Similar objects tend to be perceived as grouped together.
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Students rating their classmates is peer appraisal.
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A scoring rubric uses performance-level descriptions such as advanced, proficient and partially proficient.
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Anecdotal records are brief notes on specific behaviors written when significant incidents occur.
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A portfolio is a purposeful collection of student work showing progress over time.
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A descriptive rating scale uses verbal categories arranged along a continuum.
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A comparative rating scale evaluates something by explicitly comparing it with a reference item.
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A Table of Specification plans content coverage and cognitive levels so the test samples the domain adequately.
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A checklist records only the presence or absence of listed behaviors.
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Large score differences between two administrations without a change in learning indicate weak test-retest reliability.
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Good content coverage means high content validity, while inconsistent scoring by different examiners means weak inter-rater reliability.
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Consistency shows reliability only; further evidence is needed to show the test measures what it is intended to measure.
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Natural observation takes place in real settings without imposing predetermined conditions.
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Observation at a set time and place under specified conditions is controlled observation.
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Giving the same test to the same group twice and comparing scores examines test-retest reliability.
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Consistency between two equivalent forms with different items is parallel-forms reliability.
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Comparing performance across two halves of one test is split-half reliability.
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Judging a test by surface appearance without empirical evidence is face validity.
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Comparing test scores with later performance in the program (predictive evidence) is criterion validity.
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Difficult reading passages make the test also measure reading ability, so it does not purely measure mathematical reasoning (construct validity concern).
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An unrelated answer shows the task was not understood, which is the Prestructural level.
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SOLO progresses from one idea to several disconnected ideas, then integrated relationships, then new generalization.
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Consistent scores show reliability, but memorization items do not measure critical thinking, so construct validity may be lacking.
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When most items come from two of ten topics, the test does not represent the content domain, threatening content validity.
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Systematic score differences caused by different interpretations of the criteria reduce inter-rater reliability.
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