EDU 450 Vocabulary

Question 1

Validity

Answer 1

Whether the test is measuring what it is intended to measure

Question 2

Formative Assessment

Answer 2

Brief, administered frequently; intended to assess the effectiveness of instruction on an ongoing basis, and to inform day-to-day instructional decision making.

Question 3

Interim Assessment

Answer 3

Administered at more than one point during the school year at regular intervals (Fall, Winter, Spring); Intended to measure student growth or progress over time.

Question 4

Summative Assessment

Answer 4

Administered after some period of instruction is completed (end of unit); intended to provide a measure or gauge of students learning following the completion of a unit of instruction.

Question 5

Objective Test

Answer 5

Test that includes item response formats that can be scored consistently and objectively; include multiple choice, true false, and matching formats; measure only factual knowledge.

Question 6

Norm-Referenced Test (NRT)

Answer 6

Standardized tests that enable us to compare the performance of students to a norm group; measure broad educational goals; lengthy

Question 7

Criterion-Referenced Test (CRT)

Answer 7

may be standardized or teacher made; enable us to compare students to an absolute standard or criterion; determine what a student can and cannot do; shorter in length and narrower in focus.

Question 8

Curriculum-Based Measurement (CBM)

Answer 8

Brief, formative assessment designed to be sensitive to small changes in learning; suitable to monitor daily progress in reading, math, writing, and spelling; norm referenced and may include national, state, and/or local norms.

Question 9

High Stakes Testing (HST)

Answer 9

The use of summative test or assessment to make decisions that are of prominent educational, financial, or social impact.

Question 10

No Child Left Behind Act (NCLB)

Answer 10

Law from 2002-2015 for K-12; Held schools accountable for how kids learned and achieved; penalized schools that didn’t show improvement.

Question 11

Common Core State Standards (CCSS)

Answer 11

An educational initiative from 2010 that details what K-12 students throughout the US should know in English language arts and Mathematics at the conclusion of each school grade.

Question 12

Race to the Top (RTT)

Answer 12

Intended to support innovative 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.

Question 13

Performance Standards

Answer 13

Appropriate levels of performance for each standard that would indicate the objective, or standard, was met; intended to raise expectations enough to raise achievement.

Question 14

Computer-Adaptive Testing

Answer 14

Test that adjusts item difficulty levels based on student responses to previous items; if they miss an item, goes lower, if correct, goes higher.

Question 15

Value-Add Models (VAM)

Answer 15

Adds students’ achievement test scores into teacher evaluation.

Question 16

Response to Intervention (RTI)

Answer 16

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

Question 17

Tier I (Primary Prevention)

Answer 17

Implemented in the regular classroom and involves screening and high-quality instruction in the regular education curriculum for all students.

Question 18

Tier II (Secondary Prevention)

Answer 18

Students in need of additional instructional intervention move to the next tier; instruction may be provided in the regular classroom, a special education classroom, after school, or in another setting.

Question 19

Tier III (Tertiary Prevention)

Answer 19

Students who do not respond to the previous tier are referred to more intensive instruction and support; students receive more specialized services to address their challenges, typically coordinated or delivered by special education teacher and related professionals; may be referred for a comprehensive, multidisciplinary evaluation to determine their eligibility for special education services, as required by the IDEIA.

Question 20

Sea Change

Answer 20

Significant, systemwide changes that have the potential to undo practices or policies that may have been in place for years, decades, or generations.

Question 21

Universal Screening

Answer 21

Intended to identify those students in Tier 1 instruction who may not be sufficiently responsive to that instruction; standardized commercial or state-developed tests are used.

Question 22

Progress Monitoring

Answer 22

Required by the IDEIA that student responsiveness to Tier 2 and Tier 3 instruction be repeatedly monitored; typically means daily or weekly progress monitoring with brief, formative assessments administered and scored by teachers.

Question 23

Individuals with Disabilities Education Improvement Act (IDEIA)

Answer 23

United States law that mandates equity, accountability, and excellence in education for children with disabilities.

Question 24

Individual Educational Plan (IEP)

Answer 24

A plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.

Question 25

Instructional Decisions

Answer 25

A systematic process of using student achievement and other data to make decisions to meet the need of students in groups and individually.

Question 26

Diagnostic Decisions

Answer 26

Decisions made about a students strengths and weaknesses, knowledge, and skills prior to instruction and the reasons for them.

Question 27

Instructional Objectives

Answer 27

A clear and concise statement of the skill or skills students will be expected to perform after a unit of instruction.

Question 28

Criterion Level

Answer 28

Specifies how many items a student must get correct to have attained and mastered an objective.

Question 29

Affective Domain

Answer 29

Describes objectives that reflect underlying emotions, feelings, or values rather than cognitive or thought complexity.

Question 30

Psychomotor Domain

Answer 30

Includes virtually all behaviors such as speaking, writing, eating, jumping, throwing, catching, running, walking, driving,, etc.

Question 31

Reflex Movements

Answer 31

Involuntary movements that are either evident at birth or develop with maturation.

Question 32

Basic Fundamental Movements

Answer 32

Inherent in ore complex, or skilled motor movements.

Question 33

Perceptual Abilities

Answer 33

Refer to all the abilities of an individual that send input to the brain for interpretation, which in turn affects motor movements.

Question 34

Physical Abilities

Answer 34

Characteristics of an individual’s physical self which enable smooth and efficient movement.

Question 35

Skilled Movements

Answer 35

Result in efficiency in carrying out a complex movement or task.

Question 36

Nondiscursive Communication

Answer 36

A form of communication through movement.