CH 2 Flashcards
Authentic assessment
A performance-based assessment technique that involves the application of knowledge to real-life activities, real-world settings, or a simulation of such a setting using real-life, real-world activities
Basal
The level of mastery of a task below which the student would correctly answer all items on a test.
Ceiling
During testing, the ceiling is the point at which the student has made a predetermined number of errors (as per the manual), and therefore, all other items stop being administered because it is assumed that the student will continue to get the answers wrong.
Content-referenced tests
Tests that are concerned with the mastery of specific, defined skills; the student’s performance on the test indicates whether he or she has mastered those skills.
Criterion
The standard by which criterion-referenced tests are scored. The criterion represents an acceptable level of mastery.
Criterion-referenced tests
Tests that are scored according to a standard, or criterion, that the teacher, school, or test publisher decides represents an acceptable level of mastery.
Curriculum-based assessment
Assessment that is related to both IEP goals and the curriculum. A type of direct evaluation. “Tests” of performance in this case come directly from the curriculum. It is measurement that uses direct observation and recording of a student’s performance in the curriculum as a basis for gathering information to make instructional decision.
Curriculum-based measurement
Curriculum-Based Measurement (CBM) uses repeated measures from the student’s curriculum to evaluate the effectiveness of instruction and instructional changes to lead to more effective teaching methods and improved student achievement. It is an assessment method that involves timing tasks and then charting performance.
Dynamic assessment
An assessment focused on student learning and performance over time, and comparisons are made between a student’s current and past performance. Additionally, dynamic assessment is concerned with learning what a student is able to do when provided supports in the form of prompts, cues, or physical supports, some of which naturally exist in the environment.
Ecological assessment
Involves directly observing and assessing the child in the many environments in which he or she routinely operates.
Formal assessment
Assessment measures that assume a single set of expectations for all students and come with prescribed criteria for scoring and interpretation. Formal assessments are formal ways of finding out how much a student has learnt or improved during the instructional period.
Informal reading inventories
Commercial and teacher-made instruments for diagnosing reading difficulties, assessing a student’s progress, and planning interventions for a student.
Informal assessment
Assessments that can judge and evaluate students’ performance and skill levels without making use of standardized tests and scoring patterns. There are no standardized tools to measure or evaluate the performances in these assessment tools.
learning styles assessment
the way material is presented
Limitations of testing
Traditional tests’ lack of useful information about the needs and abilities of an individual.
Norm group
A large number of children who are representative of all the children in that age group.
Norm-referenced tests (NRTs)
Refers to standardized tests that are designed to compare and rank test takers in relation to one another. These tests are not interpreted according to an absolute standard or criterion (e.g., 8 out of 10 correct) but, rather, according to how the student’s performance compares with that of a particular group of individuals.
Outcome-based assessment
Involves considering, teaching, and evaluating the skills that are important in real-life situations
Portfolio
A purposeful collection of student works that exhibits the student’s efforts, progress, and achievement in one or more areas.
Portfolio assessment
The process of collecting a student’s work to examine efforts, progress, and achievement in one or more areas.
showcase portfolio
A type of portfolio that houses only the student’s best work and generally does not include works in progress. The student manages the portfolio and decides what to place in it.
Standardization
Refers to structuring test materials, administration procedures, scoring methods, and techniques for interpreting results.
Standardized tests
Tests with detailed procedures for administration, timing, scoring, and interpretation procedures that must be followed precisely to obtain valid and reliable results.
Standards-reference test
Tests that measure whether students meet standards of what they should know and be able to do in different subjects at various grade levels.
Task analysis
A process by which a task is broken down into its component parts. It involves breaking down a particular task into the basic sequential steps, component parts, or skills necessary to accomplish the task.
Teacher portfolio
A type of portfolio that houses student test papers and work samples maintained by the teacher. It contains work not selected by the student for inclusion in the showcase portfolio.
Mental Measurements Yearbook
The Mental Measurements Yearbook (MMY) includes timely, consumer-oriented test reviews, providing evaluative information to promote and encourage informed test selection. Typical MMY test entries include descriptive information, one or two professional reviews, and reviewer references.
working portfolio
A type of portfolio where the teacher, student, and parents all contribute to its content. Both works in progress and final product pieces are included.
