Assessment Exam #3
Raw Score
A test score that has not been transformed or converted in any way
Diagnostic Test
A test to determine more specifically the exact nature a student, or students', learning problems. It con help the teacher identify ways to better assist the the students. It is often administered after a standardized test is given that reveals that the student is having problems learning in a certain content area, but the exact nature of the problem is not known.
Composite Score
A total score that consists of the sum or mean score on two or more subtests
Identify some of the domains that are evaluated through achievement testing. What specific skills would be evaluated in each of these domains?
Achievement Aptitutde Interest Peabody Individual Achievement Key Math
Adaptive Behavior
Adaptive behavior is a term used to describe how well a student adapts to the environment. Must be considered when a person is being evaluated for intellectual disability. A student who functions within the subaverage range of intelligence as measured on an IQ test but who exhibits age-appropriate behaviors outside the classroom should not be placed in a setting designed for students with intellectual disability. Viewed as a method of promoting nonbiased assessment of culturally different students. Adaptive behavior scales are designed to be answered by a person familiar with the student's functioning in the everyday world. Questions elicit information about the student's independent functioning in and out of school. Measure self-reliance and daily living skills at home and in the community.
Explain what is meant by adaptive behavior and provide specific examples.
Adaptive behavior is a term used to describe how well a student adapts to the environment. Must be considered when a person is being evaluated for intellectual disability. A student who functions within the subaverage range of intelligence as measured on an IQ test but who exhibits age-appropriate behaviors outside the classroom should not be placed in a setting designed for students with intellectual disability. Viewed as a method of promoting nonbiased assessment of culturally different students. Adaptive behavior scales are designed to be answered by a person familiar with the student's functioning in the everyday world. Questions elicit information about the student's independent functioning in and out of school. Measure self-reliance and daily living skills at home and in the community.
Describe how an aimline would be constructed for a progress monitoring graph.
An aimline represents the expected rate of academic growth for a student. Drawing an aimline on the graph provides a visual reminder of the expected goal and weekly progress. When new data are plotted on the graph, a quick visual inspection of the position of the data relative to the aimline informs the teacher of the student's progress. This, in turn, provides the teacher an opportunity to revise the instructional plan immediately.
What are the reasons for using basals and ceiling levels in the administration of a comprehensive standardized instrument?
Basals and ceilings are used in an effort to eliminate asking students questions that are reasonably expected for them to know. Questions that could be considered too easy are usually in the basal. Once a student hits the ceiling, the test is discontinued in an effort not to frustrate the student.
Summarize how court cases have influenced the use of intelligence tests.
Can't use one test to determine label Diversified of IQ tests Made sure that IQ tests aren't the only measurement being used to diagnose any disability Drew attention to testing practices and a big picture There isn't just one use for this test
PASE v. Hannon (1980)
Cultural bias against black children IQ tests are biased Use multiple tests to identify and place students
Discuss the most important aspects of CBA and CBM? Highlight any differences between the two.
Curriculum-Based Assessment (CBA) refers to models of assessment that emphasize a direct relationship to the student's curriculum. Curriculum-Based Measurement (CBM), uses repeated measures from the student's curriculum to evaluate the effectiveness of instruction and instructional changes to lead to more effective teaching methods and improved student achievement. CBM provides information on how the student's behavior changes on a "generic" task of constant difficulty.
Larry P. v. Riles
Did not take reasonable steps to ensure that non-discriminatory methods were used to identify and place black students in special ed Placed students of color into special ed because of their race Don't rely solely on IQ
Summative Assessment
Generally administered at the end of a unit or course. Unlike formative assessments, which may occur several times during a course or unit, summative assessments occur only a few times over the course of the academic year. A common goal of this type of evaluation is to measure the mastery of learning standards. Unlike formative assessments, which emphasize feedback, summative assessments always yield a specific grade. EXAMPLES End of term or semester final exams End of unit or chapter tests Benchmark assessments which measure mastery of a standard State exams
3 data point rule
If three weeks of instruction have occurred and at least six data points have been collected, decisions can be made by examining the four most recent data points.
Litigation has played an important part in how we use intelligence testing to identify students with special education needs. Choose one court case and discuss its significance in changing how we use IQ tests.
Larry P. v. Riles (1984) Did not take reasonable steps to ensure that non-discriminatory methods were used to identify and place black students in special ed Placed students of color into special ed because of their race Don't rely solely on IQ
Diana v. State Board of Education (1970)
One language (English) was used to assess students Test questions verbal response heavy Culturally bias Students who were not raised in a culturally typical white middle class family did poorly Students involved were reassessed in primary language
Formative Assessment
Provide both students and teachers with the information they need to improve the learning process while it's happening. The goal of a formative assessment is to monitor progress toward a goal or objective, providing information in an expedient manner which allows both teachers and students to respond to the academic needs of the students. While we usually think of tests and evaluations being scored with a letter or number, formative assessments provide students with feedback rather than a grade. EXAMPLES A brief written summary of a lecture or lesson Student-teacher conferences A completed graphic organizer, such as a Venn diagram A quiz, which can be scored by the student or teacher
Adaptive Behavior Scale
The Vineland Adaptive Behavior Scales, measures the personal and social skills of individuals from birth through adulthood.
Full Scale IQ vs. Processing Score
The WISC-V is actually made up of 10 subtests, yielding 5 scores, each one a summary measure of a certain ability. These are called Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed. Each Index Scale is comprised of two subtests that together make up the scale result. The Full Scale IQ is an averaging of these five scales, so it's only meaningful if the scales are consistent. If a child is superior in verbal reasoning, but below average in visual spatial skills, the full scale number looks average. You need to consider not just the Full Scale number, but whether the scales are consistent.
Mastery, Instructional, Difficulty - levels/accuracy
The trend-line isn't moving closer to the goal-line. This is what's being shown in the sample graph in this article. A trend-line like this one indicates that not enough progress is being made. The RTI team needs to try a different instruction method that might work better. The trend-line is moving closer to the goal-line. This kind of trend-line shows a teaching intervention is working and should be continued. The trend-line meets the goal-line. This means the intervention was successful and can be stopped. But your child's progress should still be monitored.
Describe the function of the trend-line.
The trend-line provides important information. It can help the RTI team decide what to do next. Here are three possibilities: The trend-line isn't moving closer to the goal-line. This is what's being shown in the sample graph in this article. A trend-line like this one indicates that not enough progress is being made. The RTI team needs to try a different instruction method that might work better. The trend-line is moving closer to the goal-line. This kind of trend-line shows a teaching intervention is working and should be continued. The trend-line meets the goal-line. This means the intervention was successful and can be stopped. But your child's progress should still be monitored.
Lora v. New York City Board of Education (1984)
Types of services and referral process Not determine placement based on socio-economic status or inappropriate assessments Students were being violated by school due to severe emotional behavior Students were severely acting out and aggressive and due to behavior were separated to a special day school
Trendline
a line that provides an approximation of the relationship between two variables
Curriculum-Based Measurement
a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling.
Screening Test
a preliminary test used to reduce the number of possible identities of an unknown substance
Criterion-Referenced Test
a style of test which uses test scores to generate a statement about the behavior that can be expected of a person with that score. Most tests and quizzes that are written by school teachers can be considered criterion-referenced tests.
Achievement Test
a test designed to assess what a person has learned
Percentile Rank
is the percentage of scores in its frequency distribution that are equal to or lower than it.
Norm-Referenced Test
report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of a statistically selected group of test takers, typically of the same age or grade level, who have already taken the exam.
Aim Line
represents the expected rate of academic growth for a student. Drawing an aimline on the graph provides a visual reminder of the expected goal and weekly progress. When new data are plotted on the graph, a quick visual inspection of the position of the data relative to the aimline informs the teacher of the student's progress. This, in turn, provides the teacher an opportunity to revise the instructional plan immediately.
Scaled Score
weighted score used when the sub scores hold different weights when making up a total score
