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49 Cards in this Set
- Front
- Back
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Screening |
What: which students are at risk for reading, math, and other disabilities Problem: initial stage that might discriminate one from general population |
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Progress Monitoring |
monitor progress toward individual goals impact of instruction and intervention over a short period of time |
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instructional planning |
what should the student be taught? how should the student be taught? what levels of attainment should be expected? |
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Resource Allocation |
used to see if a student needs more supports than are found in general education |
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knowledge target
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-can explain something like understanding of a concept -compare and contrast, identify specific detail, similarities and differences -may start with knows or understand -"knows fold dances from various cultures" |
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program evaluation |
decision about the degree to which a student’s curriculum, methods, and materials have resulted in the desired level (generally improvement) of performance |
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accountability |
decisionabout whether students are making the annual progress that is required by stateand federal law |
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assessment |
general process of gathering data to evaluate an examinee |
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testing |
thingor product that measures a particular behavior or set of objectives |
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Norm-referenced |
A standardized test designed, validated, and implemented to rank a students’ performance by comparing that performance to the performance of that student’s peers. |
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Criterion-referenced |
test that measures a person’s skills in terms of absolute levels of mastery |
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Formativeassessment |
ongoing feedback use by instructors to improve their teaching and by students to improve their learning ex: submit sentences then identify main point |
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Summativeassessment |
evaluate at the end of an instruction unit by comparing it to standard or benchmark ex: midterm exam, final project |
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RTI vs. IQ |
RTI catches needs for sped early on IQ catches when students are failing |
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Method Match Knowledge Target |
Written Response, Personal Communication |
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Method Match reasoning target |
written response, personal communication |
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Method Match skill target |
performance assessment |
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Method Match product target |
performance assessment |
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curriculum-based measurement (CBM) |
provides teachers with very quick info on student's progress in basic skills |
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subskill mastery measurement |
measurement of a subskill that is link to skill-based measure or general outcome measures |
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advantages of CBM |
monitors progress closer, more individualized |
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nominal |
name values on the scale (gender, phone number) |
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ordinal |
order things from better to worse, worst to better cannot be added together or averaged, magnitude is unknown ex: good, better, best |
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interval |
order things from better to worse but magnitude is known ex: measurement of time, length, weight |
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ratio |
have absolute and logical zero (temperature) |
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mean |
arithmeticaverages of scores (sum of scores divided by number of scores |
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median |
middle score when ordered from least to greatest, if there is an even amount of number take the two middle numbers and find the average |
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mode |
scoremost frequently obtained |
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range |
distance between the extremes of distribution; including the extremes, highest score subtract the lowest score plus 1 |
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variance |
numerical index describing the dispersion of a set of scores around the mean of the distribution. distance between each score and every other score in the set |
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correlation |
-relationshipsbetween variables, tells us the extent to which any two variables go together,changes in one variable are reflected by changes in the second variable -one variable does NOT cause another |
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3 reasons why we should use age/grade equivalents |
-Problems: child might not perform as their age; might have attacked the problems in a different way or demonstrated a different performance pattern -Age and grade scores are estimated for groups of children who are never tested -Average child does not exist |
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percentile rank |
Derived score that indicate the percentage of people whose scores are at or below a given raw score; percentiles are useful for both ordinal and equal-interval scales Ex: ifjason graduated 25th out of a class of 150 students, then 125students were ranked below Jason |
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formula to find percentile rank |
(score-mean)/standard deviation then use table to find what the standard deviation is and compare it to the percentile |
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norms |
-based on age, language -Groups of students to whom a person’s tested performance is compared and from which various descriptive statistics are calculated -what is the norm? |
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test-retest reliability |
index of stability over time |
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internal consistency |
extent to which we can generalize different test items |
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interscorer |
-anestimate of the degree of agreement between two or more scores on the same test - When our generalization about student performance on a domain are correctly generalized from performance on the test, the test is said to be reliable |
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standard error of measurement (SEM) |
-index of test error - the standard deviation or error around a person’s true score -1 is reliable -0 is totally unreliable |
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find obtained score |
Obtained Score = True Score + Error |
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true score |
score that a student would earn if the entire domain of items was assessed |
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confidence interval |
-Range of scores within which we havea set degree of confidence that the person's true score will befound - As reliability decreases, the range of scores within which we are confident increases (and vice versa). |
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reasoning target |
-specify thought processes students are to learn to apply effectively across a range of subjects
-fall among inference, analysis, comparison, classification, evaluation, synthesis |
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skill target |
-real time demonstration or physical performance -oral fluency, serving a volleyball, conversing in a second language |
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product target |
-activity teachers use to teach the target -create graph, create term paper |
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selected response |
-students select the correct or best reponse from the list provided -good knowledge and reasoning target |
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written response |
-construct an answer rather than choose an answer -strong knowledge and reasoning target |
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performance assessment |
-assessment based on observation and judgement -strong skill and product target |
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personal communication |
-gather information through personal communication -strong knowledge and reasoning target |
