Chapter 2: Methods of Assessments and Testing Considerations. Flashcards
Formal Vs. Informal assessments
Formal Assessments: assume a single set of expectations for all students
Informal: can judge and revaluate students performance and skill levels without making use of standardized tests and scoring patterns.
Norm-referenced tests
A. Allows us to compare a students skills to those in his age group.
B. By having all types of children on the test, we can see how each group performed.
Concerns with norm-referenced testing
They define success or failure purely on the basis of test scores.
Criterion referenced tests
Report how well students are doing relative to a predetermined level based on educational goals for the school
Standards referenced tests
A variation of the criterion referenced test. Content standards about the hat students should know and be able to do in different subjects in different grade levels.
Ecological assessment
Observing and assessing a child in the many environments in which he or she normally operates.
Curriculum based assessments
Assessment based on the curriculum that a child is mastering.
Curriculum based measurement
Timing tasks and then charting performance.
CBM vs. CBA, how are they alike and different.
They both use content that a child is learning right now. CBA is an ongoing assessment.
Portfolio assessments
Collection of work associated with the standards students are required to learn.
Authentic assessments
Students are asked to perform real world tasks that demonstrate essential knowledge and skills
Task analysis
Breaking down a task into the essential steps needed to accomplish the task
Outcome based assessments
Evaluating skills that are important in real life situations
