In July of 2013, all regional accrediting agencies in the United States, along with several national higher education associations came together to endorse a statement on “Principles for Effective Assessment of Student Achievement”. That statement can be viewed HERE
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“Involves teachers as individuals or in groups in investigating and improving their own classrooms, usually through ongoing cycles of planning, implementation, reflection, and revision.”
“Standardized test designed to measure how much has been learned from a particular subject.”
“Holding schools and teachers responsible for what students learn.”
“Term used to indicate that a school curriculum is matched with state and national standards as well as with state and national tests.”
“Examines student learning in the broader sense, eliciting multiple data on both what the student has learned and what the student can do.”
“A form of curriculum of evaluation usually focused on students; it may be based on conventional test scores or include other ways of attempting to discover what students have learned.”
“The licensure of personnel through prescribed programs of training and education.”
“The demonstrated ability to perform specified acts at a particular level of skill or accuracy.”
“Evaluation that measures success by the attainment of established levels of performance. Individual success is based wholly on the performance of the individual without regard to the performance of others.”
“The total experiences planned for a school or students.”
“Planned, obtrusive activities that gather information, usually about student learning.”
“A method of assessment that occurs before or during instruction to guide teacher planning or identify students’ needs.
“The attribution of merit and worth.”
“Typically continuous and minimally obtrusive activities that gather information, usually about student learning.”
Merit (in evaluation)
“How well something is done, regardless of the worth of doing it in the first place.”
“Specifications of the levels of achievement students are supposed to reach as a result of a lesson, a curriculum, or some other educational activity.”
“Work that students are assigned to complete, usually in accordance with specific criteria. “
“Systematic, collections of work created by students; they demonstrate what students have accomplished or learned.”
Reliability (in measurement)
“Refers tohow consistently any form of measurement actually measures that which it is supposed to measure.”
“A context for student learning such as an outline or question stem.”
“Process of individuals (usually students) weighing and valuing the merit and worth of what they have done or accomplished.”
“The collection and weighing of the merit and worth of appropriate information following the completion of a program or curriculum.
“The method of grouping students according to their ability level in homogeneous classes or learning experiences.”
Validity (in measurement)
“The degree to a test or instrument measures what it is supposed to measure.”
The definitions in this glossary were derived from several sources, including:
- Glatthorn, A.A., Boschee, F., & Whitehead, B.M. (2009). Curriculum Leadership: Strategies for Development and Implementation. Thousand Oaks: Sage.
- Marsh, C.J. & Willis, G. (2003). Curriculum: Alternative Approaches, Ongoing Issues. New Jersey: Merrill Prentice Hall.
- Wiles, J.W. & Bondu, J.C. (2011). Curriculum Development: A Guide to Practice. Upper Saddle River: Pearson.