Intro To Reading 2

Front 1

Evaluation

Back 1

Process of using the results of tests, observations, work samples, and other devices to judge the effectiveness of a program. A program is evaluated in terms of its objectives. The ultimate purpose of evaluation is to improve the program

Front 2

Standards

Back 2

Statements of what students should know and be able to do

Front 3

Assessment

Back 3

Process of gathering data about an area learning through tests, observation, work samples, and other means

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Authentic assessment

Back 4

Involves using tasks that are typical of the kinds of reading or writing that students perform in school and out

Front 5

High-Stakes Test

Back 5

One whose results are used to make an important decision such as passing students, graduating students, or rating a school

Front 6

Reliability

Back 6

The degree to which a test yields consistent results. If students took a reliable test again, their scores would be approximately the same

Front 7

Validity

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The degree to which a test measures what it is supposed to mesasure, or the extent to which a test will provide information needed to make a decision. Validity should be considered in terms of the consequences of the test results and the use to which the results will be put

Front 8

Content Validity

Back 8

The Assessment device are representative of the subject or area being assessed

Front 9

Informal Reading Inventory IRI

Back 9

An assessment device in which a student reads a series of selections that gradually increas in difficulty. The teacher records errors and assesses comprehension in order to determine levels of materials that a student can read

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Independent Level

Back 10

Level at which a student can read without any assistance. Comprehension is 90% or higher, and word recognition is 99% or higher

Front 11

Instructional level

Back 11

The level at which a student needs a teacher's help. Comprehension is 75% or higher, and word recognition is 95% or higher

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Frustration Level

Back 12

The level at which reading material is so difficult that the student can't read it even with help. Frustration is reached when word recognition is 90% or lower or comprehension is 50% or lower

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Listening Capacity

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Highest level of reading material that students can understand with 75% comprehension when it is read to them

Front 14

Miscue

Back 14

An oral reading response that differs from the expected response.

Front 15

Miscue analysis

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Process of analyzing miscues in order to determine which cueing systems or combination of cueing systems the student is using: semantic, syntactic, and/or phonic

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Running Record

Back 16

An assessment device in which a student's oral reading errors are noted and classified in order to determine whether the material is on the appropriate level of difficulty and to see which reading strategies the student is using

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Norm-Referenced tests

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Those in which students' performance is compared with a norm group, which is a representative sampling of students

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Criterion-referenced test

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One in which the students' performance is compared to a criterion, or standard

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Raw Score

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The number of correct answers or points earned on a test

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Percentile rank

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Point on a scale of 1-99 that shows what percentage of students obtained an equal or lower score. A percentile tank of 75 means that 75% of those who took the test received an equal or lower score

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Grade Equivalent score

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The score the student should be at at the grade level accomplished

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Normal curve equivalent

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The ranking of a score on a scale of 1-99

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Stanine

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A point on a 9-point scale, with 5 being average

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Scaled score

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A continious ranking from 000-999 of scores from a series of norm-referenced tests, from the lowest to the highest-level test

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Benchmark

Back 25

A written description of task performance against which a student's achievement might be assessed

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Rubric

Back 26

A written description of the traits or characteristics of standards used to judge a process or product

Front 27

Functional Level testing

Back 27

Practice of assigning students to a test level on the basis of their reading ability rather than their grade level

Front 28

Retelling

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Process of summarizing or describing a story that one has read. The purpose of retelling is to assess comprehension

Front 29

Think-Aloud

Back 29

Procedures in which students are asked to describe the processes they are using as they engage in reading or another cognitive activity

Front 30

Anecdotal record

Back 30

Recording of the description of the significant incident of student behavior; interpretation of the observation comes later.