EDCI 3701 final

task analysis

Is both an instructional technique and an assessment strategy -Analysis by temporal order -Analysis by developmental sequence -Analysis by difficulty level -Structural task analysis

CBM written expression Administration and scoring rules

Writing CBM has traditionally been made up of a short, simple measure of students' writing skill that requires students to write for 3 minutes on an instructional-level story starter. The response is then scored using multiple metrics, the most common being total words written (TWW), words spelled correctly (WSC), and correct writing sequences (CWS). Scoring Writing CBM: 1. Count the total number of words written to obtain the TWW score. 2. Count the total number of words spelled correctly and subtract that from the TWW to obtain the WSC score. 3. Count the total number of correct writing sequences to obtain the CWS score.

CBM attributes

-Alignment with the curriculum -Includes technically adequate measures -Reliable and valid -Uses criterion-referenced measures -Uses standard procedures -Uses performance sampling -Incorporates decision rules -Emphasizes repeated measurement -Emphasizes efficiency in administration, scoring, interpretation and reporting.

line graph: horizontal axis

-Indicates the number of weeks the student will be monitored, allowing for data to be entered 1x or 2x a week. -Give us data on the student level and data on student rate of progress

validity

-Measures what it appears to measure -Sometimes determined statistically (example: how does a new test correlate with one that already has established validity) -Sometimes a matter of judgment.

vocabulary matching

-Originally, a timed, 5-minute, paper-pencil test of student content knowledge -Consists of 20 content terms and 22 definitions -Terms/definitions taken from teacher notes and texts -Student's job is to match correct definition and term -Teacher's job is to count and then graph the number of correct matches per student

reliability

-Produces consistent results -Correlational (statistical techniques usually used to determine reliability) -.80 is a typical minimum

Survey Level Assessment

-Provides a general sample of a student's reading behavior and used to determine a student's instructional level and guide assessment/instruction -Steps include administering 3 grade-level passages, determining both median Words Read Correctly in a Minute (WRCM) and errors; determine if in instructional range; if yes, use grade-level reading passages for progress-monitoring purposes; if not, repeat the an process in next-lower grade-level material until instructional level determined; use accompanying scale to determine progress-monitoring material

work sample analysis

-Response analysis examines correct and incorrect responses -Error analysis attempts to identify patterns of errors

mastery measures

-Short term, skill or content based, a test of the skills being taught right now. (today's curriculum), untimed, accuracy based. -untimed -accuracy based -skill or content based -test of the skills being taught right now -can be used for progress monitoring

informants

-interviews and checklists Three purposes for using: -To provide historical perspective -Summarize observations and offer interpretation -Comment on less observable concerns, such as attitudes, values, and perceptions -information is subjective

summative assessment

-takes place after instruction -data is used to document performance before moving on

What is CBM?

-the use of specific procedures whereby the student's academic skills are assessed from repeated rate samples using stimulus materials taken from the student's curriculum. -An approach to measuring the academic growth of individual students

IEP

5 word phrase → Legally correct and educationally meaningful Legally correct: Keep up to date with meetings and make sure everything is done before the IEP is considered outdated Educationally meaningful: Do not copy and paste one written IEP for all students because IEP's are individualized Essential components: Present levels of academic achievement and functional performance Measurable annual goals Accommodations modifications

curriculum based assessment

An 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 (Deno, 1987)

data-based individualization

An iterative, multistep approach to intensive intervention that involves the analysis of progress monitoring and diagnostic assessment data, followed by individualization of a validated academic or behavioral intervention program.

norm referenced tests

Are formal procedures used to compare a student's performance to the goals of a set group of individuals.

criterion referenced tests

Are informal procedures used to compare a student's performance to the goals of a curriculum.

nominal

Categorical data; no values assigned Example: hair color

observation

Describe the behavior to be observed Select a measurement system Set up a data collection system Set up a data reporting system Carry out observations

functional behavior assessment

Describing the behavior Identifying factors that influence the behavior Generating a hypothesis Program planning

interval

Equal intervals between the units of measurement Example: score on a quiz The scale begins at an arbitrary point (a score of zero does not mean the child has no knowledge about quiz topic)

formal assessment

Have data which support the conclusions made from the test; often used in evaluation student outcomes or for diagnostic purposes to document and identify particular problems and appropriate labels of a student. Example: Norm- referenced assessment

assessment definition and purpose

In education circles, defined as a process of collecting data for the purpose of making decisions about individuals and groups; Decisions generally focus on (1) student progress toward instructional goals, or (2) the need for special programs and related services; An overarching topic that involves both the instructional environment and the learner; Concerned with a number of types of decisions in the academic, social-emotional-behavioral, and/or physical domains

line graph: vertical axis

Indicates the number correct on a CBM probe

CBA techniques

Inventories and Screening Devices Classroom Quizzes Criterion-Referenced Tests CBM

CBM math Administration and scoring rules

Math CBM is easy and efficient to administer and score. It can be administered individually or to an entire class at the same time. Math CBM can be broken down into three areas: Early Numeracy, Computation, & Concepts and Applications

median

Middle score Half of the scores are higher and half are lower.

observation techniques

Narrative report -Anecdotal -Ethnographic Continuous or narrative recording Sequence analysis

progress monitoring

Purpose: Monitor students' response to primary, secondary, or tertiary instruction to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction. Focus: Students identified through screening as at-risk for poor learning outcomes. Tools: Brief assessments that are valid, reliable, and evidence-based. Timeframe: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly). Decide when to modify instruction and / or move on to new goals.

formative assessment

Purpose: Tells us how well students are responding to instruction. Administered during instruction Typically administered to all students during benchmarking and some students for progress monitoring. Common formative assessments are: Mastery measurement General outcome measures

CBM reading Administration and scoring rules

Oral Passage Reading (OPR): The score of OPR is comprised of the number of words attempted minus the number of errors to provide the number of words read correctly (WRC) within 1 minute. Maze CBM

percentile ranks

Percentage of students in the norm sample who scored at or below the student's score 75th percentile is NOT the same as 75%

ordinal

Person/subjects placed in a sequence Example: ranking students based on artistic ability -cannot compute arithmetically

purpose of informal assessment

Provide information about a student's current level performance. Aid in the selection of instructional goals and objectives Point to the need for instructional modifications Plan instruction and evaluate student progress Informal assessments are not data-driven but rather content and performance-driven Suggest directions for further assessment.

screening

Purpose: Identify students who are at risk of poor learning outcomes Focus: All students Tools: Brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for predicting learning or behavioral problems. Timeframe: Administered more than one time per year. (Recommended at least 3 times a year) Universal screening: decide which students likely need help and which do not.

CBM's original instrument design characteristics

Reliable and valid Simple and efficient Easily understood Inexpensive

ratio

Same as interval, but starts with zero Example: height and weight Not typically used in formal testing in education but included in CBM.

standard scores

Scaled to a specific mean and standard deviation Most common is mean of 100 and SD of 15 Best for determining eligibility because you can compare across tests and age/grade levels.

essential components of RTI

Screening Progress Monitoring School-wide, Multi-level prevention system -Primary Level (t1) -Secondary Level (t2) -Tertiary Level (t3) Data-based decision making for: -Instruction -Evaluating effectiveness -Movement within the multi-level system -Disability identification (in accordance with state law)

CBM spelling Administration and scoring rules

Spelling CBM can be scored for CLS and words spelled correctly (WSC). CLS is the total number of pairs of letters that are in the correct sequence; WSC is the total number of words spelled correctly. 1. Count the total number of correct letter sequences to obtain the CLS score 2. Count the total number of words spelled correctly to obtain the WSC score

data-based individualization steps

Step 1: Secondary Intervention Program, Delivered With Greater Intensity Step 2: Progress Monitoring Step 3: Diagnostic Assessment Step 4: Adaptation of the Intervention Step 5: Continuation of Progress Monitoring, Analysis, & Adaptation

action research

Teachers seek answers to questions related to professional practice in a systematic, scientific approach Identified problem to be solved Development of a research plan Data are collected on several variables Data are analyzed to provide answers to the problems

portfolio assessment

The most common type of alternative assessment used Collections of student work assembled over time A framework or goal of the portfolio should be established Organization and selection of student work samples Student self-evaluation and reflections are included Evaluation of contents of portfolio as to proficiency in the performance of relevant tasks

curriculum based measurement

The use of specific procedures whereby the student's academic skills are assessed from repeated rate samples using stimulus materials taken from the student's curriculum

IEP component: annual measurable goals

These are statements that describe what a student can reasonably be expected to accomplish in the student's special education program within a one year period. Should be rigorous, reasonable and focused on the need of the individual student

What is the goal of CBM?

To aid teachers in evaluating the effectiveness of the (basic skills) instruction they provide to individual students.

IEP component: Present Levels of Academic Achievement/Functional Performance

To describe the unique needs of the child that will be addressed by special education and related services, and to establish a baseline of measurable information that serves as the starting point for developing goals and objectives/benchmarks.

General outcome measurement

a measure that reflects overall competence in the annual curriculum; Describes individual student's growth and development over time (both "current status" and "rate of development"); Provides a decision making model for designing and evaluating interventions. Examples: CBMs, AIMSweb Math Computations (MCOMP), Oral Counting (and the other tests of early numeracy), Vocabulary Matching, MAZE -long term -timed -proficiency or rate based -complete curriculum based -tests overall curriculum -can be used for progress monitoring and screening -Reflects overall competence in the annual curriculum -Includes capstone tasks and skills-based measures

mean

arithmetic average of scores

diagnostic

determine what kind of help a student needs

outcome

document the overall effectiveness of a program

response to intervention (RTI)

integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems.

mode

most common score