Term
| Curriculum-based assessment- |
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Definition
Using curriculum materials
to measure student progress and achievement. This includes
a variety of testing methods such as teacher made tests,
tests made by the producer of the materials such as
end of chapter tests, and other assessments using the
actual content of the instructional materials. |
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Term
Curriculum-based measurement- |
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Definition
A specific type of
curriculum-based assessment that uses repeated
assessments or measurements of specific skills. These
assessments are based on a long-term goal and seek to
determine if a student is progressing along an aim line to
meet that annual goal. |
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Term
What does it mean that Curriculum-based measurements are formative evaluations. |
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Definition
This means that the progress is monitored during the
instructional period rather than just at the end of the
instructional period like summative evaluations. |
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Term
| How many CBM shoud a student complete per week? |
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Definition
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Term
CBMs or curriculum-based measurement has been found
to be effective in assessing what 4 things? |
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Definition
oral reading fluency, spelling skills, written expression, and mathematics skills. |
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Term
Oral reading fluency is one skill that_________________ |
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Definition
indicates how well a student is achieving within the curriculum. |
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Term
Oral reading fluency measures are constructed by________
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Definition
selecting grade level passages that the student has not
read before, and asking the student to read the passages.
The teacher counts the number of correctly read words
read aloud in 1 minute. |
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Term
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Definition
The goal of using CBM is to determine if the student
continues to increase in the number of correctly read words
from one week to the next and to make adjustments if the
student is not progressing as expected. |
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Term
| 4 Steps to constucting CBM for Oral reading fluency |
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Definition
1.Select the number of passages needed to have a total of
two passages per week plus an additional 3 passages
to take the baseline.
2. Make 2 copies of each passage. The teacher’s copy will
have the cumulative total of words at the end of each line
so the teacher can quickly count the words read and record
the total.
3. Have the student read 3 passages to determine the baseline.
The baseline score can either be the median score of the 3
scores or the average of the 3 scores.
4. Use the established expectations of the number of words
expected to increase per week and multiply by the number
of weeks of instruction to determine the aim line. |
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Term
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Definition
For example, if the baseline score is 35 words and the
number of words that the student is expected to increase
per week is 1.25 for 20 weeks the aim line is calculated as:
20 x 1.25 = 25 + 35 = 60
weeks expected expected baseline goal
increase increase
per week in 20
weeks
week weeks |
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Term
Charting Progress of Curriculum-Based
Measurement- Aim Line |
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Definition
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Term
How do we know if our intervention is wrong and in what ways can it be wrong |
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Definition
Generally, when the student progress
declines for 3 or more measures taken, the educational
instruction needs to be changed. |
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Term
When the data collected indicates that a student is reading well beyond the rate expected what do you do? |
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Definition
the aim line may need to be adjusted or the curriculum may need to be changed to be
more challenging for the student.
If the student is out performing the intervention. Intervention is not matched despite progress and needs to be changed |
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Term
¨Can’t do/Won’t Do Assessment
(VanDerheyden & Witt)
¡ |
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Definition
| Brief assessment to determine if lack of academic progress is a motivation problem, a skills deficit problem, or combination |
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Term
| Materials needed to do Can't do/won't do |
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Definition
¡Copy of pervious assignment student performed poorly on, or a version of the work student is should/expected to complete accurately
¡Timer
¡Treasure chest with age appropriate rewards
¡Writing materials. |
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Term
| How to do can't do/won't do assesment |
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Definition
¨Have the student choose a reward from treasure chest she would like to work for
¨Have student complete the assignment as second time.
¨Tell student if they improve their “score” on the second assignment they will earn their selected reward. |
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Term
| How do you know it is a performance problem? |
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Definition
| Student significantly improves their score when reward is available |
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Term
| How do you know when it is a skill problem? |
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Definition
¡Student does not improve score or only improves slightly |
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Term
| How do you know when it is a combination problem? |
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Definition
| Student improves score but is still not performing at acceptable level. |
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Term
| Reasons for Performance Problems |
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Definition
¨Student lacks the motivation to complete assignment.
¡Too easy
¡Not interesting
¡Doesn’t like you/peers
Not necessarily being lazy. We all need a little something extra sometimes
¨Establish a contingency system for completing work accurately and in timely manner. |
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Term
| Reasons for skill problmes |
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Definition
¨Student lacks the necessary skills in order to complete assignments.
¡Work is hard
¡Missing prerequisite skill
¨Will have to determine where the breakdown is occurring( Ex. Multiplication precedes division)
¡Fluency problem- more practice
¡Missing skill- go back and teach
¨For students with skill and performance problems you will have to combine methods
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