评估术语表
| 聚合数据 | 描述从多个测量组合而来的数据。 | 对齐 | 课程和预期结果之间的逻辑联系。 Example: Curriculum Mapping. |
| 选择评估 | An assessment that requires students to generate a response to a question rather than choose from a set. | 匿名 | 数据元素不能与单个应答者相关联。 |
| 工件 | The evidence of student learning (paper, project, test) that demonstrates the students’ abilities and is collected for the purposes of student learning outcomes. | 评估周期 | Used for continuous improvement, this seven-step cycle assumes that assessment is a cyclical process and not just practiced periodically. |
| 评估 | The systematic process of collecting, analyzing, sharing, and using information to improve student learning and development and the quality and efficiency of programs and services provided to students. | 评估测量 | Describes generally how the information/data will be collected, which may involve either 直接 or 间接 measurement and 定性 and/or 定量测量。 |
| 真实的评价 | Determining the level of student knowledge/skill in a particular area by evaluating
his/her ability to perform a “real world” task in the way professionals in the field
would perform it.
Example: Students create a business plan and are assessed based on the characteristics of an effective business plan. |
基准 | 用于比较目的的性能数据。 A program can use its own data as a baseline benchmark against which to compare future performance. It can also use data from another program or institution as a benchmark. |
| 布鲁姆的分类 | The original model developed by Benjamin Bloom that established six different levels of cognitive learning: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. | 课堂评估技术（CAT） | Classroom 评估 Techniques (CATs) are, typically, ungraded activities conducted in the classroom setting. Their purpose is to provide the instructor with feedback on whether or not students understand course material so that adjustments can be made before the end of the term. |
| 结束循环 | 使用评估结果进行改进和/或发展。 Basically following the assessment cycle. | 保密 | The person who conducts the assessment study is aware of who participated but does not disclose the information. |
| 标准参照评价 | 评估 instruments intended to measure student performance against a set of predetermined criteria or learning standards. | 评核文化 | An environment in which continuous improvement through assessment is expected and valued. |
| 课程地图 | A chart that shows where and how in the curriculum program outcomes are addressed, to ensure completeness and avoid excessive overlap. | 描述性统计 | Measures of central tendency (mean, median, mode) and dispersions (spread or variation from the central tendency); 目的是总结数据。 |
| 直接的措施 | 直接的措施 include student products or performances that demonstrate that specific learning is taking place. Examples: exams, course work, essays, oral performances (objective items would need to be assessed with a rubric). | 分类数据 | 描述基于某些特征分离的数据。 |
| 嵌入的评估 | A means of gathering information about student learning that is built into and a natural part of the teaching-learning process. | 形成性评价 | 评估 conducted during the program to provide feedback and used to shape, modify, or improve the course, event or program. |
| 目标 | Very broad statements that describe the skills, attitudes, and knowledge students should accomplish as a result of the program and/or what the program will accomplish. | 间接的措施 | 要求学生反思他们的学习，而不是展示。 (e.g. student perceptions of learning). 例如：调查、访谈、焦点小组。 |
| 推论统计 | Examines the relationships between variables within a sample, and then make generalizations or predictions about how those variables will relate within a larger population. (T-test, ANOVA, Chi-square test). | 制度的有效性 | 一个机构实现其使命和目标的程度。 |
| 仪器 | 一种工具，如调查问卷或标尺，用于系统地给变量赋值 （也就是度量、工具、方法）。 | 关键绩效指标/目标 | 对预期结果的具体测量。 |
| 纬度的研究 | 在单个时间点比较不同的人口群体。 | 学习成果 | Learning outcomes are specific statements of what students will be able to think, know, do, or feel because of a given educational experience. They more specifically define the goal and how they will be measured. A learning outcome consists of four components: Audience, Behavior, Condition, and Degree. |
| 纵向研究 | 从同一个人身上收集的数据。 | 混合的方法 | 使用定量和定性评估方法的程序。 |
| 使命宣言 | 确定我们努力的路径和目标的主要目的。 It describes who our program serves, the main functions or activities, and the primary intention of the program. | 需求评估 | The process of determining the things that are necessary or useful for a particular purpose. |
| Norm-Referenced评估 | The process of evaluating and ranking students’ knowledge, skills, and behaviors relative to that of their peers. | 结果 | 结果 are specifically what you want the end result of your efforts to be, the changes you want to occur. 结果就是你如何衡量目标。 |
| 人口 | Includes all members of a defined group that we are studying or collecting information on for data-driven decisions. （即全体学生）。 | 程序的结果
|
结果 focused on what the program should accomplish each year with students in terms of program quality, efficiency, and productivity (e.g. retention and graduation rates), but not in terms of actual student learning. A program outcome consists of five components: Specific, Measurable, Achievable, Relevant, and Time-Sensitive. |
| 定性的方法 | 依赖并评估描述而不是数值数据的方法。
定性数据的例子包括对开放式调查或访谈问题的回答； 对写作样本、作品集或正式演奏会的评估； 参与者观察; 人种学研究。 |
定量方法 | Methods that assess outcomes by collecting numeric data and analyzing the data using
statistical techniques.
定量数据的例子包括GPA、成绩、考试成绩； forced-choice survey responses; 人口统计信息; 标准化教学评估。 |
| 评定等级的校准 | Conducted to help ensure assessment rubrics are used consistently and similarly by various raters completing them. | 评定量表 | 一种基于描述性词汇或短语的等级，用以表示表现水平。 |
| 可靠性 | 评估工具产生稳定和一致结果的程度。 | 研究 | 通过检验假设来收集证据来指导理论的任何努力。 |
| 反应率 | A measurement of the amount of people who complete an assessment compared to the total number invited (sample or population). | 标题 | A set of criteria or a scale developed to evaluate students’ knowledge, skills, and/or behaviors. |
| 抽样 | A way to obtain information about a large group by examining a smaller, randomly chosen selection (the sample) of group members. | 饱和 | 饱和 is referred to in 定性 research when a researcher determines that more data will not provide any new information on the topic under study. |
| 标准 | 标准是所有学生期望达到或超过的成就水平。 | 统计数据 | A branch of mathematics dealing with the collection, analysis, interpretation, and presentation of masses of numerical data. |
| 学生参与 | 学生参与代表了大学质量的两个关键特征。 The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how the institution deploys its resources and organizes the curriculum and other learning opportunities to get students to participate in activities that decades of research studies show are linked to student learning. 由全国学生参与调查（NSSE）衡量。 | 总结性评估 | Conducted after the program/class, which provides the opportunity to make judgment on quality, worth, or compares to standards and can be incorporated into future plans. |
| 三角测量 | The collection of data via multiple methods in order to determine if the results show a consistent outcome. | 有效性 | Pertains to whether we are measuring the correct variable rather than accidentally measuring something else and whether we are reaching the appropriate conclusions based on our findings. |
| 增值 | Determining the impact or increase in learning that participating in higher education had on students during their programs of study. The focus can be on the individual student or a cohort of students. |