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Definition
Short answer methods
Consist of those in which students select the correct or best response from a list provided.
i.e. Multiple Choice, True/False, Matching, Short Answer, Fill-in questions |
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| Extended Written Response |
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| Requires students to construct a written answer in response to a question or task rather than select from a list. |
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An assessment based on observation and judgement; look at a performance or product and make a judgement as to its quality.
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Gathering information about students through personal communication - find out what students have learned through interacting with them.
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| Classifying assessments according to method. |
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| Assessment Development Cycle |
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Five stages of developing assessments.
Planning, Developing, Critiquing, Administering and Revising. |
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Determine what the test will cover and how much weight each learning target will get.
Makes tests more Valid. |
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| Problems that can result in inaccurate estimates of student learning. |
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| Key conditions that influence choosing the selected response method of assessment. |
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| Give feedback in terms specific to the learning target addressed. |
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| Curriculum-Based Assessment |
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Definition
| Using content form the currently used curriculum to assess student progress. |
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| Curriculum-Based Measurement |
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Definition
| Frequent measurement comparing student's actual progress with expected rate of progress. |
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Definition
Ongoing assessment that is completed during the acquisition of a skill.
Assessment FOR learning |
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Assessment that is completed at the conclusion of an instructional period to determine level of acquisition or mastery.
Assessment OF Learning |
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| The sequence of letters in a specific word. |
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| Tests used for in-depth assessment of the mastery of a specific skill or subskill |
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| The number of words the student is able to read aloud in a specified period of time. |
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| A measurement of reading comprehension that requires the student to supply a missing word in a passage. |
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| The beginning score against which student progress is measured. |
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| The goal line against which progress is measured in curriculum-based measurement. |
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| Assessment that requires the student to create an answer or product to demonstrate knowledge. |
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| Criterion-Referenced Tests |
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Definition
| Tests designed to accompany and measure a set of criteria or skill-mastery criteria. |
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| Measuring progress by using the same instructional materials or tasks that are used in the classroom. |
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| A small part of a skill, used in task analysis. |
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| Breaking task down into parts to determine which part is causing difficulty for student. |
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| Small units of a task used to complete a task analysis. |
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| Analyzing a student's learning problems by determining error patterns. |
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| Lists of academic or behavioral skills that must be mastered by the student. |
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| Questions about a student's behavior or academic concerns that may be answered by the student or by the parent or teacher. |
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| Samples of a student's work; one type of Permanent Product |
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Products made by the student that may be analyzed for academic or behavioral interventions.
i.e. Work Samples |
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| Assessment that requires the student to apply knowledge in the real world. |
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| Evaluating student progress, strengths and weaknesses using a collection of different measurements and work samples. |
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| Tests used to measure academic progress, what the student has retained in the curriculum. |
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| Brief tests that sample a few items across skills or domains. |
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| Tests designed to measure strength, talent or ability in a particular area or domain |
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| Individually administered tests designed to determine specific academic problems or deficit areas. |
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| Instruments that assess a student's ability to adapt to the world in different situations. |
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| Tests designed to compare individual students with national averages or norms of expectancy. |
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| Curriculum Based Assessment |
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| Using content from the current curriculum to assess student progress. |
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| Instruments that can yield more detailed information for making decisions about educational interventions. |
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| Area of cognitive development or ability thought to be evidenced by certain behaviors or skills. |
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| Measuring verbal concepts and verbal understanding. |
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| Inner language concepts applied to what is heard. |
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| Language skills used in speaking or writing. |
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| Understanding language concepts and using them in writing. |
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