Bloom's Taxonomy ✔✔ authentic assessment ✔✔real world applications acheivment tests ✔✔have students learned the outcomes standards ✔✔trunk of tree - broad general terms, state made Benchmark ✔✔branches comes from district adn clarifies standards Objective ✔✔leaves on the branches written by teacher, assessed by teacher (the student should be able to...) for whole class Outcome ✔✔fruit on brances - actions, behaviors skills that sstudents demonstrate outside of classroom this is what is assessed with placement assessment. Student level Alternative assessment (supply response) ✔✔not paper pencil assessment- needs rubric, subjective, higher level of taxonomy content standards ✔✔what studends should know and be able to do after a set amount of time (grade etc) Diagnostic assessent ✔✔learning problems during learning summative assessment ✔✔after learning is done placement assessment ✔✔entry-behavior before learning performance assessment ✔✔assessment that utilizes a student-created product as a demonstration of knowledge Absolute grading ✔✔criterion reference MY MY MY grading scale ABC etc Relative grading ✔✔norm referenced - based on others curve end of year assessments Accommadations ✔✔do not change anything about the test but how the test is administered (interpreter, different seating, pencil grips, large font, text to speech reader etc Modification ✔✔changes the content of test (fewer questions, simplified lang, extra time, Validity ✔✔structure of assessment Reliability ✔✔outside influences (illness, hunger, dirstractions, time of day etc procedural Traditional assessment (selected response) ✔✔needs key, high and lower thinking, true-false, matching, multiple choice, interpretatie exercies Selected response - low level ✔✔students select the correct response (True false, matching, multiple choice Supply response ✔✔students supply response, short anwer, essay