Deck 6: Assessment and Evaluation of Student Learning

Question 1

When a student's performance is compared to the performance of other students, it is

A) summative evaluation.
B) norm referenced.
C) criterion referenced.
D) authentic.
E) assessment for learning.

Answer 1

norm referenced.

Question 2

Which of the following is best described as a class list with skills listed across the top of the sheet?

A) Anecdotal record sheet
B) Skill checklist
C) Rubric
D) Student log
E) Portfolio insert.

Answer 2

Skill checklist

Question 3

Which of the following is best described as a list of student names that has room for comments about student behaviour?

A) Anecdotal record sheet
B) Skill checklist
C) Rubric
D) Student log
E) Stars and a wish form

Answer 3

Anecdotal record sheet

Question 4

Which of the following is best described as a rating scale that lists multiple criteria related to a task or motor skill performance?

A) anecdotal record sheet
B) skill checklist
C) rubric
D) student log
E) Student goal-setting planner

Question 5

An effective assessment tool is

A) consistent and accurate.
B) valid, reliable, feasible, fair.
C) realistic, efficient, fair, valid.
D) reliable, valid, consistent, fair.
E) realistic and efficient.

Question 6

Authentic assessment

A) is less valid than more traditional forms of assessment.
B) primarily focuses on assessment of learning.
C) is primarily norm-referenced.
D) balances feasibility and reliability.
E) is regular and ongoing.

Question 7

Rubrics

A) are more valid and less reliable than skill checklists.
B) help measure multiple criteria in a complex environment.
C) are norm referenced.
D) are less valid and more reliable than skill checklists.
E) provide similar information to anecdotal recording sheets.

Question 8

Learning outcomes

A) provide the basis for national standards.
B) describe what a student is expected to know and do.
C) are consistent across provincial curriculum guides.
D) are the same across grade levels.
E) describe individual deficiencies in student achievement.

Question 9

Assessment as learning

A) is also called summative assessment.
B) describes what a student is expected to know and do.
C) is included in all provincial PE curriculum guides.
D) is also called authentic assessment.
E) assist students toward becoming self-sufficient learners.

Question 10

Norm-referenced evaluation

A) is the most common type of evaluation in physical education.
B) describes what a student is expected to know and do.
C) is recommended in all provincial PE curriculum guides.
D) is most appropriate for large-scale system analysis.
E) is more valid than criterion-referenced assessment.

Question 11

Assessment for learning

A) is also called summative assessment.
B) describes what a student is expected to know and do.
C) is included in all provincial PE curriculum guides.
D) is also called authentic assessment.
E) is also called formative assessment.

Question 12

Student self-assessment is

A) also called authentic assessment.
B) the major focus of assessment as learning.
C) required as part of the reporting process.
D) also called authentic assessment
E) always preferable to peer assessment.

Question 13

Student logs

A) help students document progress toward a goal over time.
B) are preferable to peer assessment.
C) often complement anecdotal recording sheets.
D) are particularly helpful in the assessment of personal and social learning outcomes.
E) incorporate the same information as a well-formulated rubric.

Question 14

Which of the following is NOT a feature of an effective rubric?

A) Memorable criteria.
B) Students are actively involved.
C) Features student accountability.
D) No more than three levels of achievement.
E) Clear criteria.

Question 15

Well-formulated rubrics

A) are more effective with five levels than four levels.
B) reduce subjectivity.
C) increase subjectivity.
D) are more effective with four levels than three levels.
E) are more effective than skill checklists.

Question 16

Assessing students performing skills during game play

A) is a form of assessment as learning.
B) is not necessary if the teacher has seen the skills during practice drills.
C) should always be done at the end of a lesson.
D) is an example of authentic assessment.
E) is most important at the beginning of a unit.

Question 17

Portfolios

A) are used frequently in physical education.
B) have replaced short quizzes as a form of assessment in PE.
C) increase validity of evaluation.
D) allow for active involvement of students in their own assessment.
E) increase reliability and decrease validity of evaluation.

Question 18

Using one test at the end of a unit

A) increases validity of the test for all students.
B) increases the consistency of scoring.
C) is the recommended procedure in order to standardize the result.
D) limits the authenticity of the result.
E) increases accuracy of the result for all students.

Question 19

A close connection between daily instructional tasks and assessment task

A) will increase the reliability of an assessment procedure.
B) is a feature of authentic assessment.
C) will decrease the reliability of an assessment procedure.
D) must be considered in the design of an effective rubric.
E) does not impact reliability of an assessment procedure.

Question 20

Differentiate between assessment for learning (formative) and assessment of learning (summative) in physical education. Give examples of each.

Question 21

Define assessment, evaluation, grading, and reporting. Discuss the relationship between these terms as they related to student learning in physical education.

Question 22

Define the term norm-referenced evaluation. Provide an example from physical education.

Question 23

Define the term criterion-referenced evaluation. Provide an example from physical education.

Question 24

Define the term rubric.

Question 25

Discuss the importance of involvement of students in the design of an assessment rubric for personal and social responsibility outcomes.

Question 26

Describe the information a teacher must typically provide in a written report of student progress in PE.

Question 27

Define validity as it is related to effective assessment and evaluation.

Question 28

Match the following terms with the appropriate examples:

-measures degree to which learning outcomes are achieved

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 29

Match the following terms with the appropriate examples:

-as close as possible to "real world"

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 30

Match the following terms with the appropriate examples:

-regular and ongoing

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 31

Match the following terms with the appropriate examples:

-uses a variety of assessment tools

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 32

Match the following terms with the appropriate examples:

-Canadian Test of Basic Skills

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 33

Match the following terms with the appropriate examples:

-interim report

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 34

Match the following terms with the appropriate examples:

-most skills checklists

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 35

Match the following terms with the appropriate examples:

-Canada Fitness Test

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 36

Match the following terms with the appropriate examples:

-focus on self-assessment

A) assessment as learning
B) authentic assessment
C) norm-referenced assessment
D) criterion-referenced assessment
E) assessment of learning
F) assessment for learning
G) grading

Question 37

Define the concept of portfolio assessment. Discuss the potential for use of portfolios in physical education. Challenges?

Question 38

The purpose of evaluation is to determine whether progress is being made toward objectives.

Question 39

Grading involves the assignment of a meaningful value to a level of achievement.

Question 40

A rubric is a rating scale that lists multiple criteria related to a task or motor skill performance.

Question 41

Reliability refers to the feasibility of a test.

Question 42

Grades communicate the performance of students to parents.

Question 43

Most standardized fitness tests are criterion referenced.

Question 44

Another name for assessment of learning is formative assessment.

Question 45

Written tests/quizzes are often administered to check the cognitive learning that has accompanied physical skill learning.

Question 46

The "two stars and a wish" strategy is an example of formative assessment

Question 47

Self-assessment is an important part of authentic assessment.

Question 48

A standardized fitness test is always criterion referenced.

Question 49

The primary purpose of formative assessment and evaluation is to provide meaningful feedback to students.

Question 50

Criterion-referenced evaluation uses the comparison of a student's performance to a similar reference group to judge achievement.

Question 51

Rubrics provide an important tool to increase consistency in assessment of student performance.

Question 52

Authentic assessment involves a close connection between daily instructional tasks and assessment tasks.