Student success
Examination paper
“Come all for this greatness”
...100% Correct Ans...
PDU3701 EXAM PACK 2024
Assessment definition and purpose
Answ>>A process of collecting data for the purpose of making decisions about individuals
and groups.
Curriculum Based Assessment (CBA)
Answ>>An approach that uses direct observation and recording of a student's
performance in the school curriculum as a basis for obtaining information to make
instructional decisions (Deno, 1987)
Examples of CBA
Answ>>- Inventories and Screening Devices
- Classroom Quizzes
- Criterion-Referenced Tests
- CBM
Curriculum Based Measurement (CBM)
Answ>>The use of specific procedures whereby the student's academic skills are assessed
from repeated rate samples using stimulus materials taken from the student's curriculum.
Assessment decisions
Answ>>At a 'street' level:
o Screening decisions
o Progress monitoring decisions
o Diagnostic decisions
o Accountability/outcome decisions
Critical areas of reading instruction
,Answ>>Comprehension, vocabulary, fluency, phonemic awareness, phonics
Informal reading inventory
Answ>>Provides information about a student's general reading level
Involves a student reading passages of increasing grade-level difficulty and answering
passage-related questions
Goal is to determine a student's instructional reading level (vs. independent or frustration
level)
o Student can recognize 95 percent of the words in the passage and comprehends about 75
percent of the material
CBM- Survey Level Assessment
Answ>>- Provides a general sample of a student's reading behavior and used to determine
a student's instructional level and guide assessment/instruction
- Steps include administering 3 grade-level passages, determining both median Words Read
Correctly in a Minute (WRCM) and errors; determine if in instructional range (see
attachment); if yes, use grade-level reading passages for progress-monitoring purposes; if
not, repeat process in next-lower grade-level material until instructional level determined;
use accompanying scale to determine progress-monitoring material
Betts Criteria
Answ>>-Used for determining passage reading level
-Utilize graded word lists (i.e., recognition) and passages (i.e., question comprehension)
Three levels of Betts Criteria
Answ>>Three levels:
- Independent - 99-100% word recognition and 90-100% comprehension
- Instructional - 95-98% word recognition and 75-89% comprehension
- Frustration - 90%- or lower-word recognition or 50% or lower comprehension
Math CBM
Answ>>-Historical focus was on computation
-Recent focus has switched to concepts and applications for school-aged populations above
first grade
-Early numeracy skill development the focus of kindergarten and first grades
Standard deviation (SD)
Answ>>Distance from the mean.
On most scales of interest, one SD = 15 points
68% of the population is within 1 SD of the mean (+ or -); AVERAGE RANGE
96% of the population is within 2 SD of the mean (+ or -)
Most common standard score
Answ>>- Mean score of 100- grade level appropriate
, - 85-115 is average scores
- + or - 15 from the mean
CBM's original instrument design characteristics
Answ>>CBM- the use of specific procedures whereby the student's academic skills are
assessed from repeated rate samples using stimulus materials taken from the student's
curriculum.
** It's valid (test measures what it is supposed to) and reliable (consistent) and easy for
teachers to use.
CBM's importance to special education practice
Answ>>As special educators, we can use assessment formatively to inform or modify
instruction
General outcome measurement vs. mastery measurement
Answ>>General outcome- they progress monitor (ORF, dibels, maze, math probe).
Mastery- skill based (ex: our quizzes in class).
Formative vs. summative assessment
Answ>>Can be differentiated by time at which administered
o Formative assessment takes place during instruction (ex: CBM)
o Summative assessment takes place after instruction (ex: final)
Primary difference, however, is in the use of the data gathered
o It is formative assessment if the data are used to plan or modify instruction (as an
ongoing feedback loop)
o It is summative assessment if the data are used to document performance before moving
on
Data-based individualization
Answ>>o Refers to an instructional program that enables the student to work on
appropriate tasks or content over time under conditions that motivate.
Assessment should provide information in:
o What to teach the individual student
o How to teach the individual student
Formal assessment
Answ>>Standardized tests, norm referenced test, iLeap
IEP components related to assessment
Answ>>Under goals and baseline section of the IEP.
Standard scores, percentile ranks, mean, median, mode
Examination paper
“Come all for this greatness”
...100% Correct Ans...
PDU3701 EXAM PACK 2024
Assessment definition and purpose
Answ>>A process of collecting data for the purpose of making decisions about individuals
and groups.
Curriculum Based Assessment (CBA)
Answ>>An approach that uses direct observation and recording of a student's
performance in the school curriculum as a basis for obtaining information to make
instructional decisions (Deno, 1987)
Examples of CBA
Answ>>- Inventories and Screening Devices
- Classroom Quizzes
- Criterion-Referenced Tests
- CBM
Curriculum Based Measurement (CBM)
Answ>>The use of specific procedures whereby the student's academic skills are assessed
from repeated rate samples using stimulus materials taken from the student's curriculum.
Assessment decisions
Answ>>At a 'street' level:
o Screening decisions
o Progress monitoring decisions
o Diagnostic decisions
o Accountability/outcome decisions
Critical areas of reading instruction
,Answ>>Comprehension, vocabulary, fluency, phonemic awareness, phonics
Informal reading inventory
Answ>>Provides information about a student's general reading level
Involves a student reading passages of increasing grade-level difficulty and answering
passage-related questions
Goal is to determine a student's instructional reading level (vs. independent or frustration
level)
o Student can recognize 95 percent of the words in the passage and comprehends about 75
percent of the material
CBM- Survey Level Assessment
Answ>>- Provides a general sample of a student's reading behavior and used to determine
a student's instructional level and guide assessment/instruction
- Steps include administering 3 grade-level passages, determining both median Words Read
Correctly in a Minute (WRCM) and errors; determine if in instructional range (see
attachment); if yes, use grade-level reading passages for progress-monitoring purposes; if
not, repeat process in next-lower grade-level material until instructional level determined;
use accompanying scale to determine progress-monitoring material
Betts Criteria
Answ>>-Used for determining passage reading level
-Utilize graded word lists (i.e., recognition) and passages (i.e., question comprehension)
Three levels of Betts Criteria
Answ>>Three levels:
- Independent - 99-100% word recognition and 90-100% comprehension
- Instructional - 95-98% word recognition and 75-89% comprehension
- Frustration - 90%- or lower-word recognition or 50% or lower comprehension
Math CBM
Answ>>-Historical focus was on computation
-Recent focus has switched to concepts and applications for school-aged populations above
first grade
-Early numeracy skill development the focus of kindergarten and first grades
Standard deviation (SD)
Answ>>Distance from the mean.
On most scales of interest, one SD = 15 points
68% of the population is within 1 SD of the mean (+ or -); AVERAGE RANGE
96% of the population is within 2 SD of the mean (+ or -)
Most common standard score
Answ>>- Mean score of 100- grade level appropriate
, - 85-115 is average scores
- + or - 15 from the mean
CBM's original instrument design characteristics
Answ>>CBM- the use of specific procedures whereby the student's academic skills are
assessed from repeated rate samples using stimulus materials taken from the student's
curriculum.
** It's valid (test measures what it is supposed to) and reliable (consistent) and easy for
teachers to use.
CBM's importance to special education practice
Answ>>As special educators, we can use assessment formatively to inform or modify
instruction
General outcome measurement vs. mastery measurement
Answ>>General outcome- they progress monitor (ORF, dibels, maze, math probe).
Mastery- skill based (ex: our quizzes in class).
Formative vs. summative assessment
Answ>>Can be differentiated by time at which administered
o Formative assessment takes place during instruction (ex: CBM)
o Summative assessment takes place after instruction (ex: final)
Primary difference, however, is in the use of the data gathered
o It is formative assessment if the data are used to plan or modify instruction (as an
ongoing feedback loop)
o It is summative assessment if the data are used to document performance before moving
on
Data-based individualization
Answ>>o Refers to an instructional program that enables the student to work on
appropriate tasks or content over time under conditions that motivate.
Assessment should provide information in:
o What to teach the individual student
o How to teach the individual student
Formal assessment
Answ>>Standardized tests, norm referenced test, iLeap
IEP components related to assessment
Answ>>Under goals and baseline section of the IEP.
Standard scores, percentile ranks, mean, median, mode
