assessment midterm noah kevin

Question 1

VALIDITY

Answer 1

Does the test measure what it’s supposed to measure? Results satisfy objectives

Question 2

RELIABILITY

Answer 2

DEPENDABILITY
Will students obtain similar scores if given the test a second time?
Results are consistent

Question 3

DISPROPORTIONALITY

Answer 3

Condition that exists when students of a specific ethnic group are at risk for under-identification or over representation in special education.

Question 4

MEAN, MEDIAN, MODE

Answer 4

Mean- Average- all scores added together and divided by # of scores
Median- Middle- all the numbers in order from lowest to highest, and find the middle. if two are in the middle average them out
Mode- # that occurs the most

Question 5

Success Criteria

Answer 5

Gives evaluators a goal for the student to reach so they can see improvement in a certain area.

Question 6

CLOZE

Answer 6

Cloze sentences have blanks that students need to fill in with the correct answers.

Question 7

MAZE

Answer 7

measure of reading comprehension that requires the students to supply a missing word in the passage

Question 8

Response to Intervention (RTI)

Answer 8

Goal- prevent a child from lagging behind peers in academic and behavioral expectations (Universal)
3 core elements of RTI
1. Multiple tiers of effective intervention service delivery
2. Ongoing process monitoring
3. Data collection/assessment to inform decisions at each tier
*Progress monitoring and trend analysis is required

Question 9

RTI Tier 1

Answer 9

Universal, core instruction and classroom support (80-90% of students).
-All students
-Universal screening
-Preventative
-Proactive
Includes:
–Teaching strategies
–Behavior management
–Classroom management

Question 10

RTI Tier 2

Answer 10

Strategic/targeted, supplemental group instruction (appox. 15-25% of students).
● Some students(at-risk)
● Additional instruction & time
● Intensive & Intentional
● Small group interventions
● Progress monitoring
Includes:
-small group instruction
-additional instructional time.
-May be delivered by:
-teachers
-paraeducators
-specialists, etc.

Question 11

RTI Tier 3

Answer 11

Intensive individualized instruction (5-7% of students)
● Individual students or very small groups
● High intensity
● Frequent progress monitoring
Includes:
one-on-one instruction
small group instruction.
delivered by:
special education teachers
reading specialists

*If students continue to not show progress utilizing Tier III interventions,
the student is typically referred for special education services.

Question 12

The Individuals With Disabilities Education Act (IDEA 2004)

Answer 12

-Mandates education agencies ensure an appropriate assessment and
education for individuals with disabilities.

Question 13

IDEA and Due process

Answer 13

Due Process is the legal recourse when parents or schools disagree with evaluation or placement recommendations.

Question 14

Procedural safeguards

Answer 14

Informed of the procedures for obtaining initial evaluation
■ Receive prior notice before any actions related to the child are taken
■ Informed of their rights
■ How to obtain student records & who has access to records
■ Informed of the process to follow should they have complaints
○ Native language
-The Procedural Safeguards outline a parent’s and
student’s rights with regard to the special education
process
-Many SEAs (state education agencies) provide consent forms or parent’s rights booklets to ensure parents know their rights.
-Parents are to receive the procedural safeguards at least
once per year, but must receive them.

Question 15

Nondiscriminatory Assessment

Answer 15

● MULTIPLE MEASURES to obtain an accurate view of the child
● Tests administered by trained personnel
○ Evaluator must follow the standardization protocols.
○ If adaptations are required, the adaptations must be explained in
the written evaluation report.
● Tests must be psychometrically adequate
- reliable & valid
● Participation of several professionals
in the decision-making process

Question 16

Problem Solving Model

Answer 16

Each child who experiences difficulty is individually analyzed to determine what possible interventions might address their unique needs.
Problem Solving Model done by RTI committee

Question 17

Formative Assessments (Informs)

Answer 17

● Assesses quality of outcome
during the process, while
outcome is taking shape
● Given frequently throughout the
course to evaluate progress
● FEEDBACK must be given to be
effective

EXAMPLES:
● Homework
● Discussions & reflections
● Practice quizzes

Question 18

Summative (Sums it up) Assessments

Answer 18

● Assesses quality of outcomes at
the end of process when outcome
is in final stage
● Usually given at the end of
instruction to assess mastery of
learning objectives 
EXAMPLES:
● Unit exams
● Final presentations
● Creation of a product
● Portfolio

Question 19

Formal

Answer 19

standardized assessments like
the WISC, WIAT, and other
measures, too, like the state
tests. They are less influenced by
teacher instruction (as opposed
to CBMs which should shift as
students learn) & often occur at
the end of the teaching/year.

Question 20

Informal Assessment

Answer 20

Formative, are about checking for understanding
in an effective way in order to guide instruction. They are used during
instruction rather than at the end of a unit or course of study.
EXAMPLES
● Thumbs Up, Thumbs Down
● Rate your Understanding - 4, 3, 2,1
● Exit Ticket/Post It Note
● Use question stems
○ I know __________. I can do _________.
● Color Cards
○ Red, Green, Yellow

Question 21

RTI model shape

Answer 21

a fucking triangle
^
/_\

Question 22

Correlation

Answer 22

statistical description of how closely two variables are related
● Indicates strength and direction of a relationship between two events
● Range from 1.00 to -1.00
● ZERO correlation - EX: population of India & the winning % of the NY Mets
● Closer to 1.00 or -1.00, the stronger the relationship
● Help make predictions about events

Question 23

Positive Correlation

Answer 23

Relationship between two variables where the two increase or decrease TOGETHER

Question 24

Negative Correlation

Answer 24

Relationship between two variables in which a HIGH value in one is associated with a LOW value on the other.

Question 25

Task Analysis

Answer 25

Breaking down a task into the smallest steps necessary to complete the task
● Reflect the sub-skills that a student must complete before finishing a task

Question 26

Types of Assessment

Answer 26

Summative Assessment
• End-of -year assessment
• Aligned to content area state standards
Interim
Assessment

Interim Assessment
• 6-8 week assessment
• School and district level assessments
• Identify gaps in student learning
• Predicts student performance on state tests
• Data used at classroom level
• Drives district level decisions

Formative Assessment
• Daily assessment
• Linked to learning experience
• Assesses student
understanding and mastery of
skills
• Data used to modifying
instructioN