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| A data management system that facilitates the organization of student, classroom, school, and district level benchmark and progress monitoring data. The system automatically graphs data against student, classroom, school, district or national norms or targets. |
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| program is a computer software product that promotes reading from pre-kindergarten through 12th grade. The program offers personalized reading quizzes on thousands of books on every grade level. |
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| description of student behavior or a report of observed behavioral incidents. For example, the teacher of a disruptive student may write a description of the disturbances caused by the student to keep track of performance concerns. |
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| A process used to determine a child’s level of ability in different skill domains or the child’s progress in these areas. may be standardized or non-standardized as well as formative or summative. |
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| test student abilities by measuring how well students perform under real-life or simulated contexts. For instance, the driving test is considered an assessment because it tests students' driving skills under real conditions on the roads. |
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| An activity or assessment where certain words are removed from a piece of text and students are asked to fill in the missing words to complete the meaning of the piece. |
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| Concepts About Print (CAP) |
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includes understanding the difference between words and letters, punctuation, and directionality. facilitate reading comprehension and vocabulary acquisition.
Marie Clay’s indicator that tests book handling concepts which include
front/back, top/bottom, left/right, word matching, word/letter order,
punctuation, and word/letter recognition |
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| Criterion Referenced Measurement |
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| assessment or score on test performance that is based on the type of behavior expected of a person with a given score. Each it is established prior to the exam. For example, a student may be shown 10 pictures for 2 minutes and then asked to recall as many as she or he can remember. The number of pictures the student remembers will determine the score with, for example, 3 pictures recalled as the average. The measurement may be expressed in several ways, including checklists, rating scales, grades, rubrics, and percentage of accuracy. |
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| reminders or prompters that help students read correctly. There are three sets of systems: grammar, meaning, and letters/sounds. The three questions that correspond to those systems to help students read well are, in order: "How does the sentence sound?"; "What does the sentence mean?"; and "How does the sentence look?" |
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| Curriculum-based Assessment |
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| assessment linked to programs of learning; used to inform teachers about the learning progress and difficulties of their Student in relation to the program of study, so they can make decisions about what a student needs to learn next and how to teach that material |
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| A criterion-referenced test of a student's reading abilities, including phonemic awareness, phonics, reading comprehension, and vocabulary. |
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| Dynamic Indicators of Basic Early Literacy skills (DIBELS) |
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| are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. |
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| A reading exercise wherein a teacher reads a passage aloud and the student reads it aloud immediately after. |
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| is an assessment process undertaken by administrators and other education decision-makers to make well-founded decisions on planning, designing, and implementing various projects and programs. The process includes an analysis on the distribution and effectiveness of resources to make sure funds are well-spent and that expected standards are met. |
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| Explicit Comprehension instruction |
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| Involves a high level of teacher/student interaction in which the teacher provides clear, unambiguous, direct, and visible explanations to the students. These explanations are concise, specific, and related to the objective. |
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| the process of consistently monitoring the progress of an academic or instructional program as it moves towards established goals and objectives. The evaluation is conducted by measuring performance outcomes over time as the instructor attempts to encourage improvements. |
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| Frustration Reading level |
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| Text that is too challenging for students to comprehend. Students presented with text will be able to identify less than 90% of the words and comprehend less than 75% of the material. |
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| An interpretation of a test score that converts the raw score into a grade number, meaning that the score represents a skill level appropriate for that grade. For example, a score might translate into a GE of 4, meaning an appropriate skill level for a 4th grade student. GE does not take into account the variation in abilities within a grade. |
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| Idaho Reading Indicator (IRI) |
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Definition
| a benchmark reading test that is administered three times per school year to all Idaho public school students in grades K-3. data is reported online to the SDE at the end of each testing session. Districts must provide 40 hours of reading intervention for those scoring below grade level on the test. |
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| Idaho Standard Achievement Test (ISAT) |
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| administered to students in grades 3-10 to provide ongoing monitoring of individual, school, district, and state progress. One component is required for high school graduation is the 10th grade test in reading, language usage, and mathematics. Proficiency on the 10th grade it verifies that an Idaho student has met Idaho standards in reading, language usage, and mathematics. |
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| Independent Reading Level |
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| level at which a person can read the vast majority (95% or more) of the words accurately. This level is often quantified as a grade level ("Beth reads at a sixth grade level). |
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| is a method of measuring an individual's performance by casually watching their behavior or using other techniques. They are different from formal assessments such as standardized tests or graded formal presentations because the graded individual is less aware of the assessment in progress. |
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| Informal Reading Inventory |
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An individually administered assessment of a student's reading abilities, performed by having a student read a series of predetermined, increasingly difficult passages. An can help to identify a student's strengths and weaknesses in word recognition, comprehension, and reading strategies.
The use of a graded series of passages of increasing difficulty to determine
students’ strengths, weaknesses, and strategies in word identification and
comprehension |
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| Instructional Reading Level |
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| The level of difficulty within a text at which a reader can read with 90 percent accuracy (i.e., no more than one error per 10 words read). It engages the student in challenging, but manageable text. |
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| personal record of daily events. can also describe a daily publication, such as a newspaper. In academics, a it is a scholarly publication about developments in a field, usually peer-reviewed by experts in that field. |
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| a commonly used statistic that reflects the central point of a set of data points. It is calculated by putting all the data points in ascending or descending order and finding the value that lands in the middle. For example, the median age of a population comprised of two 15 year olds, three 17 year olds, and two 25 year olds is 17 because, when you put all the ages in order (15, 15, 17, 17, 17, 25, 25) the value in the middle is 17 years old. |
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Examination and interpretation of observed responses in oral reading which do not match expected responses, as a technique for measuring the learner's control of the reading process.
A formal examination of a student’s use of miscues in oral reading as the basis
for determining the strengths and weaknesses in his/her approach to reading |
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| Norm-referenced Measurement |
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Definition
| assessment in which the test takers' scores can be compared to the scores of a specified group of people, typically a group of the test takers' peers, such as students in the same grade. The assessment of performance in relation to that of the large group used in the standardization of a test |
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| Performance-based Assessment |
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| assessment is a method used to help measure the extent of a student's academic accomplishments, strengths, and weaknesses. Common forms of assessments include tests, portfolios, and projects. For example, a teacher would use a final exam as to measure his or her students' academic achievement in the material that was taught |
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| Phonemic Awareness Assessment |
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| measurement of students ability to hear the phonemes in a word, how many sounds in the word bat. |
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| Portfolio-based Assessment |
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| provides a body of student work–essentially, a portfolio–that can be used to appraise student performance over time. |
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| is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.can be implemented with individual students or an entire class. |
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| Ability to read text aloud at a rate of normal speech with accuracy and proper expression -- measured as words read correctly per minute. |
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Capacity of an assessment method to perform in a consistent, stable fashion during successive uses. is a prerequisite for validity. An unreliable indicator cannot produce trustworthy results. Also, the extent to which the same result is achieved when a measure is repeatedly applied to the same group.
Consistency in measurements and tests; specifically, the extent to which two
applications of the same measuring procedure rank persons in the same way |
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| Response to Intervention (RtI) |
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| integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities. |
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| When a student is required to recall the content of a text in a coherent, logical way. |
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Scoring guide for evaluating student work made up of definitions of quality work, well-defined criteria for measuring quality work, and scoring method (using numbers or descriptive language such as excellent, good, etc.) to indicate level of performance. May be holistic, giving an overall score to the work, or analytic, giving an individual score for each component of work.
A set of directions or guidelines for assessing a student’s response or work
sample, such as an oral report or a piece of writing |
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| A tool used to monitor and analyze a student's reading process by recording the reader's oral reading exactly as it is performed. |
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| Assessment tool used to judge quality of student performance in relation to content standards. |
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| evaluation of oneself or one's actions and attitudes, in particular, of one's performance at a job or learning task considered in relation to an objective standard |
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| ability to recognize words without analysis. |
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| is a standardized student score with a mean of 5 and a standard deviation of 2. They range from 1 to 9. In general, stanines of 1 to 3 are considered below average, stanines of 4 to 6 are considered average and of 7 to 9 are considered above average. ... |
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| the evidence that the inferences drawn form test results are accurate, does the test measure what you want it to measure?The evidence that the inferences drawn from test results are accurate |
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| the disperion, spread, or scatter of scores or values in a diribution, usually about the mean.A single central value used to summarize a distribution of scores |
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| Being held responsible and answerable for specified results or outcomes of an activity (over which one has authority). |
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