Chapter 3: assesment

Diagnosis

type of assessment measure that is standardized and administered individually to a student by a highly trained professional (given to diagnose learning difficulties in a specific area)

acquisition

1st stage in learning a new skill, accuracy-focused, teacher demonstrates

proficiency

2nd stage in learning a new skill, speed/automacity is the goal

maintenance

3rd stage in learning a new skill, the goal is keeping up the accuracy and speed you've already developed ( this is where a lot of LD kids get stuck)

repeat instruction, modify instruction, change strategies, change task

4 options for when a student doesn't master a task you're teaching them

screening, diagnosis, progress monitoring, student outcomes

4 types of assessment measures

presentation format, setting, response format, timing

4 types of testing accommodations/modifications/adaptions

generalization

4th stage in learning a new skill, the goal is for the learner to apply the skill in different contexts (hard for LD kids)

acquisition, proficiency, maintenance, generalization, adaption

5 stages of learning a skill

adaption

5th stage in learning a new skill, the goal is to use the skill to make their own connections in new situations

alternative assessments

Extend 1 (based on extended content standards) and Extend 2 (based on Standard Course of Study)

identify, facilitate, instruction, data - managed

The four steps of Individualized Programming are: 1. Assess to _________ target skill/content 2. Determine factors likely to _________ learning 3. Plan __________ 4. Begin daily ____- _______ instruction

data, effectiveness, changes

The goal of assessment is to collect ______ to determine the __________ of instruction so that appropriate __________ can be made.

temporal level

a sequence of tasks that have a logical time-order (ex/ socks before shoes). You MUST teach the prerequisite skills for a concept first

PLC (Professional Learning Community)

a team of educators who share a vision, work and learn collaboratively, visit and review other classrooms, and participate in decision making in order to improve student learning

Student Outcomes

type of assessment measure that determines whether or not students have mastered the grade-level/course curriculum (usually requires standardized tests, used for comparisons between schools, states, teachers etc.)

Progress Monitoring

type of assessment measure that evaluates the ongoing progress of a student (necessary component of RTI)

Screening

type of assessment measure that is quickly(and usually frequently) given to an entire group to identify struggling students (ex/"probes")

individualized programming

an instructional program in which the task and the interventions are matched up with the learner's individual needs so that he or she can grow as much as possible

CBA (Curriculum- based assessment)

any data-based instruction approach that uses direct observation and recording of a student's performance in the school curriculum as a basis for obtaining information to make instructional decisions

CBM (Curriculum-based measurement)

data-based instruction approach that uses specific procedures to repeatedly sample student's academic skills (used to establish performance standards, identify struggling students and measure progress)

task analysis

divides a skill into parts to identify the skills needed

terminal behavior

final desired behavior (the skill you want them to end up doing)

data - based instruction

focuses on directly and regularly measuring a student's progress toward a learning objective (major part of RTI)

formal assessment

method of determining how to teach that involves administering a single test

criterion tests

method of determining how to teach that involves giving a test in which the child's test score is compared with a predetermined criterion, or mastery level, rather than the norm of other students

charting

method of determining how to teach that involves marking a student's daily probe performance on a graph

rating scales

method of determining how to teach that involves marking the frequency or characteristics of certain behaviors (either numerically or graphically)

systematic observation

method of determining how to teach that involves observing a student and the antecedent-behavior-consequence sequence for him or her