TN SET key terms

Assessment carried out during teaching to monitor learning and adjust instruction, typically low-stakes and feedback-focused. It contrasts with summative assessment, which judges achievement at the end of a unit.

Assessment administered at the end of a course or unit to certify achievement, assign grades, or compare performance against standards. Results are usually reported as marks, grades, or pass/fail decisions.

A hierarchical classification of cognitive objectives, ordered from remembering and understanding through applying, analysing, and evaluating to creating. Teachers use it to align learning objectives, activities, and assessment questions at appropriate levels.

A precise statement of what a learner should know or be able to do by the end of a unit or programme, expressed in observable and measurable terms. Outcomes guide content selection, teaching method, and assessment design.

The principle that intended learning outcomes, teaching and learning activities, and assessment tasks should all point to the same competencies. Misalignment, such as testing recall after teaching application, weakens validity of the course.

The degree to which an assessment measures what it is intended to measure, supporting the inferences drawn from scores. Evidence may come from content coverage, relation to other measures, or consequences of test use.

The consistency of assessment results across occasions, raters, or item sets. A reliable test yields similar scores for similar performance, though it may still fail to measure the intended construct.

A test interpreted by comparing a learner's performance to a defined standard or criterion rather than to other learners. It answers whether specific competencies have been mastered.

A test interpreted by comparing a learner's score with the distribution of scores in a reference group. Results are typically reported as percentiles or standard scores rather than mastery statements.

A scoring guide listing criteria and described levels of performance, used to judge complex work consistently. Analytic rubrics score criteria separately; holistic rubrics assign one overall judgement.

A statistic expressing the average distance of scores from the mean, indicating how spread out a distribution is. A small value means scores cluster near the mean; a large value means wide dispersion.

A symmetrical bell-shaped distribution in which most scores fall near the mean and fewer occur at the extremes. Many standardised tests approximate it, permitting use of percentile and standard-score interpretations.

The proportion of examinees answering an item correctly, ranging from 0 to 1. Very high or very low values reduce an item's power to discriminate among candidates.

A statistic showing how well an item separates high-achieving from low-achieving examinees. Values near zero suggest the item measures something unrelated to overall test performance.

Systematic inquiry conducted by a teacher or practitioner into their own practice to solve a local problem and improve instruction. It is cyclical, involving planning, acting, observing, and reflecting.

The habit of examining one's own teaching decisions and their effects, using evidence and feedback to refine future action. It may be done individually through journals or collectively through peer observation.

A structured arrangement in which a colleague observes a class and provides feedback for professional development rather than appraisal. Its value depends on trust, agreed focus areas, and follow-up discussion.

An instructional orientation placing learners' needs, prior knowledge, and active participation at the centre of planning. The teacher acts as facilitator, designing tasks that require students to construct understanding.

A theory holding that learners build knowledge by connecting new information to existing mental structures rather than receiving it passively. Teaching therefore emphasises exploration, questioning, and guided discovery.

Vygotsky's term for the gap between what a learner can do alone and what they can do with skilled assistance. Instruction targeted at this zone stretches competence without overwhelming the learner.

Temporary support, such as prompts, models, or structured steps, that enables a learner to complete a task beyond current independent ability. Support is gradually withdrawn as competence grows.

Planning that adapts content, process, product, or environment to varied readiness, interests, and learning profiles within one class. It aims to keep common goals while varying the route to them.

The principle that all learners, including those with disabilities or marginalised backgrounds, should learn in mainstream settings with appropriate support. It requires removing barriers in curriculum, pedagogy, and assessment.

A framework for planning instruction with multiple means of representation, engagement, and expression so that diverse learners can access content and demonstrate learning without after-the-fact accommodations.

An in-depth investigation of a single instance, such as a school, classroom, or learner, using multiple sources of evidence. Findings are rich in context but not statistically generalisable.

Using two or more independent sources, methods, or investigators to corroborate a finding. Convergence across them strengthens confidence; divergence reveals where further inquiry is needed.

A testable, falsifiable statement predicting a relationship between variables, derived from theory or prior observation. It is framed before data collection so that results can confirm or reject it.

A statement that no effect or no relationship exists between variables, adopted as the default for statistical testing. Researchers reject it only when data show an improbably large departure from it.

The probability threshold, conventionally 0.05 or 0.01, below which a result is judged statistically significant. It sets the acceptable risk of rejecting a true null hypothesis.

The process of selecting a subset of a population for study. Probability methods, such as random or stratified sampling, permit generalisation; non-probability methods, such as convenience sampling, do not.

A numerical index, often from split-half or internal consistency methods, expressing the consistency of test scores. Values approaching one indicate less measurement error in the scores.

A scaled-down practice session in which a trainee teaches a short lesson to a small group, often recorded, and receives focused feedback on specific skills. It isolates components of teaching for deliberate improvement.

A qualitative research approach studying a cultural group in its natural setting over an extended period, using observation and interviews. It aims at thick description of shared practices and meanings.

Skinner's learning principle whereby behaviour is shaped by consequences: reinforcement increases a behaviour while punishment or extinction decreases it. Teachers apply it through feedback, praise, and consistent routines.

Awareness and regulation of one's own thinking, including planning how to approach a task, monitoring comprehension, and evaluating outcomes. It is a strong predictor of self-directed learning.

Engagement in an activity for interest, enjoyment, or satisfaction rather than external reward. It tends to sustain effort longer than extrinsic incentives but depends on perceived autonomy and competence.

Sweller's account holding that working memory has limited capacity, so instruction should minimise extraneous processing and manage intrinsic complexity. Techniques include worked examples and removing redundant material.