Educational Assessment

requires states to include children with disabilities in general, state, and district wide assessment programs with appropriate accommodations where necessary and to report annually

Individuals with Disabilities Education Act (IDEA)

a classification scheme that provides a method for identifying, aligning, preparing and assessing instructional (learning) objectives, instructional activities and assessment methods; it combines knowledge and cognitive processing dimensions

Bloom's Taxonomy

made high stakes testing a law to give funding to public schools (Title I)

Elementary and Secondary Education Act (ESEA)

ethical guidelines intended to inform and remind those involved in educational assessments of their obligations to uphold the integrity of the manner in which assessments are developed, used, evaluated, and marketed.

Code of Professional Responsibilities in Educational Measurement

intended to inform and remind those involved in educational assessment of their obligations to uphold the integrity of the manner in which assessments are developed, used, evaluated, and marketed.

Code of Professional Responsibilities in Educational Measurement

replaced No Child Left Behind. said no more high stakes testing. dramatically reduces the power of federal government and gives states most authority. Eliminates AYP, provides funding for states, focuses on demonstrating growth

Every Student Succeeds Act (ESSA)

reauthorization of ESEA in 2002; stressed high-stakes testing and accountability; included sanctions for schools that failed to make adequate yearly progress (AYP) to include less federal funding and replacement of administrators and teachers

No Child Left Behind Act (NCLB)

comparing a student's performance to a prespecified standard of performance.

absolute grading

services or supports related to a student's disability that DO NOT change the expectations for learning, DO NOT reduce the requirements of the task/ Change how students are taught and assessed. Students learn same objective as nondisabled peers.

accommodations

any assessment that determines the extent to which the students have mastered the intended learning outcomes, most often would be summative in nature

achievement assessment

a measure of how well an item conforms to an objective (common core standards)

alignment

a title for performance assessments that emphasizes that these methods provide an alternative to traditional paper and pencil testing.

alternative assessment

the assignment of scores to INDIVIDUAL components of a performance or product (e.g., evaluate a writing sample by using separate scores for organization, style, mechanics, etc.)

analytic scoring rubric

notes and observations that the teacher records as a form of formative assessment

anecdotal record

statements that follow a standard and clarify in broad terms (district level)

benchmark

highly structured response and limited in scope. students are expected to respond/perform similarly; typically requires an analytic rubric for more objective scoring (think of WGU Taskstream assignments)

restricted response

a set of objective scoring guidelines that defines the criteria used to score or grade an assignment

rubric

type of assessment that presents students with a set of possible responses from which they are to select the most appropriate answer (multiple choice, true false, matching, interpretive exercise)

selected response

the process through which students monitor and evaluate their own work, identify their unique set of strengths and weaknesses, and think about their own thinking (known as meta-cognition)

self assessment

type of accommodation that allows for a change in the environment or in how the environment is structured. (includes adjusting table for wheelchair, preferred seating, service animal, test in a separate environment)

setting accommodation

Rather than norm-referenced rankings, a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards

standards based reform

achievement assessment at the end of instruction for the purpose of certifying mastery or assigning grades

summative assessment

type of assessment that requires students to provide unique responses; includes short answer, restricted and extended responses; requires a rubric, checklist or rating scale for more objective grading

supply response

an instrument or systematic procedure for measuring a sample of behavior by posing a set of questions in a uniform manner; this is probably the most familiar method for gathering summative assessment data.

test

type of accommodation that allows students extra time to complete an activity or test. (includes providing breaks, extending time, breaking up tasks)

timing or scheduling accommodation

appropriateness and meaningfulness of the inferences we make from assessment results for some intended use

validity

assessments that: estimate knowledge growth from one year to the next, identify academically at risk students, evaluate students' progress against national norm

year end assessment

a list of dimensions of a performance or product that is simply checked as present or absent (the only choice is "yes/no" or "present/absent");does not include any degree of achievement

checklist

highest level of supply response; typical of extended and/or restricted responses that are at the "evaluate" or "create" level of response or performance with regard to Bloom's Taxonomy

constructed response

describe what students should know and be able to do at the end of a specified period of learning. Provides a framework for curriculum development. (comes from the state)

content standards

a set of qualities used in judging a performance, a product, or an assessment instrument

criteria

interpretation of results expressed in terms of specific knowledge and skills each student can demonstrate, without reference to peers

criterion referenced interpretation

gives students greater freedom in selecting and carrying out the tasks; more likely to require a holistic rubric due to the nature and variety of student responses/performances

extended response

stages of Bloom's knowledge dimension

factual, conceptual, procedural, metacognitive

standardized tests constructed by textbook publishers or test publishers. Typically measure end of year summative tests

formal assessment

assessment used to monitor student progress during instruction. Primary function is to determine effectiveness of teacher's instruction

formative assessment

norm-referenced interpretation/score that indicates the grade level at which an individual's score compares with the average score of the peer group (an example would be 6.5 on a 4th grade math test)

grade equivalent score

assignment of score is based on overall impression of performance or product rather than a consideration of individual elements; the overall judgment is guided by descriptions of various levels of performance or scoring rubrics

holistic scoring rubric

teacher constructed assessments for unique classrooms; based on content and level of instruction;

informal assessment

class level- specific statements that describe how students will demonstrate achievement. (written by teachers)

instructional objective

knowledge levels ranges from concrete to abstract and has four levels - factual, conceptual, procedural and meta-cognitive

knowledge dimension

Grading on basis of _____________ _____________ has problems such as meaning of grades become distorted.

learning ability

the desired knowledge and/or skills that students should retain and be able to demonstrate in settings other than the classroom where initially taught

learning outcome

the process of obtaining a numerical description of the degree to which an individual possesses a particular characteristic (a quantitative measure); in other words, it answers, "How much has the student learned?"

measurement

services or supports that DO change expectations for learning, DO reduce the requirements of the task, change WHAt students are taught and assessed on/ Students learn different objectives than nondisabled peers, may work toward a special diploma

modifications

interpretation of results expressed as a relative ranking of students (ex: 3rd highest in a class of 35)

norm referenced interpretation

the process through which students provide corrective feedback to peers (NOT grading); this is typically performed prior to submitting an assignment for grading by the teacher in order to improve one another's submissions

peer assessment

the percentage of items that an individual answers correctly or the percentage of tasks an individual performs correctly

percent correct score

norm-referenced interpretation that indicates the percentage of individuals in a group scoring at or below a given point

percentile rank

assessment that requires students to demonstrate their achievement of understandings and skills by actually performing a set of tasks (writing a story, giving a speech, conducting an experiment)

performance assessment

applied prior to planned instruction to determine if the students are ready

placement assessment

cycle of assessments in classroom

placement, formative, diagnostic, summative

allows the systematic collection of artifacts, usually involves descriptive records or a variety of student work over time that reflects student growth toward the achievement of specific curricular objectives

portfolio assessment

type of accommodation that allows a student with a disability to access information in ways other than standard visual/ auditory means. includes Braille, large print, magnifier, bookmark to follow, manipulatives, audio amplification device, audio books, oral reader.

presentation accommmodation

type of assessment in which the focus is on what the student has created

product assessment

assessments that: estimate rates of improvement for each student, identify students who aren't making adequate progress and need alternative instruction, evaluate effectiveness of instruction so teachers can create better instructional programs

progress monitoring

scoring system similar to checklist and serves somewhat the same purpose, but provides degree to which an element is present instead of simple yes or no judgement. (always, sometimes, rarely, never)

rating scale

comparing a student's performance to the members of a group

relative grading

consistency of assessment results indicates that they're relatively free of errors

reliability

stages of Bloom's cognitive dimension

remember, understand, apply, analyze, evaluate, create

type of accommodation that allows students with disabilities to complete instructional assignments or assessments through ways other than typical verbal or written responses. (includes using computer for work, Braille writer, point at answers, spell check, calculator)

response accommodation

requirement that created new curriculum for math and science public school programs to help compete with Russia for technology following Sputnik

National Defense of Education Act (NDEA)

any of a variety of procedures used to obtain information about student performance; answers the question, "How well does the individual perform?" Includes placement, formative, diagnostic and summative formats.

assessment

a title for performance assessments that stresses the importance of focusing on the application of understandings and skills to real problems in "real world" contextual settings.

authentic assessments

cognitive (learning) levels range from simple memory to complex innovative thinking and has six degrees - remember, understand, apply, analyze, evaluate and create

cognitive dimension

assessment that is a more intensive study of a student's learning difficulties. / Determines source of the error encountered

diagnostic assessment

instruction is shaped to meet the needs of students or groups of students; not a one size fits all instruction

differentiated instruction

refers to how content is being taught and utilizes different methods to teach the content to meet the students' needs. (DOES NOT MEAN CHANGING THE CONTENT, THAT IS BASED ON STANDARDS)

differentiating content

teachers offer students a variety of ways to demonstrate their knowledge, but are assessed on the same thing

differentiating product