AFC flashcards
AFC · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Andragogy
- Knowles's model of adult learning holding that adults are self-directed, draw on accumulated experience, prefer problem-centered learning, and are internally motivated.
- Bloom's Taxonomy
- A hierarchical classification of cognitive objectives ordered as remembering, understanding, applying, analyzing, evaluating, and creating, used to design and align assessments.
- Formative Assessment
- Assessment conducted during instruction to diagnose understanding and adjust teaching, in contrast to summative assessment that judges achievement after instruction ends.
- Constructivism
- A learning theory holding that learners actively build knowledge by connecting new information to existing mental schemas rather than passively receiving it.
- Kirkpatrick Evaluation Levels
- A four-level training evaluation framework measuring reaction, learning, behavior change, and organizational results, in ascending order of complexity.
- Learning Objective Components
- A well-formed objective specifies an observable behavior, the conditions under which it occurs, and the criterion for acceptable performance.
- Gagné's Nine Events
- A sequence of instructional events from gaining attention and stating objectives through guiding practice, giving feedback, assessing, and enhancing retention.
- Scaffolding
- Temporary instructional support that is gradually withdrawn as a learner gains competence, allowing performance of tasks beyond independent ability.
- Item Difficulty Index
- The proportion of examinees answering an item correctly; values near 0.5 typically provide maximum discrimination among examinees.
- Item Discrimination
- A statistic reflecting how well an item separates high and low scorers, often computed as the correct-rate difference between top and bottom groups.
- Criterion-Referenced Test
- An assessment that interprets a score against an absolute performance standard rather than against the performance of other examinees.
- Norm-Referenced Test
- An assessment that interprets a score by comparing it with the distribution of scores from a defined reference group of examinees.
- Reliability
- The consistency or reproducibility of test scores across occasions, forms, or raters; it is necessary but not sufficient for validity.
- Validity
- The degree to which evidence and theory support the interpretations and uses of test scores for a particular purpose.
- Standard Error of Measurement
- An index of score uncertainty derived from reliability and standard deviation; smaller values indicate more precise individual score estimates.
- Cronbach's Alpha
- An estimate of internal consistency reflecting the average intercorrelation among test items; 0.70 or higher is commonly deemed acceptable.
- Test Equating
- A statistical procedure that adjusts scores on different test forms so a given scaled score reflects equivalent ability across forms.
- Distractor Analysis
- Examination of how often each incorrect option is chosen; a distractor attracting more high scorers than low scorers suggests an item flaw.
- Kolb's Learning Cycle
- A four-stage experiential model cycling through concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Reflection-in-Action
- Schön's concept of thinking critically while performing a task, allowing real-time adjustment, as distinct from reflection after the event.
- Deliberate Practice
- Effortful, repetitive practice on a defined task with immediate feedback and difficulty set just beyond current skill, driving expert performance.
- Community of Practice
- A group sharing a domain of interest, sustained interaction, and a repertoire of practice, within which newcomers learn through peripheral participation.
- Debriefing
- A structured post-experience review that examines what happened, why, and what should change, converting events into transferable learning.
- Competency-Based Assessment
- Judging learner proficiency against explicit observable standards rather than by time spent or self-reported confidence.
- Effective Feedback
- Information about performance that is specific, timely, focused on behavior rather than the person, and paired with a concrete next step.
- Preceptor Fading
- The gradual reduction of supervision and prompting as a learner demonstrates increasing competence and independence in authentic tasks.
- Informed Consent
- Authorization to proceed given after disclosure of risks, benefits, and alternatives, with comprehension, voluntariness, and decision-making capacity.
- Confidentiality Exceptions
- Defined circumstances permitting disclosure without consent, such as imminent serious harm, legal reporting mandates, or a valid authorized release.
- Conflict of Interest
- A situation in which a secondary interest, financial or personal, could improperly influence judgment regarding a primary professional obligation.
- Four Ethical Principles
- Autonomy, nonmaleficence, beneficence, and justice, the widely used framework for analyzing moral problems in health and professional ethics.
- Dual Relationship
- A situation where a professional holds a second role with a client; problematic when it compromises objectivity or exploits a power imbalance.
- Whistleblowing Criteria
- Disclosure of wrongdoing is most defensible when the act is serious, internal remedies have failed, and substantial harm is imminent.