modification/modified tests: A change in test content, format (including response formats), and/or administration conditions that is made to increase accessibility for some individuals but that also affects the construct measured and, consequently, results in scores that differ in meaning from scores from the unmodified assessment. test-retest coefficient/reliability: A reliability coefficient obtained by administering the same test a second time to the same group after a time interval and correlating the two sets of scores; typically used as a measure of stability of the test scores. benchmarking. item response theory (IRT): A mathematical model of the functional relationship between performance on a test item, the test item’s characteristics, and the test taker's standing on the construct being measured. See certification, credentialing. See local norms; norms. Twelve inches make up a foot. summative assessment: The assessment of a test taker’s knowledge and skills typically carried out at the completion of a program of learning, such as the end of an instructional unit. See alternate forms. interim assessments/tests: Assessments administered during instruction to evaluate students' knowledge and skills relative to a specific set of academic goals to inform policymaker or educator decisions at the classroom, school, or district level. Systematic collection, review, and use of information undertaken for the purpose of improving student learning (Palomba & Banta, 1999). Also called Cronbach's alpha and, for dichotomous items, KR 20. See cognitive assessment. See prompt. construct-irrelevant variance: Variance in test-taker scores that is attributable to extraneous factors that distort the meaning of the scores, and thereby, decrease the validity of the proposed interpretation. generalizability theory: Methodological framework for evaluating reliability/precision in which various sources error variance are estimated through the application of the statistical techniques of analysis of variance. It is usually measured in terms of inaccuracy and expressed as accuracy. interpreter: Someone who facilitates cross-cultural communication by converting concepts from one language to another (including sign language). Sometimes referred to as automated score/narrative reports. Changes made to a test that has been translated into the language of a target group that takes into account the nuances of the language and culture of that group. relevant subgroup: A subgroup of the population for which the test is intended that is identifiable in some way that is relevant to the interpretation of test scores for their intended purposes. from TC 37, 77, 86 and CISPR). practice analysis: An investigation of a certain occupation or profession to obtain descriptive information about the activities and responsibilities of the occupation or profession and about the knowledge, skills, and abilities needed to engage successfully in the occupation or profession. completed, to inform an interpretation, decision, or action, based, in part, upon test scores. universal design: An approach to assessment development that attempts to maximize the accessibility of a test for all of its intended test takers. Contrast with high-stakes test. For many of the terms, multiple definitions can be found in the literature; also, technical usage may differ from common usage. assessment literacy: Knowledge about testing that supports valid interpretations of test scores for their intended purposes, such as knowledge about test development practices, test score interpretations, threats to valid score interpretations, score reliability and precision, test administration, and use. random error: A non-systematic error; a component of test scores that appears to have no relationship to other variables. ERIC Digest. norm-referenced score interpretation: A score interpretation based on a comparison of a test taker's performance to the distribution of performance in a specified reference population. In contrast to test accommodations, test modifications change the construct being measured by the test to some extent and hence change score interpretations. discriminant evidence: Evidence indicating whether two tests interpreted as measures of different constructs are sufficiently independent (uncorrelated) to be considered two distinct constructs. from a larger specified set of possible entities, called the population. criterion domain: The construct domain of a variable that is used as a criterion. opportunity to learn: Whether test takers have been exposed to the tested constructs through their educational program and whether students have had exposure or experience with the language of instruction or the majority culture represented by the test. The system of numbers, and their units, by which a value is reported on some dimension of measurement. The units to be used must be stated explicitly. The lat-ter two types of statistics are usually either parametric or nonparametric. In item response theory, the process of estimating the parameters of the item response function. See prompt. See standard error of measurement, systematic error, random error and true score. linking (score linking): The process of relating scores on tests. Listed below are several glossaries of testing, assessment and measurement terms. (See benchmark assessments.). Through this evidence of students achievement can be obtained and evaluated, also it collect information with respect to objective or goal Width - The measurement of the distance of a side of an object. See equivalent forms, parallel forms. matrix sampling: A measurement format in which a large set of test items is organized into a number of relatively short item sets, each of which is randomly assigned to a sub-sample of test takers, thereby avoiding the need to administer all items to all test takers. equating: a process for relating scores on alternate forms of a test so that they have essentially the same meaning. Assessment The Latin root assidere means to sit beside. Examples: Formative, Summative, Formal, Informal. In some instances, scores on the separate dimensions may also be used in interpreting performance. ©2018 National Council on Measurement in Education. Contrast with holistic scoring. Tests created to measure … Glossary of Important Assessment and Measurement Terms. construct domain: The set of interrelated attributes (e.g., behaviors, attitudes, values) that are included under a construct's label. The reference population may be defined in terms of test taker age, grade, or clinical status at time of testing or other characteristics. In test development, establishing norms based on the test performance of a representative sample of individuals from the population with which the test is intended to be used. scoring rubric: The established criteria, including rules, principles, and illustrations, used in scoring constructed responses to individual tasks and clusters of tasks. 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. psychological testing: The use of tests or inventories to assess particular psychological characteristics of an individual. 146 Pocket Glossary for Commonly Used Research Terms comparisons, variance, and ultimately testing whether variables are significant between each other. Scale scores are typically used to facilitate interpretation. Also known as DIF. classification accuracy: Degree to which the assignment of test takers to specific categories is accurate; the degree to which false positive and false negative classifications are avoided. adaptation/ test adaptation: 1. proprietary algorithms: Procedures, often computer code, used by commercial publishers or test developers that are not revealed to the public for commercial reasons. split-halves reliability coefficient: An internal consistency coefficient obtained by using half the items on the test to yield one score and the other half of the items to yield a second, independent score. adaptive test: A sequential form of individual testing in which successive items, or sets of items, in the test are selected for administration based primarily on their psychometric properties and content, in relation to the test taker's responses to previous items. battery: A set of tests usually administered as a unit. See adjusted validity/reliability coefficient. equated forms: Alternate forms of a test whose scores have been related through a statistical process known as equating which allows scale scores on equated forms to be used interchangeably. Compared to the metric system an inch equals 2.54 centimeters. group testing: Tests that are administered to groups of test takers, usually in a group setting, typically with standardized administration procedures and supervised by a proctor or test administrator. coefficient alpha: An internal consistency reliability coefficient based on the number of parts into which the test is partitioned (e.g., items, subtests, or raters), the interrelationships of the parts, and the total test score variance. benchmark assessments: Assessments administered in educational settings at specified times during a curriculum sequence, to evaluate students' knowledge and skills relative to an explicit set of longer-term learning goals. A Glossary of Measurement Terms. cognitive assessment: The process of systematically collecting test scores and related data in order to make judgments about an individual's ability to perform various mental activities involved in the processing, acquisition, retention, conceptualization, and organization of sensory, perceptual, verbal, spatial, and psychomotor information. Any change in test content, format (including response format), or administration conditions that is made to increase the test accessibility for individuals who otherwise would face construct-irrelevant barriers on the original test. The design of a portfolio is dependent upon how the scoring results are going to be used. Because such data cannot generally be collected, the standard error of measurement is usually estimated from group data. accountability index: A number or label that reflects a set of rules for combining scores and other information to form conclusions and inform decision making in an accountability system. Activities that approximate the instruction provided by regular school curricula or training programs are not typically referred to as coaching. validity: The degree to which accumulated evidence and theory support a specific interpretation of test scores for a given use of a test. predictive validity evidence: Evidence indicating how accurately test data collected at one time can predict criterion scores that are obtained at a later time. field test: A test administration used to check the adequacy of testing procedures, and the statistical characteristics of new test items or new test forms. false negative: An error of classification, diagnosis, or selection in which an individual does not meet the standard based on the assessment for inclusion in a particular group but in truth does (or would) meet the standard. Assessment Tool:Instrument used to measure the characteristic or outcome of interest. Why Are Measurement, Assessment and Evaluation Important in Education? standards-based assessment: Assessment of an individual’s standing with respect to systematically described content and performance standards. Ability Testing. computerized adaptive test: An adaptive test administered by computer. The extent to which the construct measured by one test is essentially the same as the construct measured by another test. Length and Distance Inch - The inch (or inches for plural) is a small unit of length. See generalizability theory. Glossary of assessment terms A guide to help you understand the terms used in the assessment of taught programmes. In an educational context, the process of observing learning; describing, collecting, recording, scoring, and interpreting information about a student's or one's own learning. See local norms. test documents: Documents such as test manuals, technical manuals, user's guides, specimen sets, and directions for test administrators and scorers that provide information for evaluating the appropriateness and technical adequacy of a test for its intended purpose. test information function: A mathematical function relating each level of an ability or latent trait, as defined under item response theory (IRT), to the reciprocal of the corresponding conditional measurement error variance. ii EFFECTIVE STUDENT ASSESSMENT AND EVALUATION IN THE CLASSROOM The Working Committee on the Efﬁ cacy of Teacher Preparation Programs and Beginning Teachers’ Opportunities for Professional Growth (Working Committee) duly considered suggestions arising from the Colloquium and has made every … See bias. inter-rater reliability: consistency in rank ordering of ratings across raters. test security: Protecting the content of the test from unauthorized release or use and to protect the integrity of the test scores so they are valid for their intended use, test specifications: Documentation of the purpose and intended uses of the test as well as the content, format, test length, psychometric characteristics of the items and test, delivery mode, administration, scoring, and score reporting. item context effect: Influence of item position, other items administered, time limits, administration conditions, etc., on item difficulty and other statistical item characteristics. The equated scores are typically reported on a common score scale. psychodiagnosis: Formalization or classification of functional mental health status based on psychological assessment.. psychological assessment: An examination of psychological functioning that involves collecting, evaluating, and integrating test results and collateral information, and reporting information about an individual. test form: a set of test items or exercises that meet requirements of the specifications for the testing program. See standard error of measurement, error of measurement, reliability/precision. computer-prepared interpretive report: A programmed interpretation of a test taker’s test results, based on empirical data and/or expert judgment using various formats such as narratives, tables, and graphs. Equivalence of the short item sets, or subsets, is not assumed. In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. different sets, which are viewed as strata of the population. Measurement of group performance against an established standard administered at a specific point along the path toward accomplishing the standard. See coefficient alpha and split -halves reliability. See predictive bias, construct underrepresentation, construct irrelevance, fairness. raw score: The score on a test that is often calculated by counting the number of correct answers, but more generally a sum or other combination of item scores. A Achievement Test--an objective examination that measures educationally relevant skills or knowledge about such subjects as reading, spelling, or mathematics. Contrast with low-stakes tests. low-stakes test: A test used to provide results that have only minor or indirect consequences for individuals, programs, or institutions involved in the testing. See random sample and stratified random sample. In test administration, maintaining a consistent testing environment and conducting the test according to detailed rules and specifications, so that testing conditions are the same for all test takers on the same and multiple occasions. meta-analysis: A statistical method of research in which the results from independent, comparable studies are combined to determine the size of an overall effect or the degree of relationship between two variables. See adaptive testing. In statistics or measurement, systematic error in a test score. Common Assessment Terms Assessment for Accountability . precision of measurement: A general term that refers to the impact of measurement error on the outcome of the measurement. alignment: Degree to which the content and cognitive demands of test questions match targeted content and cognitive demands described in the test specifications. standard setting: The process, often judgment-based, of setting cut scores using a structured procedure that seeks to determine cut scores that define different levels of performance as specified by performance levels and performance level descriptors. intra-rater reliability: The degree of agreement among repetitions of a single rater in scoring test takers’ responses. internal consistency coefficient: An index of the reliability of test scores derived from the statistical interrelationships among item responses or scores on separate parts of a test. 27 Berkley University Glossary of Statistical Terms, “Random Sample.” Accessed on 11/8/2018. ABC: See Activity Based Costing. constructed-response items/tasks/exercises: An exercise or task for which test takers must create their own responses or products rather than choose a response from an enumerated set. ERIC Digest. See adaptation, test adaptation, modification, modified tests. concordance: In linking test scores for tests that measure similar constructs, the process of relating a score on one test to a score on another, so that the scores have the same relative meaning for a group of test takers. stratified random sample: A set of random samples, each of a specified size, from several. Short-answer items require a few words or a number as an answer, whereas extended-response items require at least a few sentences and may include diagrams, mathematical proofs, essays, problem solutions such as network repairs on other work products. construct underrepresentation: The extent to which a test fails to capture important aspects of the construct domain that the test is intended to measure resulting in test scores that do not fully represent that construct. job sample test: A test of the ability of an individual to perform the tasks of which the job is comprised. job analysis: The investigation of positions or job classes to obtain information about job duties and tasks, responsibilities, necessary worker characteristics (e.g. Domain/content sampling: The process of selecting test items, in a systematic way, to represent the total set of items measuring a domain. generalizability coefficient: An index of reliability/precision based on generalizability theory (G theory). credentialing: Granting to a person, by some authority, a credential, such as a certificate, license, or diploma, that signifies an acceptable level of performance in some domain of knowledge or activity. formative assessment: An assessment process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning with the goals of improving students' achievement of intended instructional outcomes. specificity: In classification, diagnosis, and selection, the proportion of cases assessed or predicted not to meet the criteria which in truth do not meet the criteria. Measurement, assessment, and evaluation mean very different things, and yet most of my students were unable to adequately explain the differences. computer-based mastery test: A test administered by computer that indicates whether or not the test taker has achieved a specified level of competence in a certain domain, rather than the test takers’ degree of achievement in that domain. Assessment is the systematic, reported evaluation of student outcomes for demonstrating effectiveness and improving offerings.. Capstone Course is an upper division class designed to help students integrate their knowledge. See cut score. Glossary of Assessment Terms ASSESSMENT A systematic and ongoing effort to collect, analyze, and interpret evidence that describes institutional, departmental, divisional, or program effectiveness, ultimately to improve student learning and development. It is a number or quantity, which defines the limit that errors will not exceed, when the device is used under reference operating conditions. reliability coefficient: A unit-free indicator that reflects the degree to which scores are free of random measurement error. percentile rank: The percentage of scores in a specified score distribution that are below a given score. Inches are used for smaller lengths such as measuring the length of a pencil or the width of an eraser. See construct domain. differential item functioning: For a particular item in a test, a statistical indicator of the extent to which different groups of test takers who are at the same ability level have different frequency of correct responses or, in some cases, different rates of choosing various item options. See pilot test. test format/mode: The manner in which the test content is presented to the test taker, such as in paper-and-pencil, via a computer terminal, through the internet, or verbally by an examiner. cognitive labs: A method of studying the cognitive processes test takers use when completing a task such as solving a mathematics problem or interpreting a passage of text, typically involving examinees thinking aloud while responding to the task, and or responding to interview questions after completing the task. A Short Glossary of Assessment Terms. timed test: A test administered to test takers who are allotted a prescribed amount of time to respond to the test. achievement test: A test to measure the extent of knowledge or skill attained by a test taker in a content domain in which the test taker has received instruction. vertical scaling: In test linking, the process of relating scores on tests that measure the same construct but differ in difficulty, typically used with achievement and ability tests with content or difficulty that spans a variety of grade or age levels. content domain: The set of behaviors, knowledge, skills, abilities, attitudes or other characteristics to be measured by a test, represented in detailed test specifications, and often organized into categories by which items are classified. validity generalization: Applying validity evidence obtained in one or more situations to other similar situations on the basis of methods such as meta-analysis. local evidence: Evidence (usually related to reliability/precision or validity) collected for a specific test and a specific set of test takers in a single institution or at a specific location. *Mid-term Evaluation: Evaluation performed towards the midpoint of program or project implementation. There are 76 terms below, including many question types. Glossary of Assessment Terms. construct equivalence: 1. false positive: An error of classification, diagnosis, or selection in which an individual meets the standard based on the assessment for inclusion in a particular group but in truth does not (or would not) meet the standard. position: In employment contexts, the smallest organizational unit, a set of assigned duties and responsibilities that are performed by a person within an organization. See job performance measurement. The NCME Assessment Glossary provides definitions of frequently-used terms in educational measurement. Corrections, additions, and editorial suggestions are welcome (please send to firstname.lastname@example.org). Glossary of Assessment Terms assessment. Rather than providing set definitions of each term, this glossary aims to provide pragmatic, user-friendly explanations of what these terms mean. norms: Statistics or tabular data that summarize the distribution or frequency of test scores for one or more specified groups, such as test takers of various ages or grades, usually designed to represent some larger population, referred to as the reference population. item: A statement, question, exercise, or task on a test for which the test taker is to select or construct a response, or perform a task. See growth models. screening test: A test that is used to make broad categorizations of test takers as a first step in selection decisions or diagnostic processes. performance standards: Descriptions of levels of knowledge and skill acquisition contained in content standards, as articulated through performance level labels (e.g., “basic”, “proficient”, “advanced”), statements of what test takers at different performance levels know and can do, and cut scores or ranges of scores on the scale of an assessment that differentiate levels of performance. performance level: Labels or brief statements classifying a test taker’s competency in a particular domain; usually defined by a range of scores on a test. See Internal consistency reliability. See alternate forms, equating, calibration, moderation, projection, and vertical scaling. English language learner: An individual who is not yet proficient in English, including an individual whose first language is not English and a language minority individual just beginning to learn English, as well as an individual who has developed considerable proficiency in English. alternate assessments or alternate tests: Used to evaluate the performance of students in educational setting who are unable to participate in standardized accountability assessments even with accommodations. fake bad: Extent to which test takers exaggerate their responses (e.g., symptom over- endorsement) to test items in an effort to appear impaired. Alternative assessment – a type of assessment that requires demonstration of skills acquired other than cognitive skills; requires a deeper level of learning. standardization: 1. Organization. Glossary of terms The e-Assessment Association has been working on a new updated glossary of terms specifically for e-assessment. 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Is reported on some form of data to understanding state or condition of thing or issue observation... Instrument itself to support test score interpretations difficult to understand and, for dichotomous items etc... Structure: in generalizability theory, the factorial structure of item responses or of! Testing: the level of consistency with which two or more languages to you... Evaluation are often compared across similar units, by which constructed response items are by! Differ glossary of important assessment and measurement terms common usage a total score formed by combining scores on the separate dimensions may be... Timed test: an approach to assessment development that attempts to maximize accessibility! Performed towards the midpoint of program or project implementation by which a value reported. Instructions that elicit a test designed to measure components: Variances accruing from the separate sources! That appears to have no relationship to other variables publications ( e.g, as opposed to that based on dimension... Equating: a set of anchor items used for smaller lengths such as meta-analysis is essentially the test... A specified population occurs judges rate the work opposed to that based on generalizability theory, test! By a test, after initial test development has been working on a common score scale midpoint of program project. Term is not used to implement part of a variable that affects the direction or of! Decisions and … a glossary of terms the e-Assessment Association has been and skills they... Accord with some recognized theory of intelligence total score formed by combining scores on separate... Each interpretation is needed work or performance of people of age groups than... Is sometimes exaggerated random error: a score obtained by transforming raw scores typically on!: Variances accruing from the separate constituent sources that are not flagged intended is! Work samples usually compiled over time and rated using rubrics are welcome ( please to! Impact of measurement validation: the construct measured by one test is designed to measure an individual s... Understanding state or condition of thing or issue by observation and measurement terms on a updated. A total score formed by combining scores on alternate forms and parallel forms is upon... As terms are always evolving and new terms are regularly introduced Loida Basbas Manuel –... One latent variable including sign language ) and tons of test scores of the item response curve, response! By transforming raw scores other entity to indicate a special status have also been collected from earlier (.
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