Chapter 4- Assessment Flashcards
Forms of Assessment
Observation
Documentation of students’ talk
Interviews
Anecdotal Notes
Collection of students’ work over time
Traditional teacher made tests
Self-Assessment
Peer Assessment
Performance Tests
Reliability
The consistency of a measurement over time and repeated measurements
How to check for reliability:
If alternate forms of a test produce relatively the same scores, it is reliable
Validity
Does the assessment instrument measure what it is supposed to measure?
How to check for validity:
Compare test scores to separate observation OR compare students’ grades to their test score, similarity indicates validity.
Unbiased assessment
A test that does not unfairly favor a particular group.
Standardized test
Tests that have been constructed to be highly reliable and valid.
Norm-referenced test
An assessment that assesses students by comparing their performance to that of a norm group.
Students of the same age or grade-level
Criterion-referenced test
Assesses students by comparing their performance to a predetermined level of mastery
Florida standardized Tests
Advantage: diagnostic, placement, and remediation
Standard deviation
The more the data cakes vary from the mean, the greater the standard deviation, meaning that the data set has more spread.
Normal curve and standardized Tests
Pth percentile
A value at or below which P percent of the data fall.
Ex. 50th percentile is median at 50%
Quartiles
Values that divide an ordered data set into four portions
1st Q: 25%
2nd Q: 50% at or below
3rd: 75% at or below
Interquartile range: the difference between the first Q and third Q (IQR= Q3-Q1). Center 50% of the data.
Raw score
The total number of correct on an assessment
z-Score: is its distance in standard deviations from the mean of the scores in the assessment compute a z-score using,
(Raw score - mean) / (standard deviation)
Percentile rank
A derived score used to rank a students performance in relation to a specific group. Based on the percentage of scores in the comparison group that are the same or lower than it.
NOT the percentage of items answered correctly
Stanine
Scores that are derived from percentiles and compare test performance using nine intervals that are numbered in order from 1 to 9.
5th stanine: middle interval or 40th and 60th percentiles
1 to 3: below average
4 to 6: average
7 to 9: above average
Grade equivalent score
Used to describe a student’s performance in comparison to the performance of an average student at a specified grade level
Ranges from the beginning of kindergarten to the 9th month of 12th grade
Effect size
Expresses in standard deviations the difference between the increased or decreased achievement of an experimental group with that of a control group
Formative assessment
Before and during instruction
Screening, diagnostic, progress monitoring, and various informal classroom assessments
Summative assessment
After instruction had taken place at the end of an instructional unit, regular grading period, or school year.
Include outcome assessments and report cards
Screening assessments
Administered to all students
Given: at the beginning of the school year(BOY), midyear(MOY), of end of year (EOY)
Info for differentiating instruction, Measures core instruction, and the effectiveness of interventions
Diagnostic assessments
Administered to selected students for the purpose of identifying learning strengths and weaknesses with critical skills and concepts
Disgnostic reading assessment (DAR)- administered individually to assess a student’s relative strengths and weaknesses in nine key areas of reading
Progress monitoring assessments
Regularly administered assessments used to evaluate student’s academic progress for the purpose of making data based decisions regarding instruction and interventions
Weekly, biweekly, or monthly
Must be valid and reliable
Level of risk
Assessed based on the extent of discrepancy between the student’s actual level of performance and the performance of peers who are achieving benchmarks
Dynamic Indicators of basic early literacy skills (DIBELS) Oral Reading Fluency (ORF) tests for accuracy and Fluency in reading
Informal classroom assessments
Teacher observations, anecdotal records, classroom questioning, checklists, guided practice, student activities, portfolios and work samples, projects and products, teacher made quizzes and tests, and homework
Triangulate Data: corroborating results
Progress reports
Report students’ grades to date, usually at the mid-grade reporting period
Outcome assessments
Include the end of year statewide, standardized assessments; standardized norm-referenced tests; and end of grading period assessments.
Used to evaluate the effectiveness of the instructional program or to see whether school has made adequate yearly progress for NCLB
NAEP
“The nations report card”
A nationwide assessment of what students know and can do in various subject areas.
Report cards
Summative assessments that reflect a student’s academic performance relative to established learning criteria.
Must depict grade, conduct and student’s attendance
The Florida bureau of K-12 assessment
Oversees the statewide, standardized assessment program.
Measures students’ knowledge of skills in the state-mandated core curricular content as required by Florida Law
Statewide standardized assessment program
Consists of computer-based, criterion referenced assessments designed to assess the annual learning gains of Florida’s K-12 students toward achieving the next generation sunshine state standards (NGSSS)
Standardized end of course (EOC)
Test students in Algebra 1, geometry, biology 1, U.S. History, and Civics.
30% of the students final grade
IEPs or 504 Accommodations available
Scale score
From raw test score
Achievement level: 1-5
5: Mastery
4: above satisfactory
3: satisfactory
2: limited success
1: inadequate success
1 or 2: students must develop PMP
Progress monitoring plan (PMP)
Designed to assist the student in meeting state expectations for proficiency in reading and/or mathematics. Specified strategies for appropriate instruction and or interventions
Authentic assessment or performance assessment or process/product assessment
Incorporates real life Application tasks and enables the teacher to directly assess meaningful and complex educational performances.
Highly valid
Music, art, drama, and physical education
Instructionally embedded Assessment or teacher Observation
Systematic observational methods along with checklist, interviews, and questioning while students are engaged in learning activities.
Early childhood
Portfolio
A meaningful collection of student work.
Require students to reflect on examples of their work and provide documentation of what they can do.
Projects or products
Stories, essays, drawings, models, audio recordings, videos, PowerPoint presentations, and other mechanisms that allow students to demonstrate their acquisition of knowledge and skills.
Checklist
A list of skills or performances is an assessment tool that can be used by teachers or students to monitor their learning.
Conferences and interviews
Provide an opportunity for the teacher to discuss and question a student about what the student knows and is able to do
Journals and notebooks
Provide a wait for students to respond in writing to a prompt by the teacher in to reflect on their own learning
Student self-assessment
This assessment is performed by the student, they can assess Themselves in many ways, such as grading their own papers, group participation, and portfolio assessment
Peer assessment
Assessment by students of their classmates products or performances.
Lack validity
Promotes critical thinking and Evaluation level thinking skills
Traditional Assessment
A term used to describe a traditional teacher made test composed of true false, multiple-choice, matching, fill in the blank, or essay questions.
Can provide valuable information about students grasp of rules, facts, information, and concepts.
