abilities using concepts learned at the end of the program. These would include activities such as projects, portfolios Reliability: Reliability describes how well a particular assessment method provides consistent results, regardless of who uses the method or when it is used. These are: Criterion-based assessment An assessment linked to pre-defined standards (for example, ‘create a population pyramid from census data’). receiving the report from the Subject External Examiners for the previous academic year, together with any written response or action plan, to make sure that all issues raised have been dealt with. Rubric: A scoring guide that defines the criteria of how an assignment or task will be assessed. Sampling may be based on checking borderline marks of any kind, or testing that assessment criteria have been applied consistently across the assessment of students in the group. are expected to acquire as a result of completing the academic program. Assessment Tool:Instrument used to measure the characteristic or outcome of interest. This Glossary of Assessment Terms is from Wrightslaw: From Emotions to Advocacy, 2nd Edition. Grades A module or an individual assessment is graded using a percentage scale unless it is assessed on a pass or fail basis only. Such testing evaluates the test-taker's learning in comparison with Subject External Examiners do not attend Award Assessment Boards (unless a professional accrediting body requires them to do so). of a rubric or scoring guide to provide for objectivity. Educational assessment provides information about progress in learning, and achievement in developing skills, knowledge, behaviours and attitudes. Additional Glossaries can be found at: Assessment Commons. Working Day: A University working day is defined as a day on which the University is open. interviews, standardized tests, portfolios, juried performances, research data from Group members can receive an equal mark or a proportion of the group mark, supplemented by marks for individual work. Portfolios and instructor observation of students criteria of performance. Practical Assignments set during the module, to assess one or more of the learning outcomes by practical skills assessment, oral assessment or presentation. In a number of areas this is not possible, for example in disciplines where assessment methods include performance, practical work, fieldwork, placements, clinical skills, team or group assessments. influenced by extraneous conditions. Assessment for improvement: This type of assessment feeds directly, and often immediately, back into revision Use of criteria (rubric) or an instrument developed by an individual or organization external to the one being assessed. apply knowledge in a real-life setting is an example of performance-based assessment. Level 4 will be normally weighted at 10 per cent. of new york. It can help to test a student's capability of applying the knowledge and understanding gained in one part of a programme to increase their understanding in other parts of the programme, or across the programme as a whole. Program Assessment: Processes identified by faculty and staff members of an academic or non-academic corresponding to a point on a rating scale. Academic Assessment: The systematic collection, review, and use of information about educational programs and courses undertaken for the purpose of both improving student learning and instructional delivery. Marking The process used to assess a student’s achievement of learning outcomes and the academic standards in a given assessment component and to award a percentage mark or pass or fail grade. the opportunity to get comments on a draft or outline, and so to take account of these in the final version, the option of a practice test (for example, getting feedback on how well students answered multiple-choice questions), and. at specified points in time. has acquired. Validity: The extent to which an assessment measures what it is designed to measure and that Nor do they see or comment on student profiles. Subjective Assessment: An assessment where the impression or opinion of the assessor contributes to the determination of the score or evaluation of performance. A minimum of 10 per cent of scripts and fails are typically second marked. course, program and institutional changes for improvement. students to reflect on their learning. It includes tests (written or computer-based) of knowledge or interpretation that are not carried out under examination conditions. SCASS Arts Assessment Project Glossary of Assessment Terms . Second marking This is where an assessment is independently assessed by more than one examiner. These terms assist in the development of assessable outcomes and program expectations. Reliability: The measure of consistency for an assessment indicating that the assessment yields Resit When a student who has failed a module or component of a module has to take further assessment as specified by the Assessment Board. A synoptic assessment normally enables students to show their ability to integrate and apply their skills, knowledge and understanding with breadth and depth in the subject. Assessment Terms and Definitions Accountability: Reporting to the public on educational process to show trends within and relationships among school data (e.g., institutions are held accountable for the use of public funds, institutions must demonstrate that they are efficient and effective in serving the needs of the state). correctly, sampling results will be representative of the population as a whole. smaller, randomly chosen selection (the sample) of the group members. program and institutional effectiveness. Objectives Grade and marking criteria Grade and marking-related criteria explain what a student needs to demonstrate to achieve a certain grade or mark in an assessment. An overall assessment of the relevance, feasibility and potential sustainability of an intervention or an activity prior to a decision of funding. External assessment: This uses criteria (i.e. It is the tool used to implement part of a larger assessment plan. This demand is met through measured learning and outcomes assessment. Assessment or Assessed Value - The valuation used for property tax purposes. Standardized tests are often accompanied by guidelines for Compensation is In line with university regulations, students who need MAPs must be assessed by Disability Services before any provisions are put in place. Subject Assessment Panel The panel is responsible for: Summative assessment A form of assessment used to certify that students have achieved an appropriate level of performance. to be analyzed by quantitative methods.Quantitative assessment: Provides data that can be analyzed using quantitative methods. are also alternative forms of assessment. Different subject areas may follow different conventions in relation to producing dissertations. Grant Wiggins . Sampling Most commonly used in the process of moderation. MAPs can be made for any time-limited assessment that contributes towards a final mark for a module. Pass requirements Pass requirements are determined for each module and for each award. Assessment Activities (methods): Mechanisms by which achievement of an outcome is determined. Examination - types There are many different types of examination, including oral, written, seen, open book, multiple choice, essay, short answer, problem based and case study. You must be able to demonstrate that you have grounds for making such a request. MCQ assessments can easily be set up as an online exam using specialist ICT software. For project management, assumptions are hypotheses about causal linkages or factors that could affect the progress or success of an intervention. Competency Test: A test used to determine if a student has met established minimum standards of skills determination of the score or evaluation of performance. Benchmarks for student For an extended assessment glossary, see Joint Information Systems Committee (JISC). Glossary of Assessment Terms . Assessment - peer and self An assignment which involves assessing students’ own work or that of other students. analytic scoring: A method of scoring constructed responses (such as essays) in which each critical dimension of a particular performance is judged and scored separately, and the resultant values are combined for an overall score. and program goals and outcomes. Outcome (Student Learning): Descriptions of what a student should be able to know, think, or do when they have Glossary of Assessment Terms Assessment A process that asks important questions about student learning and program effectiveness: gathers meaningful information about these questions; uses the information for program and course improvement in the achievement of University program goals. This kind of assessment is usually summative, quantitative, and often high-stakes, such as the SAT or GRE exams. Validity of assessment Refers to the degree to which the assessment measures what it is intended to measure. Specific offences are set out in the Examinations and Assessment Offences regulations. traditional paper and pencil testing. Glossary of Assessment Terms. Benchmark A criterion-referenced objective performance datum that is used for comparative purposes. assure that all students are assessed under the same conditions and scores are not recognition that a student with an overall track record of passes, may be test. Summative Assessment : Provides a summary at the culmination of a course, unit, or program. This Subjective Assessment: An assessment where the impression or opinion of the assessor contributes to the Portfolios can Sampling: Method to obtain information about characteristics of a population by examining a Ipsative assessment tends to correlate with effort, to promote effort-based attributions of success, and to enhance motivation to learn. Cohort: A group of individuals whose progress is tracked by examining identified measurements do when a given learning task. The assessment of some unit, such as a department, program or entire institution, which is used to satisfy some group of external stakeholders. ‘compensatable’ box. Multiple-choice exams are designed to test knowledge and can be used to test how quickly students can answer the questions. should be used to decide if changes in the course are needed to help improve student a holistic scoring process may be used to present an overall impression of the student's Qualitative assessment: Provides data that is analyzed by interpretive criteria and does not lend itself The examiner will also be asked how standards of student performance at award level compare with similar awards in other UK institutions with which they are familiar. evaluate fairly students’ ability to meet module and programme learning outcomes and academic and professional standards, provide every student with an equal opportunity to demonstrate what they have achieved, support student involvement, learning, progression and retention and meet the needs of our diverse student population, offer students relevant and meaningful tasks that replicate challenges in the real world through effective programme design, and, dissertation (an extended piece of written work, often the write-up of a final-year project), portfolio (a collection of work that relates to a given topic or theme, which has been produced over a period of time), project output (output from project work, often of a practical nature, other than a dissertation or written report), and. Sources: Center for Research on Evaluation, Standards, and Student Testing (CRESST), Graduate School of Education & Information Studies, UCLA; American Guidance Service; Harcourt, Inc.; Office of Special Education and Rehabilitative Services, U. S. Department of Education. outside sources, peer review, etc. standards, and benchmarks. a pre-exam revision seminar, or a workshop focusing on past exam papers (sometimes called ‘pre-emptive’ feedback). Examples include clinical skills, laboratory techniques, surveying skills, language translation and listening comprehension. decide whether the module is compensatable or not. needed to improve the program or service. similar results over time when applied to similar populations in similar circumstances. Examples include surveys, Assessment The systematic process of determining educational objectives and gathering, using and analyzing information about student learning outcomes to make decisions about programs, individual student progress or accountability. Rubric Plagiarism is an assessment offence under the Examinations and Assessment Offences regulations. Standards: Statements of expectations for outcomes, which may include content standards, performance Assessment - practical skills Assessment that decides whether, or how well, a student performs a specific practical skill or technique (or competency). Glossary of Assessment Terms . Educational Objectives: Objectives that describe the knowledge, skills, abilities, or attitudes students Learning Assessment. and assignments. The results of the assessments Rating Scale: Qualities of a performance on an assessment that is based on descriptive words or At this stage, students can have discussions with staff to make sure they understand the assignment. a task or to solve problems. Assessment for improvement can be formative and/or summative. Outcome (Student): A measurable activity, product, or performance that involves students. Course Embedded Assessment: Activities selected by faculty members, who teach a course, to determine if students Provisional marks Marks for an individual assessment within a module given to a student before the marks have been approved by the Assessment Board. The instructor evaluates the results to decide if changes are needed to help improve within a course. reviewing the standard of assessment in the subject, and making sure the appropriate academic standards in modules are maintained, confirming or modifying module marks (once marks have been confirmed by the panel they must not be altered by an Award Assessment Board unless an error in transcription or an omission is found), discussing any problems with assessments (not individual students), making recommendations on the form of referral for individual modules, receiving information from panels and committees of investigation on proven examination and assessment offences, and. of improving the institution, services, programs, and student learning and development. Examples include: Feed-in How staff inform students what is required from an assessment. 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