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Foundations Of Reading 190 > Reading Assessment And Instruction > Flashcards

Reading Assessment And Instruction Flashcards

1
Q

Assessment

A

The process of gathering information from multiple sources to understand what students know.

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2
Q

Validity

A

The extent to which the assessment tool measures what it was designed to measure.

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3
Q

Reliability

A

The extent to which the assessment tool consistently and accurately measures learning.

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4
Q

Bias in testing

A

Is when the assessment unfairly penalizes students because of personal characteristics, gender, race, religion, or socioeconomic status.

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5
Q

Data

A

Refers to information typically provided by an assessment. Assessment data is generally quantitative or qualitative.

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6
Q

Qualitative

A

Data that is generally not numerical. It is narrative and can be collected from observation notes, anecdotal records, conversations, and other informal information-gathering techniques.

Educational example: portfolios

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7
Q

Quantitative

A

Data that can be reported as a score or number. It can be collected through student assessments and reported outcomes.

Educational example: oral reading fluency (WCPM)

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8
Q

Bell curve

A

Represent the normal distribution of scores within a population

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9
Q

Measures of central tendency

A

Mean average of the data set
Median middle value in a data set
Mode most frequent value in the data set

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10
Q

Standard score

A

Set of scores that have the same mean and standard deviation so they can be compared.

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11
Q

Standard deviation

A

The standard deviation measures how spread out the numbers are from the mean, or a way of dividing up the standard scores. In the bell curve above, the vertical lines establish the boundaries for standard deviation groups.

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12
Q

Standardized assessments

A

Assessments used to systematically collect data to support planning and instruction.

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13
Q

Norm referenced assessments

A

Measure an individual students against a group of other test takers, typically of the same age or grade level. Most common way to report the test is using a percentile rank.

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14
Q

Criterion-referenced tests

A

Used to measure an individuals performance related to a predetermined benchmark or criteria. These tests generally measure a students progress toward meeting specific objectives. (State testing)

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15
Q

Formal assessments

A

Refer to test results in either a percentile or percentage format.

Example: standardized tests, chapter or unit tests, end of course exams.

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16
Q

Informal assessments

A

Evaluate students outside the traditional written test format. These assessments help give a more complete picture of ongoing progress.

Examples: observation, portfolios, presentations, oral checks.

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17
Q

Formative assessments

A

Refers to ongoing monitoring of student progress toward learning objective. They can be used throughout the instructional cycle to assess student performance and understanding of learning and skills.

Characteristics of formative assessments:
Generally brief
Assess skills related to daily learning objectives
Can be embedded into instruction
Provide immediate feedback to the teacher
Allow the teacher to adjust the lesson & provide feedback to students.

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18
Q

Summative assessments

A

Can be qualitative or quantitative

Characteristics
Measure student learning outcomes
Are administer after instruction

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19
Q

Diagnostic assessments

A

Used to assess students knowledge in one of more components of literacy

Phonological awareness or phonemic
Decoding and encoding
Vocabulary
Reading fluency
Comprehension
Composition

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20
Q

Concepts of print assessments

A

Asking students to point to the parts of a book

Presenting students with a book and observing as they interact with it

Asking students to point to a word, sentence, or picture

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21
Q

Students in primary grades screeners

A

Phonological awareness

Letter names
Letter Sounds

Concepts of print
High frequency words—when appropriate
Pseudo words
Phonic skills—when appropriate
Oral reading fluency.
Comprehension

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22
Q

Ask comprehension questions after listening to students read is a simple, effective way to

A

Monitor comprehension

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23
Q

______ data is narrative and can be collected from observation notes and other informal-gathering techniques

A

Qualitative

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24
Q

_____ can be reported as a number and collected through assessments

A

Quantitative

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25
Q

Asking students to read a grade-level passage for one minute and recording the words correct per minute is considered a fluency assessment?

True or false

A

True

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26
Q

Informal inventories that assess onset time or sound isolation would be giving a teacher information about a students proficiency in

A

Phonological awareness

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27
Q

Date from progress monitoring helps teachers and schools with which of the following?

A

Establish a baseline of student performance
Determine when an instructional change is needed
Identify students who do not make adequate progress

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28
Q

Tier 2

A

Small group instruction with a research based program

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29
Q

Tier 3

A

Weekly progress monitoring

30
Q

Tier 1

A

Complete a universal screener

31
Q

Formative assessment

A

Exit slip

32
Q

Diagnostic assessment

A

Phonics screener

33
Q

Criterion referenced assessment

A

Standards based assessment

34
Q

Norm referenced assessment

A

Standardized test

35
Q

Second grade students research, create posters, and present information about a chosen community helper to understand their role in society. This is an example of _______ assessment.

A

Authentic assessment

36
Q

Reading difficulty:
Specific word reading

A

Students who have trouble reading or decoding Individual words

Below average fluency and comprehension levels

37
Q

reading difficulties:
Specific reading comprehension

A

Students who have trouble reading or decoding individual words

Below average fluency and comprehension levels

38
Q

Reading difficulties:
Mixed reading difficulties

A

Students who have deficits in both decoding and comprehension

39
Q

Reading disabilities:
Phonological deficits

A

Students struggle with word recognition due to weak phonological processing

Trouble with letter-sound correspondence, sound out words, and spelling

40
Q

Reading disabilities:
Processing speed /orthographic processing

A

Students do not read quickly or accurately

Trouble with memory of letters, groups of letters, or entire words

41
Q

Reading disabilities:
Specific comprehension deficits

A

Students who struggle with vocabulary, learning language, and abstract reasoning.

42
Q

Scaffolding

A

A teaching method where educators provide stuctured support and guidance to students as they learn new concepts or skills. This support is tailored to students current level of understanding and gradually decreases as the student gains the targeted skills. Scaffolding can include various forms of assistance such as explanations, modeling, cues, prompts, and feedback.

43
Q

Accommodations

A

Changed to materials or instructional methodologies that allow all students to learn the same content as their peers.

44
Q

Modifications

A

Refer to changes or adjustments made to the curriculum, instruction, or assessments to meet the individualized needs of students with disabilities or special education needs.

Include:
Content modifications
Simplifying assignments
Alternative assignments
Extended time
Assistive technology
Support and accompaniment
Adapted grading

45
Q

Phonemic awareness for ELL;

A

Making connections to students first language
Use familiar words
Model how to say the sound of letters and words
Identify sounds in short words

46
Q

Phonics for ELL:

A

Systematic and explicit instruction
Making connection to their home Language
Reinforce concepts in text
Hands on activities like magnetic letters

47
Q

Vocabulary for ELL:

A

Repeated meaningful contextual exposures to new vocabulary will solidify understanding.
Preteaching academic vocabulary
Focus on cognates (words that are derived from the same root or word. An example would be animals/animales)

48
Q

Fluency for ELL:

A

Provide opportunities to read out loud
Reading aloud with a recording of a text

49
Q

Comprehension for ELL:

A

Build background knowledge where gaps are present
Connect content to existing background knowledge.
Ask a variety of questions after reading
- using vocabulary from the text

50
Q

Communication for ELL:

A

Conversing with teachers and peers supports developing receptive and expressive language skills.

Receptive language: receiving information (reading, listening)
Expressive language: producing information ( speaking, writing)

51
Q

GOUGH AND TUNMER’s simple view of reading:

Decoding (understanding of letter-sound correspondence)
X
Spoken or written language (ability to understand spoken language)
=

A

Reading comprehension

52
Q

HOLLIS SCARBOROUGH’s READING ROPE:

Skilled reading occurs when word recognition skills and language comprehension skills

A

Combine and lead to fluent word recognition and text comprehension.

53
Q

Linea Eri’s four phases of word reading:

Four distinct stages of typical reading development

A

Pre alphabetic

Partial alphabetic

Full alphabetic

Consolidated alphabetic

54
Q

Orthographic processing disability

A

Trouble with memory of letters

55
Q

Phonological deficit disability

A

Trouble with letter sound correspondence

56
Q

Specific comprehension deficits

A

Trouble with abstract reasoning

57
Q

Scaffolding refers to a teaching method where education provide structured support and guidance as they learn new concepts or skills
True or false

A

True

58
Q

Teachers should only use quantitative date to determine gifted and talented placement.

True or false

A

False

59
Q

Students use graphic organizers to classify vertebrates and invertebrates

A

Concrete operational

60
Q

A child plays peek a boo with an adult

A

Sensorimotor stage

61
Q

A student draws red and blue circles to depict the addition problem 5+3=8

A

Pre operational stage

62
Q

A student writes an essay that analyzes the pros and cons of social media

A

Formal operational stage

63
Q

When teaching ELL, English phonemes are distinct and should be taught _____, particularly for sounds that do not exist in the students native language.

A

Explicitly

64
Q

Blooms taxonomy from simplest to most complex

A

LEAST COMPLEX
remember
understand
Apply
Analyze
Evaluate
Create
MOST COMPLEX

65
Q

Material accommodations

A

Underlining or high lighting the keywords in directions

Using assistive technology

Using a glossary or list of key vocabulary terms

Chunking assignments or presenting them in smaller increments

66
Q

Instructional accommodations

A

Implementing daily routines to clarify expectations

Encouraging the use of mnemonic devices

Providing student with a hard copy of the notes

Clarifying directions through oral repetition and providing a written version

67
Q

When selecting texts for students to read independently or in small groups, teachers should consider which of the following?

A

Predictability
Decidability
Text complexity

68
Q

Which of the following behaviors most effectively contributes to active participation in a group discussion?

A

Listening attentively to others ideas

69
Q

Which of the folllwing strategies is an effective way to promote purposeful independent reading?

A

Curating a wide selection of appropriate informational and narrative texts

70
Q

A 3rd grade teacher is conducting an assessment with each student one on one using 3 third grade level passages. Each student reads each passage for one minute. The teacher marks any errors a student made. When a minute is up, the teacher calculates the correct number of words read per minute. Once the student has read the three passages for one minute, the teacher finds the median score and compares it to the norms provided. which of the following reading skills is the teacher most likely assessing?

A

Oral reading fluency

71
Q

According to best practices, which of the following differentiation strategies would be most appropriate for a teacher to use with advanced readers when analyzing a poem?

A

Encouraging dicsusuon of complex themes and metaphors.

72
Q

What is the purpose of multi tiered system of support?

A

To ensure all students are receiving the instruction and support they need.

Foundations Of Reading 190 (6 decks)

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