Assessment & Evaluation Methods Flashcards
7 cards from real GED practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Assessment & Evaluation Methods flashcards as text
In GED preparation, 'norm-referenced' scoring means a student's results are compared to:
Answer: The performance of a representative sample of test-takers
Norm-referenced assessments rank a student's performance relative to a norming group, showing how they compare to others.
Which of the following is an example of criterion-referenced assessment in a GED context?
Answer: Determining whether a student met the 145-point passing threshold on each GED subtest
Criterion-referenced assessment measures whether a student has met a defined standard or cut score, independent of how others performed.
A GED instructor gives students a short quiz at the start of a unit to find out what they already know. This is an example of:
Answer: Diagnostic assessment
Diagnostic assessments are given before instruction to identify students' prior knowledge and misconceptions so teaching can be tailored accordingly.
Which practice BEST ensures assessment fairness for GED students with documented learning disabilities?
Answer: Providing testing accommodations as specified in their documentation
Testing accommodations (e.g., extended time, large print) level the playing field without altering the construct being measured, ensuring valid and fair results.
A teacher uses a rubric where a single holistic judgment is made about an entire piece of student writing. What type of rubric is this?
Answer: Holistic rubric
A holistic rubric evaluates student work as a whole with one overall score rather than scoring individual criteria separately.
Which term describes the unintended consequences of high-stakes testing, such as teachers focusing only on tested content?
Answer: Teaching to the test / washback effect
The washback (or backwash) effect occurs when high-stakes assessments drive instructional decisions, often narrowing the curriculum to only what is tested.
When analyzing GED classroom assessment data, a teacher finds that 90% of students missed the same science question. The MOST appropriate conclusion is:
Answer: The question may be poorly written, or the concept needs to be retaught
When nearly all students miss the same item, it signals either an instructional gap or a flawed question that should be reviewed before drawing conclusions about student learning.