using 2 or more performances on an assessment or 2 or more different assessment to make a decision about a persons ability

comprehending language by first attending to larger elements such as paragragh, prag matics and then decomposing them into smaller unit until the entire passage has been processed

test items that require test taker to select rather than produce a response such as true false or multiple choice items

measures that are used to evaluate student academic achievement and to show that students have reached certain standards

planned objectives, features, methods and structure of a test

tests that presupppose certain standard objectives or performance levels

the extent to which inferences made from assessment resuts are apropriate and meaningful and useful in terms of the purpose of the assessment

the extent to which a test actually samples the subject matter about which conclusions are to be drawn

the extent to which a test-taker views the assessment as fair, relevant and useful for improving learning

the extent to which the results of a test are supported by other relatively recent performance beyond the test itself

a tests impact, including such considerations as its accuracy in measuring intended criteria its effects on preparation on test takes and the social consequences of the test interpretation and use

the effect of assessment on teaching and learning

an assessment that aims to measure or summarize what students have grapsed and typically occurs at the end of the course or unit of instruction