behavioral it.
or process skills, such as
playing a musical instrument,
reading fluently, speaking in a
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second language fluently, or

using psychomotor skills.

Dispositional Achievement
Target Students will strive to become the best
Goals that students will develop they can be in their academic work.
a positive academic self-
concept or positive attitude
toward school subjects
predisposing them to strive for
excellence.

Advice
Guidance or recommendations
concerning prudent future action,
typically given by someone regarded
as knowledgeable or authoritative.
An type of communication that occurs
someone you look up to gives you their
opinion on a situation.

Assessment
The evaluation or estimation of the A tool used to see how well someone or
nature, quality, or ability of someone something is doing.
or something.

Backwards Design
Method of designing educational
curriculum by setting goals before
choosing instructional methods and
forms of assessment.
An alternate way of designing curriculum
by setting goals and teaching to achieve
those goals.

Dispositional Objectives
Objectives designed to help students
develop and practice skills that lead to
an evolving and relatively stable
perception of the self.
Objectives directed for students to
appreciate themselves as learners in
your classroom.

Dispositions (Assessment)
Students should be informed early on Assessing students on how well they
about the dispositions expected of handle themselves in the classroom.
them. They then can be assessed in
different ways. For example,
checklists, interviews, portfolios,
contracts, etc.

Essay Assessment
Essay assessments are a more An assessment where the student show
complex version of constructed their knowledge of a topic through an
response assessments. There is essay.
typically one general question or
proposition, and the students is asked
to respond in writing.
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Feedback
Information about reactions to a The reaction or response to something
product, a person's performance of a someone did, something you witnessed,
task, etc. etc.

Formal Assessment
Tests that systematically measure how Tests that are typically standardized and
well a student has mastered learning show how well a student has excelled in
outcomes. a specific area.

Formative Assessment
Range of formal and informal Multiple tests throughout the semester.
assessments procedures conducted by
teachers during the learning process
in order to modify teaching and
learning activities to improve student
attainment.

Grading: Achievement
A student's ability to accomplish work How well a student is excelling in their
correctly. class work.

Grading: Aptitude
Natural ability that students have in The ability to have a vast amount of
reference to their work in school. knowledge without even making an
effort.

Grading: Attitude
Disposition a student has toward How a student acts in the classroom
learning. regard to work.

Grading: Compliance
How well a student follows the rules The way a student reacts and follows the
within the classroom. rules in class.

Grading: Effort
Energy levels put forth by a student The amount of effort a student displays
towards their work. in class.

Informal Assessment
Not data driven, but rather content Multiple ways to assess a student
and performance driven. without the added pressures, etc. of
"standardized tests."

Instructional Objectives
These objectives are specific, outcome These are objectives/ goals the instructor
based, measurable, and describe the
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learner's behavior after instruction.
Parent-Teacher Conferences
A time for a parent to talk with their
child's teacher and learn about the
child's progress in school.
Performance Assessment
Form of testing that requires students
to perform a task rather than select an
answer from a ready-made list.
Personal Communication
An exchange of information between
two or more people that are close with
one another. They know very well
about each other already.
Portfolio
An organized presentation of an
individual's education, work samples,
and skills.
Pre-Assessment Strategies
Instructional strategy teachers use to
uncover what students know about a
curriculum unit before they begin
formal instruction.
Selected Response
Selected response assessment items
are very efficient -- once the items are
created, you can assess and score a
large amount of content rather
quickly.
Student Involvement
Students are engaged when they are
involved in their work, persist despite
challenges and obstacles, and take
visible delight in accomplishing their
work.
Student Led Conferences
Students take the lead on sharing
examples of their work, discussing
next steps and setting goals. These
sets prior to a lesson.
A discussion between parent(s) and
teacher about the child's time in the
classroom throughout the year.
An assessment where a student can
show their knowledge of a topic through
actions.
Communicating with another person that
you know well through means of private
letters, emails, personal conversations,
etc.
A collection of work to show progress
throughout a certain length of time.
Asking questions to students prior to a
specific lesson in order to gain an
understanding of where they are at
before teaching information to them.
A type of assessment that involved
multiple choice questions.
Participation that enhances a student's
academics.
Students lead a discussion of their
academic career with their parents and
their teacher.
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create a partnership between the

teacher, student, and parents to act
as a support network or as
stakeholders in the success of the
student.

Student Voice
A particular type of evidence or
artifact. It refers to evidence of
learning from the students'
perspective.
An expression that describes how
students have the ability to take charge
of their education.

Student-Teacher Conferences
Involve a shared commitment
involving both teacher and student in
developing meaning in the student's
time in the classroom.
A discussion between teacher and
student where they discuss the progress
the student has been making while in
class.

Summative Assessment
Refers to assessment of participants A couple large assessments that
where the focus is on the outcome of summarize a student's knowledge in a
a program. large amount of time.

Teacher Performance Assessment

(TPA) In order to receive your teaching
Student centered, subject specific, certificate, students must complete a
multiple measure assessment of portfolio that demonstrates the work
teaching. they have put into getting their
certificate.