Digital Vocabulary

Question 1

standard test that compare the performance of students with a norm group

Answer 1

non-referenced test (NRTs)

Question 2

brief formative tests used in special education programs

Answer 2

curriculum-based measurements (CBMs)

Question 3

multiple choice, true- false, matching, typically only measure factual knowledge

Answer 3

objective tests

Question 4

Assessments that are given at the end of units, courses, or academic school years. They have a limited impact on day-to-day instructional decision making.

Answer 4

summative assessments

Question 5

Assessments that are given more than once a year, but no as often as formative assessments. They measure students growth over time and can be used as benchmark assessments to determine students at risk for poor performance.

Answer 5

interim assessments

Question 6

brief assessments given frequently to assess the instruction and to guide day-to-day instructional decision making

Answer 6

formative assessments

Question 7

test that use software to adjust item difficulty levels based on student responses to previous items

Answer 7

computer- adaptive tests

Question 8

systems that include student achievement test scores in teacher evaluation along with other factors

Answer 8

value-add models (VAM)

Question 9

raise expectations enough to raise achievement but not to raise expectations so high that students, teachers, and others fail to take them seriously because they are unattainable

Answer 9

performance standards

Question 10

intended to support innotative strategies that would lead to improved achievement for all subgroups of students and to increase the extent to which high school graduates are prepared for colleges and careers, as well as to support a variety of other educational outcomes

Answer 10

race to the top (RTT)

Question 11

a tiered system designed to integrate assessments, research-based instruction, and data-based decision making to improve educational outcomes for all students in both regular and special education classrooms

Answer 11

RTI

Question 12

typically completed two or three times per year beginning early in the fall term

Answer 12

universal screening

Question 13

the IDEIA requires that students responsiveness to Tier 2 or Tier 3 instruction

Answer 13

progress monitoring

Question 14

the nuts and bolts types of decisions made by all classroom teachers (most frequently made decisions in education)

Answer 14

instructional decisions

Question 15

decisions made about a students strengths and weaknesses and the reason or reasons for them

Answer 15

diagnostic decisions

Question 16

decisions that involve test data in part for accepting or rejecting applicants for admission into a group, program, or institution

Answer 16

selection decisions

Question 17

Decisions that are made after an individual has been accepted into a program. They involve determining where in a program someone is best suited to begin work.

Answer 17

placement decisions

Question 18

decisions involving the use of data to help recommend programs of study that are likely to be appropriate for a student

Answer 18

counseling and guidance decisions

Question 19

decisions that are usually made at the school district level after an evaluation study comparing two or more programs has been completed

Answer 19

program or curriculum decisions

Question 20

these decisions tend to be strongly influenced by measurement data and may be made at the school, district, state, or national level

Answer 20

administrative policy decisions

Question 21

indicates how a students performance compares to an established standard or criterion thought to indicate mastery of a skill

Answer 21

criterion-referenced test (CRT)

Question 22

objectives written at this level require the student to produce something unique or original

Answer 22

synthesis level

Question 23

objectives written at the level require the student to form judgements about the value or worth of methods, ideas, people, or products that have a specific purpose

Answer 23

evaluation level

Question 24

these assessments can:

• assess processes, products, or both
• be embedded in lessons
• assess affective and social skills including habits of mind

Answer 24

performance-based assessments

Question 25

• used to tell a story of a learner’s growth over time in a given subject area
• “show off” a student’s best writing, artwork, science projects, etc.
• a means to communicate with parents and other teachers about the level of achievement a learner has reached
• do NOT replace other forms of tests (used in conjunction)
• can motivate students to higher level of effort

Answer 25

portfolios

Question 26

numbers such as percentage, numerals, fractions, and decimals used to describe or summarize a larger body of numbers

Answer 26

descriptive statistics

Question 27

results from an asymmetrical distribution and the majority of scores fall below the middle of the score distribution *many low scores but few high scores

Answer 27

positively skewed distribution

Question 28

results from an symmetrical score distribution and the majority of scores fall above the middle of the score distribution *many high scores but few low scores

Answer 28

negatively skewed distribution

Question 29

term used to describe how spread out or dispersed scores are within a distribution

Answer 29

variability

Question 30

When a test is being developed to measure something not previously measured,or not measured well, and no criterion exists for anchoring the test. What type of validity evidence must be obtained?

Answer 30

construct validity evidence

Question 31

Refers to how well the test predicts some future behavior of the emainees.

Answer 31

Predictive validity

Question 32

A tes has ____ ____ if we can demonstrate that is measures what it says it measures.

Answer 32

validity evidence

Question 33

Refers to the stability of a test score over repeated administrations

Answer 33

Reliability

Question 34

No test is perfectly ___, and therefore no test is perfectly ___. All test are subject to ___.

Answer 34

1. Reliable
2. Accurate
3. Error

Question 35

Any factor that leads an individual to perform better or worse on a test than the individual’s true level of performance.

Answer 35

Error

Question 36

Carefully constructed by specialists and may be achievement, aptitude, interest, or personality test

Answer 36

Standardized test

Question 37

Recommended for interpreting standardized test results to the public

Answer 37

Percentiles

Question 38

A type of achievement test that is most frequently used today

Answer 38

Survey Battery

Question 39

Tests that are mainly used in secondary grades

Answer 39

Single-Subject Achievement Tests

Question 40

Tests that are more flexible than objective test but suffer from questionable validity and greater expense

Answer 40

Projective Tests