The purpose.

Should drive all planning and assessment.

Content standards

benchmarks

grade level indicators

grade level expectations

essential learning

learning outcome

learning objectives

These all represent learning targets or what you are working toward

Represent the factual underpinnings in each discipline and call for procedural knowledge, knowing how to do something.

Stated using verbs such as knowns, lists, names, identifies, and recalls

i.e. "knows multiplication facts" or "recalls details of the story"

Application of knowledge.

We strive for students' developing skillful use.

Majority of learning targets fall into reasoning targets.

i.e. predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, evaluates, generalizes

Examine the components or structure of something.

Often requires that we investigate how the component parts relate to each other or how they come together to form a whole.

Performances that must be demonstrated and observed - heard or seen - to be assessed.

i.e. oral fluency in reading, driving with skill, serving in volleyball, conversing in a second language, an oral presentation, playing a musical instrument

Products are included among our valued achievement targets.

i.e. create tables graphs and scatter plots, uses desktop software to create, create a personal wellness plan

Targets reflect attitudes and feelings.

i.e. "I look forward to school each day", "Music is worth studying", "I like math"

A technique for clarifying learning targets.

The process of taking a broad and/or unclear standard, goal, or benchmark and breaking it into smaller, more explicit learning targets that can be incorporated into daily teaching.

Numerical Scale that uses numbers for the purpose of identification.

i.e. student ID number, numbers on race cars

Numerical scale in which numbers are used for ranking.

i.e. First, Second or Third place in a science fair

A scale that uses numbers for ranking in which numerical units are equidistant.

i.e. measuring temperature; numbers are equidistant on the thermometer.

NO ABSOLUTE ZERO!

Scores obtained by using a raw score and expectancy tables.

i.e. percentile ranks, standard scores, grade equivalents, age equivalents, or language quotients

Derived scores that represent equal units;

aka linear scores

Statistical methods for observing how data cluster around the mean (average).

How the data fall together or cluster.

A symmetrical distribution with a single numerical representation for the mean, median and mode.

The Bell Curve.

Method of determining how many times each score occurs in a set of data.

Helps determine trends in performance.

A distribution that has two modes or two most frequently occurring scores.

Statistical methods for observing how data spread from the mean.

Opposite of Measures of Central Tendency.

Describes a distribution that has either more positively distributed scores or more negatively distributed scores.

Distributions can be skewed in a positive or negative direction.

Derived scores that are expressed in standard deviation units.

i.e. -4, -3, -2, -1, 0, +1, +2, +3, +4

Correlation Coefficient

(r)

The expression of a relationship between two variables.

i.e. a number between +1.00 and -1.00

A -1.00 or +1.00 indicates a perfect degree of correlation

0 indicates No Relationship

Graphic representation of a correlation.

The closer the dots to a straight line, the nearer to perfect the correlation.

The consistency of the items on an instrument to measure a skill, trait or domain.

May  use test-retest, equivalent forms, split-half and kuder-richardson

Consistency of a test to measure some domain, traits, or skill using like forms of the same instrument.

Two forms of the same instrument are used.

Also called, "Alternate Forms Reliability"

Synonym for Equivalent forms reliability.

Consistency of a test to measure some domain, traits, or skill using like forms of the same instrument.

A formula used to check consistency across items of an instrument with right/wrong responses.

Computed statistically; items are scored only right or wrong.

A formula used to check consistency across terms of an instrument with responses with varying credit.

Used for items when more than 1 point is earned for a correct response.

The consistency of a test to measure a skill, trait, or domain across examiners.

Used when people are scoring a subjective assessment.