Problem-solving counselling focuses on understanding the problem and developing solutions.
These are the core conditions of person-centered therapy.
The counsellor respects client autonomy and avoids imposing values.
Guidance is broader; counselling is more specialized and therapeutic.
Summative assessment evaluates achievement at the end of instruction.
Evaluating involves judging using criteria and evidence.
Formative assessment guides ongoing instruction and learning.
Similar performance between high and low groups indicates low discrimination.
Formative curriculum evaluation informs improvement during implementation.
Practice effects may inflate scores and threaten construct validity.
Backward design starts with outcomes, then assessment, then instruction.
Metacognition requires reflection on learning strategies and awareness.
Environmental distraction is a source of measurement error.
Criterion-referenced interpretation compares performance to specified competencies.
Measurement quantifies; evaluation judges quality or value using evidence and criteria.
A ceiling effect reduces the test's ability to discriminate among students.
Cronbach's alpha estimates internal consistency.
Inter-rater reliability is agreement between different scorers.
Predictive validity concerns how well a test predicts future performance.
Content validity concerns adequate sampling of the intended content domain.
A rubric includes criteria and descriptions of performance levels.
Criterion-referenced tests measure attainment of specified standards.
Percentile rank compares a student's position with the norm group.
Authentic assessment uses real-world tasks and multiple evidence sources over time.
The test underrepresents the intended construct; it measures recall rather than application.