EDU 450 Vocabulary Flashcards
Validity
Whether the test is measuring what it is intended to measure
Formative Assessment
Brief, administered frequently; intended to assess the effectiveness of instruction on an ongoing basis, and to inform day-to-day instructional decision making.
Interim Assessment
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.
Summative Assessment
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.
Objective Test
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.
Norm-Referenced Test (NRT)
Standardized tests that enable us to compare the performance of students to a norm group; measure broad educational goals; lengthy
Criterion-Referenced Test (CRT)
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.
Curriculum-Based Measurement (CBM)
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.
High Stakes Testing (HST)
The use of summative test or assessment to make decisions that are of prominent educational, financial, or social impact.
No Child Left Behind Act (NCLB)
Law from 2002-2015 for K-12; Held schools accountable for how kids learned and achieved; penalized schools that didn’t show improvement.
Common Core State Standards (CCSS)
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.
Race to the Top (RTT)
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.
Performance Standards
Appropriate levels of performance for each standard that would indicate the objective, or standard, was met; intended to raise expectations enough to raise achievement.
Computer-Adaptive Testing
Test that adjusts item difficulty levels based on student responses to previous items; if they miss an item, goes lower, if correct, goes higher.
Value-Add Models (VAM)
Adds students’ achievement test scores into teacher evaluation.
Response to Intervention (RTI)
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.
Tier I (Primary Prevention)
Implemented in the regular classroom and involves screening and high-quality instruction in the regular education curriculum for all students.
Tier II (Secondary Prevention)
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.
Tier III (Tertiary Prevention)
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.
Sea Change
Significant, systemwide changes that have the potential to undo practices or policies that may have been in place for years, decades, or generations.
Universal Screening
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.
Progress Monitoring
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.
Individuals with Disabilities Education Improvement Act (IDEIA)
United States law that mandates equity, accountability, and excellence in education for children with disabilities.
Individual Educational Plan (IEP)
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.
Instructional Decisions
A systematic process of using student achievement and other data to make decisions to meet the need of students in groups and individually.
Diagnostic Decisions
Decisions made about a students strengths and weaknesses, knowledge, and skills prior to instruction and the reasons for them.
Instructional Objectives
A clear and concise statement of the skill or skills students will be expected to perform after a unit of instruction.
Criterion Level
Specifies how many items a student must get correct to have attained and mastered an objective.
Affective Domain
Describes objectives that reflect underlying emotions, feelings, or values rather than cognitive or thought complexity.
Psychomotor Domain
Includes virtually all behaviors such as speaking, writing, eating, jumping, throwing, catching, running, walking, driving,, etc.
Reflex Movements
Involuntary movements that are either evident at birth or develop with maturation.
Basic Fundamental Movements
Inherent in ore complex, or skilled motor movements.
Perceptual Abilities
Refer to all the abilities of an individual that send input to the brain for interpretation, which in turn affects motor movements.
Physical Abilities
Characteristics of an individual’s physical self which enable smooth and efficient movement.
Skilled Movements
Result in efficiency in carrying out a complex movement or task.
Nondiscursive Communication
A form of communication through movement.
