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Academic Assessment - SPECED 449 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

What information could you gather from a record review?

A
  • History of schools attended
  • Retentions/promotions
  • Attendance
  • Report cards/narrative reports
  • Disciplinary records
  • Remedial instruction reports (Tier 2/Tier3)
  • Group achievement tests (state tests)
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2
Q

What are hints for a successful interview?

A
  • Pick a convenient time and location
  • Questions should be individualized
  • Prepare questions in advance
  • Start with broad-based questions and move to specific probing questions
  • Use a friendly, non-judgmental tone
  • Use open-ended questions
  • Allow sufficient time to respond
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3
Q

What is a CBA?

A

“Curriculum-Based Assessment”

  • Paolucchi - Whitcomb; Gickling; Blankenship; Idol-Maestas
  • Models of assessment that emphasize a direct relationship to the student’s curriculum
  • Teacher made and scored
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4
Q

What is a CBM?

A

“Curriculum-Based Measurement”

  • Deno (1985) and colleagues
  • Uses repeated measures from the student’s curriculum to evaluate the effectiveness of instruction
  • Teacher made and scored following standardized guidelines
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5
Q

Interpret the readability level of a passage (grade level/month)

A
  • First # = grade level
  • Second # = section of the year (Beginning, Middle, End OR Fall, Winter, Spring)
    Ex: 2.3 = 2nd Grade, end of year
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6
Q

How do you score oral reading fluency (ORF)? What is counted as correct?

A

Counted as Correct:

  • Hyphenated words—count as 2 IF both parts can stand alone
  • Numerals count if read correctly in context
  • Self-correction within 3 seconds
  • Articulation and dialect differences
  • Abbreviations when pronounced correctly
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7
Q

How do you score oral reading fluency (ORF)? What is NOT counted as correct?

A

NOT Counted as Correct:

  • No response for 3 seconds
  • Mispronounced words for the context of the sentence
  • Omitted words
  • Words out of order
  • Repeated words are NOT incorrect BUT ignored
  • Inserted words are NOT incorrect BUT ignored
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8
Q

How do you calculate the score for oral reading fluency (ORF)?

A

Calculating the Score:

  • Student reads for one minute
  • # of words read - # of errors = WRC
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9
Q

How do you develop a Cloze and Maze procedure?

A
  • 250-300 word passage (100-200 for grades 1 & 2)
  • Beginning with second sentence, delete every fifth word
  • Keep blanks uniform in length
  • For a Maze procedure, give options for each space
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10
Q

What are the scoring criteria for Cloze procedure?

A

Cloze:

  • Independent = 57-100%
  • Instructional = 44-56%
  • Frustration = less than 43%
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11
Q

What are the scoring criteria for Maze procedure?

A

Maze:

  • Independent = 85-100%
  • Instructional = 50-84%
  • Frustration = less than 49%
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12
Q

How do you score a story retell? What is counted as correct?

A

Counted as Correct

  • Retell words
  • Contractions = one word
  • Minor repetitions
  • Minor redundancies
  • Minor irrelevancies
  • Minor inaccuracies
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13
Q

How do you score a story retell? What is NOT counted as correct?

A

Not Counted/Errors

  • Exclamations
  • Songs or recitations
  • Rote repetitions of words or phrases
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14
Q

How do you interpret a students results for a story retell?

A

Interpreting Results

  • Explicit, Implicit, and Critical Comprehension Skills
  • General guidelines
  • Independent Level = 90% or higher
  • Instructional Level = 75% - 89%
  • Frustration Level = 75% or lower
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15
Q

How do you score letter naming fluency? What is counted as correct?

A

Count as Correct:

  • Self-correction within 3 seconds
  • Similar shaped font
  • Articulation and dialect differences
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16
Q

How do you score letter naming fluency? What is NOT counted as correct?

A

Not Counted/Errors

  • No response for 3 seconds
  • Incorrect letter
  • Omissions
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17
Q

Given the table with growth rates, calculate expected progress.

A

Total # of Weeks (Growth Rate) + Baseline = Expected Progress

18
Q

Explain each of the following assessment procedures for written expression: ERROR ANALYSIS

A
  • Student writes a sample passage
  • Teacher analyzes and records the pattern of errors
  • Determine frequency of errors
  • Do not count the same error twice (misspelling, comma omission)
  • Ex: excludes periods at the end of 5 sentences
    1 error, 5 times
19
Q

Explain each of the following assessment procedures for written expression: PORTFOLIO

A
  • Prewriting activities
  • Representative writing samples
  • Illustrations/diagrams
  • Log of writing ideas/vocabulary
  • Writing conference notes
  • Student selected best performance
  • Self-evaluation and teacher checklists
20
Q

Explain each of the following assessment procedures for written expression: CBM

A

Establish baseline

  • Story starter
  • One minute brainstorm
  • Three minutes to write

Repeat procedure from Baseline to monitor progress

Scoring

  • TWW: total words written (spelling does NOT count)
  • CWPM/WSC: correct words per minute/words spelled correctly
  • CWS: correct writing sequences (space before and after sentence)
  • Ex: the college student ate dinner at the scranton Commons.

TWW: 9
CWPM/WSC: 8
CWS: 5

21
Q

Explain each of the following assessment procedures for written expression: PERFORMANCE-BASED

A
  • Clarify what performance will be evaluated
  • Prepare performance activity
  • Develop criteria
  • Devise a system for scoring and recording the assessment results
  • Ex: rubric
22
Q

Explain the following scoring procedures for writing probes:

TWW (Total Words Written)

A

Count the total number of words written; spelling does NOT count

23
Q

Explain the following scoring procedures for writing probes: CWPM (Correctly Spelled Word)

A

Count the total number of words spelled correctly

24
Q

Explain the following scoring procedures for writing probes: CWS (Correct Writing Sequences)

A

Put a space before and after the sentence; carrot correct sequences between words ONLY if they are spelled correctly (spelling, capitalization, and punctuation count)

25
Q

Explain each of the following assessment procedures for spelling: CLOSE PROCEDURE

A
  • Write the missing spelling word in the blank
  • Teacher provides models and possibly the beginning letter(s)
  • No time limit
26
Q

Explain each of the following assessment procedures for spelling: CBM

A

(know the scoring procedures!)

  • Randomly select 15-20 words from grade level curriculum
  • Words are dictated at a pace of every 7-10 seconds
  • Dictation includes the word, a sentence or phrase, and the word
  • Scoring
    • Words correctly spelled
    • WPM
    • CLS: correct letter sequence; space before and after word (# of letters + 1 if all correct)
    • Example: litle = 5 CLS
27
Q

Explain each of the following assessment procedures for spelling: PHONEMIC AWARENESS SPELLING ASSESSMENT

A
  • Spell unknown words phonetically
  • Scored based on correct phonemes
  • Interpretation of scores reveals information about students ability to segment phonemes
28
Q

What are the key components of handwriting that are evaluated using error analysis?

A
  • Half of illegibility associated with the letters a, e, r, and t
  • Incorrect: Formation, Size, Reversals, Additions, Malformations
29
Q

What are the guidelines for constructing a rubric?

A

The rubric must include:

  • List the critical components of the skill/activity being assessed
  • General guideline: any component (spelling, grammar, inclusion of a set of number of facts, etc.) that affects the overall quality of the project should be included
  • Determine the criteria/an evaluation scale (typically 6 or fewer levels)
  • Write a description of expected performance for each level of the evaluation scale
30
Q

How do you develop and score a math probe?

A
  • Developing a math probe: select at least 4 items per skill area, sequence problems to allow for single skill and multiple skill practice, stop after one or two min.
  • Scoring a math probe: Digits are CORRECT if: no work is shown, the number is rotated or reversed, numbers are above the line (multiplication/division.) Digits are INCORRECT if: digits are wrong or problem is unfinished, remainder of zero, wrong place value, numbers marked above number’s column.
31
Q

What are the steps of an Error Analysis Interview?

A
  1. Plan to start small
  2. Explain the purpose of the interview
  3. Provide a problem to be solved
  4. Ask the student to solve the problem on paper while orally explaining the process
  5. If necessary, prompt “Why did you do that?”
  6. Do not comment on the problem or process
  7. Reinforce with smiles, nods, etc.
  8. If the response lacks detail, ask a leading question
  9. Continue until all problems are completed
  10. Summarize student’s strengths and weaknesses
32
Q

Explain the use of task analysis in mathematics.

A
  • Used to determine a hierarchical sequence of skills
  • May be broken down into categories (prerequisite skills, computation skills…)
  • Checklists can be developed to coordinate with the discrete steps
33
Q

Identify observable and measurable behaviors.

A
  • Sleeping = NOT a behavior
  • Writing an answer = BEHAVIOR
  • Intelligence = NOT a behavior
  • Talking = BEHAVIOR
  • On task = NOT a behavior
34
Q

Identify the antecedent, behavior, and consequence from a scenario.

A 
Antecedent = what happens before the behavior
Behavior = what the person does
Consequence = What happens as a result of the behavior
35
Q

Identify the primary components of an Ecological Assessment

A

Analysis of the student’s total learning environment
- Student’s interactions with others (different settings)
- Teacher interactions with student and others
- Methods of instruction
- Physical environment
Direct observations and questionnaires are used to gather data.

36
Q

Identify the primary components of a Functional Behavioral Assessment

A
  • Collect data using indirect and direct assessment
  • Generate hypothesis regarding the purpose/function of the behavior
  • Functional Behavioral Analysis (test the hypothesis)
37
Q

Differentiate among and interpret the following direct observation assessment methods: EVENT RECORDING

A
  • Count the number of times a behavior occurs
  • Must have a clear start and stop
  • Frequency
  • Rate
  • Hint: be aware of start and stop times
38
Q

Differentiate among and interpret the following direct observation assessment methods: PARTIAL INTERVAL RECORDING

A
  • Mark if behavior occurs at any time during the interval
  • Overestimates behavior
  • Use if you want to decrease a behavior
39
Q

Differentiate among and interpret the following direct observation assessment methods: WHOLE INTERVAL RECORDING

A
  • Mark only if behavior occurs the entire interval
  • Underestimates behavior
  • Use if you want to increase a behavior
40
Q

Differentiate among and interpret the following direct observation assessment methods: MOMENTARY TIME SAMPELING

A
  • A sample of a moment in time

- Type of interval recording

41
Q

BE PREPARED TO WRITE AN IEP GOAL FOR ONE OF THE AREAS LISTED ABOVE!!

A

Condition, learner, behavior, criteria

Academic Assessment - SPECED 449 (1 decks)

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