Assessments

Purpose of Assessment
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Terms in this set (33)
Purpose of Assessment
Identify where to start instruction
Analyze progress
Create groupings
Whole group/ Small Group
Guide instruction
Evaluate effectiveness
Formal Assessments
Standardized tests that use objective scoring
State tests, district assessments, unit tests
Everyone is graded using the same criteria
Pros: Useful data
Cons: Time consuming, can cause anxiety
Informal Assessments
Forms of assessment that include subjective scoring
Observations, exit tickets, checklists, interviews
Pros: Can be done quickly
Cons: Less useful for data
Screening Assessments
assessments used for identifying children who are at risk for academic struggles
Who needs interventions and extra support?
Diagnostic Assessments
used to identify children's existing knowledge and abilities prior to instruction
Norm-Referenced Test
Student's scores are compared to a large sample of similar students' scores
Cover a large range of skills and standards
Calculated using a percentile rank
A student who scored in the 90% percentile did better than 90% of the students who took the test
Also scored using grade-level equivalency
Student is reading on a 5th-grade level
Stanine
A measure of scoring used to compare students to each other. It is based on a 9-point scale in which 1-3 are below average, 4-6 are average, and 7-9 are above average.
Criterion-Referenced Test
Students are scored based on mastery of certain skills or standards
Scored based on percentage
90% means they got 90% of the answers correct
Pro: Useful for guiding instruction
Con: Teachers are unable to compare scores to a larger group
Progress Monitoring
Track students' progress toward specific goals over time
Used to choose who needs specific interventions
Used in both special education and general education
In special education, progress monitoring is completed more formally in relation to specific individualized goals
Running Records
Students are tested individually
They read a passage while the teacher tracks the words they read correctly and incorrectly using specific check marks on a separate copy of the passage, and writes what errors the student makes
To calculate accuracy, divide the number of correctly read words over the number of total words, then multiply by 100
Can determine students' independent, instructional, and frustrational levels
Excellent for progress monitoring, but time consuming
Analytic RubricsRubrics that assign different scores for each criterion being assessed. Scores are added together to determine overall score Pros: provide targeted feedback Cons: time-consumingHolistic RubricsProvide a single score for the assignment Students may receive a score in the range of 1-4 Pros: faster and easy to adapt Cons: Less targeted feedbackConcepts of PrintWhen assessing concepts of print, we look for... understanding that print conveys a message knowledge about book orientation and directionality of print distinction between sentences, words and letters knowledge of the alphabetic system and the difference between letters and wordsPhonemic AwarenessWhen assessing phonemic awareness, we look for The understanding that words are made of individual sounds This is a strong predictor of success in readingPhonological AwarenessWhen assessing if a child has phonological awareness, we look for... Ability to identify and manipulate sounds in spoken languageLetter RecognitionThe ability to match a letter to its nameSound-Symbol KnowledgeAlso referred to as Letter-Sound Correspondence The ability to match a letter to the sound it makes Phoneme-Grapheme matchingSingle-Word RecognitionThe ability to recognize high-frequency "sight words" instantly, without having to sound them outDecodingThe process of translating printed language to spoken language Graphemes to phonemes "Sounding out" wordsWord-AttackThe application of sound-letter correspondence rules to decode unfamiliar words. It is generally tested with nonsense words that follow conventional sound-letter correspondence rule For example, han, losh, tubbleVocabularyThe knowledge and understanding of the meaning of words in isolation When presented with a single word, the child can explain what it meansWord Recognition in ContextWhen shown a previously unknown word within a sentence, the student can use context clues to recognize the wordFluencyThe ability to read smoothly, accurately, and with expression Bridges word recognition and comprehension When a student can read fluently, they can focus on comprehension instead of decodingOral Reading ComprehensionThe ability to understand the meaning of a text when reading aloudSilent Reading ComprehensionThe ability to understand the meaning of a text when reading silently Helps build fluencyReliabilityAn assessment is considered reliable if the test-taker consistently achieves roughly the same score.ValidityAn assessment is considered valid if it measures what it was designed to measure.Which of the following is the primary purpose of a criterion-referenced assessment? A. Comparing a student's performance to a group of similar students B. Understanding a student's mastery of specific criteria C. Measuring how many students mastered the standards D. Interpreting what percentage of skills a child has learnedB. Understanding a student's mastery of specific criteriaA fourth-grade teacher wants to ensure that his students will consistently score about the same on an assessment regardless of the conditions. This teacher is concerned with A. Validity B. Reliability C. Correlation D. UsabilityB. ReliabilityA fifth-grade teacher wants to assess students' reading skills individually. He plans on giving each student a passage to read aloud and will analyze the number of words each student reads correctly out of the total number of words in the passage. The teacher is planning on assessing his students using... A. Progress monitoring B. Portfolio analysis C. Running records D. Analytic rubricsC. Running recordsA sixth-grade teacher wants to quickly assess her students' writing abilities. She assigns a prompt asking students to write a personal narrative, and scores each piece on a scale of 1-4. A 1 indicates that the student did not respond to the prompt correctly, and a 4 indicates that the student effectively answered the prompt. The teacher used a A. Holistic soring rubric B. Analytic scoring rubric C. Criterion-referenced assessment D. Summative assessmentA. Holistic soring rubricAn assessment that helps identify children who are at risk for struggling with reading is called a A. Diagnostic assessment B. Informal test C. Miscue analysis D. Screening assessmentD. Screening assessmentAfter reviewing assessment data for his class, which student would a first-grade teacher most likely refer for extra support from a reading specialist? A. Leo, who sometimes substitutes unknown words for different words that still make sense B. Leah, who consistently confuses the sounds for letters, including /f/ and /v/, /a/ and /o/, and /p/and /q/ C. Jerry, who prefers to read books that he finds interesting, such as books about cars, rather than books the whole class is reading D. Chantel, who is shy about reading aloud in front of the classB. Leah, who consistently confuses the sounds for letters, including /f/ and /v/, /a/ and /o/, and /p/and /q/