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