Keywords - Chapter 10: Measuring Learning

Assessment – the process of measuring learner performance.

Diagnostic assessment – to find out what a learner already knows and needs to learn.

Evaluation – a process of measuring the effectiveness of programs, curricula, interventions and teachers.

Formative assessment – to provide a learner with feedback while they are learning.

Qualitative research – showing the details of educational relationships (for instance, in a case study involving an individual or a group) and using multiple perspectives.

Quantitative research – having enough people undertaking a piece of research to be able to prove the effect of an approach or intervention.

Research – building knowledge about educational programs and interventions in their broad social context, knowledge that can be transferred from one setting to another.

Selected response assessment – where the test-taker is provided with a limited number of answers from which to select, only one of which is correct.

Standards-based assessment – looking for student learning as measured in terms of general learning objectives: disciplinary performance and content understanding.

Summative assessment – an artefact that samples student knowledge at the end of a program of learning, to provide a retrospective view of what has been learned.

Supply response assessment – where the test-taker can provide an answer represented in their own words, images, etc.

Synergistic feedback – educational knowledge systems that give learners, teachers and communities rapid and useful feedback on learning and learning organisations.

Test reliability – whether a test consistently produces accurate results.

Test validity – whether a test is relevant to what students have learned.