Progress Monitoring Part #2 SPE 602 Stracione

Question 1

Expectations about what the child should know and be able to do in different subjects and grade levels; defines expected student skills and knowledge and what schools should teach.

Answer 1

content standards

Question 2

Requirement that schools provide full easily understood explanation that describe parent’s right to an independent educational evaluation, to examine records, to request mediation and due process.

Answer 2

procedural safeguards notice

Question 3

Things people do to convey or exchange information or express emotions without the use of words. These include eye gaze, facial expressions, body postures, and gestures.

Answer 3

nonverbal behaviors

Question 4

Score on norm-referenced tests that are based on the bell curve and its equal distribution of scores from the average of the distribution. This is especially useful because they allow for comparison between students and comparisons of one student over time.

Answer 4

standard score

Question 5

A test that determines whether an individual has successfully completed a unit of instruction or skill; a test that provides information about what an individual knows, not how his or her performance compares to the norm group.

Answer 5

mastery test

Question 6

The cutoff score on a criterion-referenced or mastery test; people who score at or above the cutoff score are considered to have learned the material.

Answer 6

mastery level

Question 7

A situation that occurs in testing when items systematically measure differently for different ethnic, gender, or age groups. Test developers reduce this by analyzing item data separately for each group, then identifying and discarding items that appear to be unfair.

Answer 7

bias

Question 8

The middle score in a distribution or set of ranked scores; the point (score) that divides a group into two equal parts; the 50th percentile. Half the scores are below and half are above it.

Answer 8

median

Question 9

These are social rules for using functional spoken language in a meaningful context or conversation.

Answer 9

pragmatics

Question 10

Describe changes in format, response, setting, timing, or scheduling that do not alter in any significant way what the test measures or the comparability of scores.

Answer 10

accommodations

Question 11

Used to determine which students may be at risk. Poor performance on this assessment identifies those students needing additional, in-depth assessment of strengths and weaknesses. The primary purpose is to identify children early who need additional instructional intervention.

Answer 11

screening assessment

Question 12

Collecting and analyzing data to focus on “what’s working and what needs to be improved”

Answer 12

formative assessment

Question 13

Seeks to make an overall judgment of progress at the end of a defined period of instruction. Often these assessments occur at the end of a school level, grade, or courses, or are administered at certain grades for purposes of state or local accountability.

Answer 13

summative assessment

Question 14

Adaptation of a facility or program that can be accomplished without undue administrative or financial burden.

Answer 14

reasonable accommodation

Question 15

An assessment that is based on the examiner observing an individual or group and indicating whether or not the assessed behavior is demonstrated.

Answer 15

checklist

Question 16

A test consisting of items selected and standardized so that the test predicts a person’s future performance on tasks not obviously similar to those in the test. These tests may or may not differ in content from achievement tests, but they do differ in purpose; they consist of items that predict future learning or performance; achievement tests consist of items that sample the adequacy of past learning.

Answer 16

aptitude tests

Question 17

This is the number of questions answered correctly on a test or subtest. For example, if a test has 59 items and the student gets 23 items correct, then this would be 23. These are converted to percentile ranks, standard scores, grade equivalent and age equivalent scores.

Answer 17

raw score

Question 18

Tests that measure aptitude (e.g., Stanford-Binet, the Wechsler scales)

Answer 18

intelligence tests

Question 19

The individual’s performance is compared to an objective or performance standard, not to the performance of other students. These tests determine if skills have been mastered; they do not compare a child’s performance to that of other children.

Answer 19

criterion-referenced tests

Question 20

This is used to scale a test.

Answer 20

normal distribution curve

Question 21

This is a bell-shaped curve with most scores in the middle and a small number of scores at the low and high ends.

Answer 21

normal distribution curve

Question 22

Requirement that the parent be fully informed of all information that relates to any action that school wants to take about the child, that parent understands that this is voluntary and may be revoked at any time.

Answer 22

consent

Question 23

Designed to provide feedback to both the teacher and the student about how the student is progressing towards demonstrating proficiency on grade level standards; measure the degree to which students have mastered a given concept; measure concepts, skills, and/or applications; are reported by referencing the standards, not other students’ performance; serve as a test to which teachers want to teach; measure performance regularly, not only at a single moment in time.

Answer 23

benchmark assessments