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Chapter 10 Vocab search

Across
Statements of key tasks students are expected to perform or behaviors they are expected to demonstrate.
the point on a distribution at which there are equal numbers of scores above and below it
specify in detail which features comprise satisfactory performance and often feature point scales used to rate student performance.
represent average performances of many students in various age, grade, and demographic groups. They are used to compare the performance of students in schools to the performance of those in the norm group.
An array of scores from highest to lowest.
The most common measure of central tendency is the mean, or average.
individual scores assigned to specific sections, parts, or components of a larger assessment, test, or task. Rather than giving a single, overall score, part scores provide more detailed feedback by breaking down performance across different areas or skills being evaluated.
Good instructional objectives identify the behavior to be demonstrated, which is the observable learning outcome. They state the conditions under which the student will demonstrate the outcome.
is a measure of how stable test scores are. It refers to the results obtained from a test, not to the test itself.
Down
is a measure of how stable test scores are. It refers to the results obtained from a test, not to the test itself.
represents the breadth of performance by a group of students.
Tests that provide only a general performance score in each area
There is no score that occurs more than once, then there is no mode and the distribution is amodal.
specify in detail which features comprise satisfactory performance and often feature point scales used to rate student performance.
Consistency across different forms of the same test
samples the subject area or body of knowledge being tested
represents the most frequently occurring score.