Center for Engaged Teaching and Learning

Stereotype threat refers to the risk of confirming negative stereotypes about an individual’s racial, ethnic, gender, or cultural group.

In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.

Source: https://www.edglossary.org/student-engagement/

The term student learning outcomes typically refers to the desired course outcomes that an instructor intends for students to achieve.

Educational programs, experiences, instructional approaches, and supports that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students.  Also called learning-centered teaching.

More at:  https://www.edglossary.org/student-centered-learning/

Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.

Synchronous learning is a general term used to describe forms of education, instruction, and learning that occur at the same time, but not in the same place.

Educational tests are considered biased if a test design, or the way results are interpreted and used, systematically disadvantages certain groups of students over others, such as students of color, students from lower-income backgrounds, students who are not proficient in the English language, or students who are not fluent in certain cultural customs and traditions.

Source: https://www.edglossary.org/test-bias/

Value-added measures, or growth measures, are used to estimate or quantify how much of a positive (or negative) effect individual teachers have on student learning during a course.