Assessment and Instructional Decision-Making

Question 1

common assessment used to measure phonemic awareness; it is a set of procedures and measures for assessing the acquisition of literacy skills

Answer 1

dynamic indicators of basic early literacy skills (DIBELS)

Question 2

a phonics assessment that includes the recognition of letter sounds, specific phonics patterns, and the blending of single syllable and polysyllabic words out of context

Answer 2

Basic Phonics Skills Test III (BPST III)

Question 3

often used for fluency assessment; involves student reading aloud to the teacher and the teacher following along with the same text- the teacher then counts how many WCPM the student reads

Answer 3

running records

Question 4

what are the two main types of assessments in measuring reading skills?

Answer 4

code-based and meaning-based

Question 5

concepts about print, manipulating sounds in words, alphabet knowledge, and word recognition are all ____-____ skills

Answer 5

code-based

Question 6

concepts about the world (prior knowledge), vocabulary, comprehension, oral language are all ____-____ skills

Answer 6

meaning-based

Question 7

a self-report assessment that is consistent with incremental stages of word learning
includes 5 categories:
1) I don’t remember seeing this word
2) I have seen this word, but I do not know what it means
3) I have seen this word, and I think I know what it means
4) I know this word and what it means
5) I can use this word in a sentence

Answer 7

vocabulary knowledge scale (VKS)

Question 8

a common assessment to measure students’ comprehension- used after a student reads a passage or piece of text and involves the teacher asking specific questions about the text to determine the student’s reading comprehension

Answer 8

informal reading inventory (IRI)

Question 9

sometimes referred to as informal/ongoing- these types of assessments can produce qualitative data or quantitative data (some examples: observations, exit tickets, quizzes, running record, spelling tests).

Answer 9

formative assessments

Question 10

these types of assessments are formal, and outcome driven. These are used at the end of learning to measure objectives, skills, or outcomes. They typically produce quantitative data (some examples: mid-term/final, state assessments, chapter tests, research paper/presentation).

Answer 10

summative assessments

Question 11

achievement levels on most ____ standardized reading exams range from 1-5

Answer 11

state

Question 12

a pre-assessment providing instructors with information about students’ prior knowledge, preconceptions, and misconceptions before beginning a learning activity

Answer 12

diagnostic

Question 13

a range of formal and informal assessments or checks conducted by the teacher before, during, and after the learning process in order to modify instruction

Answer 13

formative

Question 14

an assessment that focuses on the outcomes. It is frequently used to measure the effectiveness of a program, lesson, or strategy

Answer 14

summative

Question 15

an assessment that measures students’ ability to apply the skills and knowledge learned from a unit or units of study. These assessments challenge students to use their higher-order, critical thinking skills to create a product or complete a process.

Answer 15

performance-based

Question 16

an assessment that measures student performance against a fixed set of predetermined criteria or learning standards

Answer 16

criterion-referenced

Question 17

an assessment or evaluation that yields an estimate of the position of the tested individual in a predefined population with respect to the trait being measured

Answer 17

norm-referenced

Question 18

an assessment used to place students in appropriate classrooms or grade level

Answer 18

universal screening

Question 19

the main reason you would evaluate any type of assessment data is to make ______ ______ in the classroom

Answer 19

instructional decisions

Question 20

the degree to which a test score can be interpreted and used for its intended purpose

Answer 20

validity

Question 21

the degree to which scores from a particular test are consistent from one use of the test to the next (not in terms of scores being the same, but rather consistency of testing conditions and variables)

Answer 21

reliability

Question 22

when educational tests, or the way results are interpreted and used, systematically disadvantages certain groups of students over others

Answer 22

test bias

Question 23

a way for teachers to assess students’ reading as it is happening- a 1-1 activity where a student reads from a piece of grade-level text, the teacher follows along, and as the student reads the teacher makes note of where the student miscues

Answer 23

a running record

Question 24

when the teacher and student discuss miscues (from a running record), possible reasons for the miscues, and solutions or strategies to reduce the number of miscues

Answer 24

miscue analysis

Question 25

an individually administered diagnostic assessment designed to evaluate students’ independent, instructional, and frustration reading levels. After reading each leveled passage, a student responds orally to follow-up questions assessing comprehension and recall.

Answer 25

Informal Reading Inventory (IRI)

Question 26

tasks such as essays, journal entries, story writing, letters, free writing, etc. - when using these it is important to measure language usage, organization, and mechanics.

Answer 26

informal writing tasks

Question 27

an evaluation tool or set of guidelines used to promote the consistent application of learning expectations, learning objectives, or learning standards in the classroom, or to measure their attainment against a consistent set of criteria

Answer 27

rubric

Question 28

the best assessment tool for a performance based assessment is…

Answer 28

a rubric

Question 29

these assessments measure students’ success relevant to the skills required of them once they’ve finished a unit or lesson. These assessments are realistic, relevant, innovative, and performance based

Answer 29

authentic assessments

Question 30

these assessments are collections of student work that align with skills and standards the student is required to master

Answer 30

portfolio assessments

Question 31

in these assessments, students show what they know by communicating by word of mouth. In these assessments, students will often answer questions about a story- they can also be used to measure fluency and are helpful when working with ELLs

Answer 31

oral assessments

Question 32

these assessments are considered authentic assessments because they give a comprehensive view of what a student knows about a particular topic

Answer 32

written assessments

Question 33

these assessments are used for progress monitoring (i.e., observations, quick checks, questioning techniques, journal entries) and are designed to see how students are developing their reading and writing skills

Answer 33

informal assessments

Question 34

these assessments are used to measure outcomes

Answer 34

formal assessments

Question 35

these assessments are usually done informally as the teacher uses formative assessment to observe students. The teacher walks around the room, uses flexible grouping, adjusts instruction, and helps students as instruction and activities are taking place.

Answer 35

group assessments

Question 36

these assessments are when teachers assess students using a 1-1 model. For example, a teacher may administer a running record with a student, or an IRI.

Answer 36

individual assessments

Question 37

an arrangement of books, both literary and informational, from easiest to hardest, defined by a set of characteristics. This system matches readers’ skills to the supports and challenges in the text.

Answer 37

leveled texts

Question 38

what are some ways to level texts?

Answer 38

grade level, guided reading level, lexile level, DRA level

Question 39

reflects the grade level at which a student is reading

Answer 39

grade level equivalent

Question 40

ranges from A to Z with A being the easiest

Answer 40

guided reading level

Question 41

links text complexity and readers’ abilities on a common metric known as the ____ scale.

Answer 41

Lexile

Question 42

identifies the independent reading level (95% accuracy) for students in grades K-8

Answer 42

developmental reading assessment (DRA)

Question 43

text attributes that can only be evaluated by a human reader

Answer 43

qualitative measures

Question 44

statistical measurements of text

Answer 44

quanitative measures

Question 45

reader variables (motivation, knoweldge, and experience) and task variables (purpose and complexity generated by the task)

Answer 45

reader and task

Question 46

reading level where a student easily reads through a paragraph, exercising prosody and automaticity (95% accuracy or higher)

Answer 46

independent reading level

Question 47

reading level where a student reads through a paragraph, exercising prosody and automaticity. The student makes ~6 errors but self corrects on most of the errors. (90% accuracy)

Answer 47

instructional reading level

Question 48

reading level where the student struggles with automaticity and frequently stops to sound out words (less than 90% accuracy)

Answer 48

frustration reading level

Question 49

T or F: words correct per minute (wcpm) is the only measure of student reading levels

Answer 49

False; teachers must also consider comprehension

Question 50

what level if:
grade level: K
guided reading: A-C
lexile: BR - beginning reader
DRA: A-1, 2-3, or 4

Answer 50

Emergent

Question 51

what level if:
grade level: 1-1.9
guided reading: D-G
lexile: 190L-530L
DRA: 4-12

Answer 51

Early

Question 52

what level if:
grade level: 7-12
guided reading: Y-Z+
lexile: 970L-1385L
DRA: 70-80

Answer 52

Proficient

Question 53

What are the leveling systems in order

Answer 53

emergent, early, transitional, fluent, proficient