Internal consistency reliability – A reliability estimate based on how highly parts of a test correlate with each other.
Inter-rater reliability – How well two or more rates agree when decisions are based on subjective judgments.
Interview protocol – A script and set of instructions for conducting interviews.
Learning outcome – A clear, concise statement that describe how students can demonstrate their mastery of a program goal.
Likert scale – A survey format that asks respondents to indicate their degree of agreement. Responses generally range from “strongly disagree” to “strongly agree”.
Mission – A holistic vision of the values and philosophy of a program, department, or institution.
Norming. See Calibration.
Norms/ norm group – Results that are used to interpret the relative performance of others, e.g., test results might be compared to norms based on samples of college freshmen or college graduates.
Norm-referenced interpretation – Interpreting results by asking how well each student compared to other students (e.g., Is each student above or below average compared to other students?).
Objective – An alternative name for a learning goal or outcome.
Open-ended question – A question that invites respondents to generate replies, rather than to pick a provided answer from among options.
Outcome – See Learning outcome
Parallel forms reliability – A reliability estimate based on correlating scores from two versions of the procedure.
Partially close-ended question – A question that provides an “other” option in addition to specified options. Respondents are invited to describe the “other” category.
Performances assessment – Students exhibit how well they have achieved an outcome by doing it, such as using a computer program.
Pilot study – An abbreviated study to test procedures before the full study is implemented.
Placement test – A test designed to identify where students should begin courses sequences, such as sequences in mathematics, composition, or foreign languages.
Portfolio – Compilations of students work. Students are often required to reflect on their achievement of learning outcomes and how the presented evidence supports their conclusions. See also Collective portfolio.