420 Midterm

What is the value of three standard deviations on a normal or bell curve

99.7%

Letter grades

A classic means of describing student performance: usually derived from a percent correct score in assigned according to a grading scale

What four things are necessary to carry out good administrative and teaching work?

A process for solving problems, and understanding of the way decision-making works and your job, good data, and adequate resources

Graphs

A reporting procedure that produces a profile or visual representation of performance. The procedure is especially useful for illustrating progress over time and for analyzing strengths and weaknesses across skills.

Developmental age scores

A type of age score designed to measure the performance of young children in a range from birth through six years of age

Advantages of GOMs

A) They dramatically cut down on the number of different measures one has to introduce, manage, administer, score, and track. B) Recognizes the limitations of isolating sub skills from the context in which they normally are expected to function. C) Visual displays of progress on a GOM will show longer acquisition slopes, allowing adequate opportunities for progress monitoring and data-based instructional modifications. D) Useful for screening and progress monitoring to get an overview of level of performance.

Types of norm referenced scores

Age scores, developmental age scores, grade scores, percentile ranks, standard scores

NCLB (No Child Left Behind)

All states must now have annual high stakes testing programs to monitor the performance of schools and districts, and all students must be assessed. This includes the goal of adequate yearly progress (AYP)

Bell curve

Another name for normal distribution because of its bell shaped curve

Percentile ranks

Any one of 99 scores divided into a distribution of 99 equal rakes

Skills-based measures

Are designed to accomplish many of the functions of GOM (general outcome measures)

Mastery measures

Are generally used on part of the curriculum that contain discrete and easily identified sets of items that are closely related by some common skill, theme, concept, or solution strategy.

What did SOMPA address

Bias in testing

What is the age range of most of developmental scales

Birth to six

What is the difference between curriculum based assessment and curriculum based measurement (assessment versus progress monitoring)

CBA are measures such as checklist of student performance River Oaks teacher made us observations and impressions. They are ongoing throughout the year while CBM is more formal testing and it's only given a couple of times throughout the year.

Curriculum-Based Assessment

CBA encompasses a wide variety of evaluation approaches for measuring performance based on student progress in the curriculum rather than in relation to scores on tests

Types of criterion referenced scores

Simple numerical reports, percent correct reports, letter grades, graphs

What is the range of percentile scores

1 through 99

What is the value of one standard deviation on a normal or bell curve

68%

Why would a teacher choose to use CBM over other types of assessments? Pick at least two other types of assessments and explain the pros and cons of that assessment relative to CBM

CBM's main advantages are efficiency, alignment, and usefulness in progress monitoring. Efficiency is important because no one is going to use a Measure that is awkward, confusing, or burdensome. CBM is actually quite simple to use and understand. Alignment or linkage, with instructional outcomes. Alignment between measurement and the curriculum being tall allows the user to make better decisions. CBM let us be very precise when selecting instructional goals and determining current levels of performance. For usefulness for progress monitoring, typical normal achievement measures can't be used to decide if instruction is working within a fairly short period of time. They are designed to yield scores that are highly stable overtime, and they don't have a sufficientNumber of alternative forms for frequent retesting. CVM can also be used to have one decide how to teach. It does this by letting us see, in a timely manner, if the instruction is working and/or when it should be changed. What type of CBN and skill base measures SPM. Their main advantages are that they can be used a screen in progress monitor curriculums remains were capstone tasks are not available. Disadvantage of SPM is that one instruction begins, most of the items will be irrelevant to the student because they will be above her current level of performance. Another type is general outcome measures GOM's

Distributions

Classify large sets of scores into meaningful arrangements that visually summarize and illustrate the relationship among the scores.

How can CBM be used for progress monitoring? Why is progress monitoring important?

Consistent monitoring of student learning coupled with a set a formal instructional decision rules can greatly improve the effectiveness of instruction. The purpose of progress monitoring is to ensure students are benefiting from the instruction they are receiving.

Most CBM's are______

Criterion referenced

Simple numerical reports

Criterion referenced scores that express performance is the number of right and wrong answers on a test

A percent correct score is a type of___score. A percentile score is a type of______score.

Criterion referenced, norm referenced

Teachers are especially interested in this type of assessment because it directly links evaluation and instruction

Curriculum based assessment

Percent correct reports

Describes performance as a percentage of correct answers on a test

Grade scores

Describes the student performance according to scholastic grade levels

Age scores

Describes the typical or average performance of different age groups

Give examples of low inference measures and contrast them with other high inference measures you could or have seen collected in schools

Direct observations were student responses for tasks are counted in a set time interval. For example, it could be math fact given to a student. This is very different from a high inference measure like an IQ test because you have the ability to be with the student and it is a constant measurement that happens more often.

Curriculum based measure CBM

Employee direct observations during which correct and incorrect student responses to the task being taught are counted within a set time interval

Standard scores

Express performance by comparing the deviation of individual scores from the meaner average score with the scores of students in a normal group of the same chronological age or scholastic grade level

IDEA

Federal legislation related to the education of students with disabilities This law includes the requirement of school counselors to participate in IEP planning process and meetings. They are required to take assessments to see if the student has a disability and if they need special education.

Describe both meanings of the term standardized. How does CBM meet both of these terms?

First meaning is that the test is given in a standard fashion, meaning that there are administration and scoring procedures set out for everyone to follow. The second is that a standard (the benchmark or norm) has been established the scores can be interpreted in terms of a validated reference. CBM comes with administration and scoring procedures that need to be followed it was standard, in the form of prayer performance criteria or norms that can be used to allow interpretation.

Who is diagnostic evaluation usually reserved for? How are these students selected?

For the students in those who, according to progress monitoring, filter respond to instruction. It is recommended all students be screened at least three times a year in order to examine if a student is on track for being proficient by the end of the school year.

Three curriculum based assessment strategies

Games, charts, tests/exams/quizzes

What is the danger with using local norms?

In some schools, the average level of performance may be in adequate. In this case and others local norms might give a false impression of student proficiency.

Mode

Indicates the most frequently occurring score in a distribution

Criterion referenced scores

Interpret performance in relation to what a student knows or can do by explaining results in relation to a functional level or standard rather than in relation to the performance of others

Norm referenced scores

Interpret student performance in relation to the performance of others by comparing an individual score with the average score of corresponding students in a Norm sample group

Which type of reliability compares the direct observations of two observers

Interrater

Determining Eligibility

Involves determining the nature and severity of a child's learning or behavior problem and deciding if the child qualifies to receive special education services or related services

Criterion-Referenced Assessment

Involves interpreting performance in relation to a specific functional level or criterion.

Measuring Progress

Involves ongoing evaluation and periodic measurement of overall performance. Progress measurement provides data and information for making decisions regarding student performance during daily instruction and throughout the year. Student progress data and information helps measure program effectiveness

Disadvantage of GOMs

Is that it is too general and does not help in focusing on particular skills.

Testing

It is a specific type of assessment. It is usually given once, and it contains a standard set of questions

Why do we use assessment to determine eligibility

It is to obtain comprehensive diagnosis of student strengths, weaknesses, and learning needs. It is also used in response to legal requirements and state and district regulations. We also use assessment to protect the rights of children and their families.

Why do we measure the progress of students

It provides data and information for making decisions regarding student performance during daily instruction and throughout the year in student progress data and information helps measure program effectiveness.

Which statistic describes central tendency

Mean

For students with disabilities it is the ________ that guides the development and implementation of the instructional intervention program and the process of measuring student progress.

Norm referenced assessment and criterion referenced assessment

Which score corrects for small measurement errors in a test

Normal curve equivalent

Which score has a standard deviation of 21.06

Normal curve equivalent

Give some examples from our discussions in CPSE 420 of unalterable variables and explain why CBM's focus on alterable variables is more meaningful

Perceptual processing, developmental stage, learning style, or even IQ level. CBM can be more meaningful because it takes up less of your time and the data from these other things are still useless if they do not have good information about what skills a student needs to learn.

What does the IFSP assess

Physical development, cognitive development, communication development, social or emotional development, and adaptive development.

The most common way that CBM performance standards are set can be called a________

Predictive validity model

instructional intervention

Provides the information necessary for making educational decisions related to developing instructional objectives, establishing intervention priorities, and evaluating the effectiveness of curricula and materials

Screening

Purpose is to identify students who are not achieving grade level standards and those who may have behavioral or emotional problems

Types of scores

Raw scores, norm referenced scores, criterion referenced scores

norm-referenced assessment

Relates individual scores are groups of scores to the scores of those in a comparison groups, called normal groups or Norm sample groups.

Requiring multiple examiners to give a test and comparing the results most closely related to

Reliability

What is the difference between reliability and validity

Reliability is the accuracy and consistency of scores from tested from other assessments that measures student achievement, performance, and behavior and validity the effectiveness of assessment instruments, to be the most important technical characteristic. The concept of validity includes the notion of the uses of a test should validate, not just the test itself

Which step will assessment process relies on brief Tests, rating scales, checklist and observation techniques

Screening

Assessment 4 Step Process

Screening, Determining eligibility, Instructional Intervention, Measuring Progress

Section 504 of the Rehabilitation Act

Service given to students who don't qualify for special education services. Definition of eligibility is broader than IDEA. Requires no formal testing

Statistics

Special kinds of numbers that summarize and give meaning to large groups of numbers including test scores by putting them into manageable form.

Which type of reliability is often preferred by test developers because it is easy to obtain and it produces accurate results

Split half

The___summarizes the validity of scores by measuring the average distance of individual scores from the mean of the distribution

Standard deviation

What is the name of the most widely used group achievement test

Stanford achievement test

Describe and discuss the steps of the developmental assessment process. Please provide a rationale for why this process is valuable

Step one: when is the normal pattern of development? The typical patterns of skill acquisition of children follow as they grow, develop, and learn. Step two: is the child following the normal developmental process? Developmental diagnosis uses assessment procedures to identify patterns of individual development, which include determining the extent and nature of any deviations from normal development, identifying strengths and weaknesses within and across learning areas, and detecting splinter skills are gaps in development. Step three: why are delays in development occurring? If assessment reveals the presence of significant delays and development, the reasons for the delay should be identified. Step four: what should be done about the delays? After identifying specific delays in the reasons for those delays the developmental approach to intervention involves creating an intervention program to help a child learn the skills or behaviors that occur next in the normal sequence. The principles of developmental assessment provide guidelines for professionals when they use developmental approach to assess the behavior and development of young children.

Three classroom assessment techniques

Student generated test questions, chain notes, minute papers/two minute reflections

Standard deviation

Summarizes the variability of groups of scores by measuring the average distance of individual scores from the mean of the distribution

What score has a mean of 50 and a standard deviation of 10

T score

Reliability

The accuracy and consistency of scores from tests and from other assessments that measures student achievement, performance, and behavior.

What are advantages and disadvantage is of age and grade scores

The concept of age and grade scoring appears easy to understand, making possible to describe test performance in a more concrete way then with other scores. Disadvantages are in accurate generalizations, decreasing reliability, independent decline, unequal units, score comparison problems, averaging distorts performance, estimating certain scores, and scores may not indicate skill development.

Validity

The effectiveness of assessment instruments, to be the most important technical characteristic. The concept of validity includes the notion that the uses of a tested validate, not just the test itself.

What are the provisions of idea for infants and toddlers? Discuss how these provisions impact families of children with disabilities.

The individual family service plan I FSP, multi-disciplinary evaluation which includes assessment of family needs, a statement of a family strengths and needs related to their child and mandates a justification of the extent, if any, to which services will not be provided in a natural environment, and non-discriminatory assessment procedure.

dual discrepancy method

The most common method for the approach to determine eligibility

What is the difference between benchmarks and norms

The norm is basically the distribution of scores obtained by giving a measure to a randomly selected sample of students. A benchmark is a specific type of criterion - the level of performance at our above which the student has a prespecified probability of demonstrating proficiency on an important outcome or standard (such as reading).

Which of the following is not true to the bell curve

The pattern of tapering off always varies

Measurement

The process of determining the ability or performance level of students

Assessment

The process of using measures of student performance and behavior, including tests, to make educational decisions

Raw scores

The simple numerical result of assessment, typically the number of items answered correctly

What are the unique characteristics of infant assessment? How does it differ from other forms of developmental assessment?

These differences include team approach is to emphasize the family unit, focus on home-based assessment in natural settings rather than at a center or school based testing, and direct participation by professionals from health related disciplines, including physical and occupational therapy.

List and describe three ways the authors of AETs make sure student store I'll get the same score

They put a range of items on the test, starting from very early skills and going to those that are advanced. They excluded items from the test the most Janesville because these do not do a good job of discriminating among students. Because the test cover a wide range of difficulty, the authors can include only a few items for each skill. Many AET particularly achievement measures, are designed to be group administered or machine scored. Therefore, they use identification response item formats.

Which of the following is an advantage of grade scores

They seem practical, appealing, and easy to interpret

Describe the diagnostic prescriptive model

This is a test teach test teach method involves conducting an evaluation to identify present levels of performance, using the assessment results to determine appropriate annual goals and/or benchmarks or short term objectives, measuring progress toward meeting the annual goals, and revising the annual goals and/or benchmarks based on the progress that has been made.

How often is it recommended students be screamed each year? Why is this valuable?

Three times each year in order to examine if a student is on track for being proficient by the end of the school year.

Low inference measures

Through which correct and incorrect student behaviors, and clearly defined tasks, or counted within a set time interval

A curriculum-based measure is

Tied to the core curriculum, brief, given multiple times, can be used for eligibility decisions

List the components of a good goal or objective. Write an example of a goal that includes these components.

Time, learner, behavior, level, content, material, criteria. In one year Michaela will be able to read 60 words per minute at a third-grade level with 80% accuracy while reading a third grade passage from an oral reading passage.

Why do we access achievement

To determine present levels of educational performance and to identify strengths and weaknesses and academic skills for the purpose of developing the best possible instructional program for each student.

What are the five principles of using scores

Understand the score, consider all available information, use caution, communicate effectively, and ask the experts.

What kinds of decisions can a teacher make using CBM data

Universal screening decisions, progress monitoring decisions, diagnostic decisions, and outcome decisions.

We design and implement evaluation around for specific program functions. Name and describe each of the four functions

Universal screening decisions: to determine quickly if students are performing adequately and/or if they are at risk for future learning failure (and may need additional educational support) Progress monitoring decisions: to ensure that instruction is working Diagnostic decisions: to develop an instructional plan in response to a significant problem Outcome decisions: to determine and document the effectiveness of an educational program

Compare and contrast developmental screening test to diagnostic skills of developmental skills

Unlike screening test, which provide an overview of developmental learning, diagnostic skills produce a comprehensive, in-depth evaluation of performance.

Criterion referenced measures

Used to determine if students can demonstrate their knowledge of certain tasks at specified performance levels

General outcome measures

Used to sample performance across several goals at the same time by using capstone tasks that are complex and since they can only be accomplished by successfully applying a number contributing skills

In order for a test to be_____it must first be______

Valid, reliable

Attributes of CBM

With a limit it means the contact is the same, the stimulus materials the student is given look the same, and the responses she is expected to make are the same. Technically adequate means they must have established reliability and validity. CBM is not informal assessment. CBM is an empirically supported process with substantial technical adequacy. CBM typically makes use of criterion referenced standards as opposed to norm referenced standards. Standardize procedures are used for administering and scoring curriculum-based measures. Performance sampling is used (producing water sometimes called behavioral data). CBM procedures employee direct, low inference measures. Decision rules are put in place to provide those who use the data with information about what it means when students score at different levels of performance or illustrate different rates of progress on the Measure overtime. CBM emphasizes repeated measurement overtime and can be used to identify rates of progress as well as levels of performance. Therefore, CBM data can be used for progress monitoring to examine learning as it is occurring. CBM is also efficient. It is efficient and implementation because people can be trained to give the measures in a short period of time and the measures can be given quickly. When you use performance data, you draw conclusions directly from what the student actually did on the test. The CVM data can be summarized efficiently by using a variety of techniques ranging from pencil and paper charts to a web based data management system. This efficiency makes data immediately accessible at any level of the educational system. Most important, it makes the data accessible to classroom teachers and students.

What do you need to keep in mind when you are giving an achievement test to an ELL

You need to keep in mind that culture can have an impact when answering questions. Some students may not understand the question because culturally they think of some thing in a different light than us. You may also come across June speak a different language so the test needs to be in a language they understand.