Chapter 1 Flashcards
Testing
A method to determine a student’s ability to complete certain tasks or demonstrate mastery of skill or knowledge of content.
Assessment
The process of gathering information to monitor progress and make educational decisions if necessary.
Response to Intervention (RTI)
The application of learning or behavioral interventions and measurement of students’ responses to such interventions.
Individuals with Disabilities Education Act
Passed in 1990. Known as PL 94-142. Federal law mandating education of all students with disabilities.
Elementary and Secondary Education Act (ESEA)
Law of 2001 that holds general education accountable for all students’ academic achievement.
Disproportionality
Condition that exists when students of a specific ethnic group are at risk for overidentification or are risk for underrepresentation in special education.
Overrepresntation
The percentage of students of a culturally different group is greater than the percentage of individuals of that group in the local education agency (LEA).
Prerefferal Intervention Strategies
Methods used by teachers and other team members to observe and modify student behaviors, the learning environment, and/or teaching methods before making a formal referral.
Early Intervening Strategies
Evidence based methods for addressing the needs of students at risk for learning or behavioral disabilities or students who have exited from such services.
Teacher Assistance Team
A team of various professionals who assist the teacher in designing interventions for students who are not making academic progress.
Overidentification
Identification of students who seem to be eligible for special education services but who actually are not disabled.
Problem-Solving Model
Strategies for intervention that 1. Identify the problem, 2. propose a hypothesis for intervention, and 3. measure the effectiveness of interventions in meeting students’ needs.
Ecological Assessment
Purpose: To determine classroom environmental influences or contributions to learning.
Who Administers: Teacher or intervention team member, such as special education teacher.
When: Anytime students appear to have learning or behavioral difficulties.
Norm-Referenced Tests
Purpose: To compare a specific student’s ability with that of same-age students in national sample.
Who Administers: Teacher (group tests); teachers, school psychologists, educational diagnosticians, other members of IEP team (individual tests).
When: When achievement or ability needs to be assessed for annual, triennial, or initial evaluations.
Standardized Tests
Purpose: Tests given with specific instructions and procedures- often are also norm referenced.
Who Administers: Teacher and/or members of intervention/IEP teams, such as school psychologists or educational diagnosticians.
When: When achievement or ability need to be assessed for annual, triennial, or initial evaluations.
Error Analysis
Purpose: To determine a pattern of errors or specific type of errors.
Who Administers: Teacher and other personnel working with student.
When: Can be used daily or on any type of assessment at any time.
Curriculum-Based Assessment
Purpose: To determine how student is performing using actual content of curriculum.
Who Administers: Teacher
When: To measure mastery of curriculum. EX: Chapter tests
Curriculum-Based Measurements
Purpose: To ensure progress of a specific skill against an aim line.
Who Administers: Teacher
When: Daily or several times each week.
Dynamic Assessment
Purpose: To determine if student has potential to learn a new skill.
Who Administers: Teacher and/or other members or intervention or IEP team.
When: Can be used daily, weekly, or as part of a formal evaluation.
Portfolio Assessment
Purpose: To evaluate progress over time in a specific area.
Who Administers: Teacher and/or members of intervention or IEP team.
When: Over a specific period of time or specific academic unit or chapters.
Criterion-Referenced Tests
Purpose: To assess a student’s progress in skill mastery against specific standards.
Who Administers: Teacher and/or members of intervention or IEP team.
When: To determine if student has mastered skill at end of unit or end of time period.
Criterion-Related Tests
Purpose: To assess student’s progress on items that are similar to objectives or standards.
Who Administers: Teacher and/or members of intervention or IEP team.
When: Same as criterion-referenced tests. To determine is student has mastered skill at end of unit or end of time period.
Checklists
Purpose: To determine student’s skill level or behavioral functioning.
Who Administers: Teacher and/or members of intervention or IEP team.
When: Curriculum placement determination or behavioral screening.
Criterion-Related Assessment
Use of an assessment instrument in which items are related to meeting objectives or passing skill mastery objectives.
