EDCI 3701 Final Exam, EDCI 3701 FINAL
Assessment definition and purpose - A process of collecting data for the
purpose of making decisions about individuals and groups.
Curriculum Based Assessment (CBA) - 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 - - Inventories and Screening Devices
- Classroom Quizzes
- Criterion-Referenced Tests
- CBM
Curriculum Based Measurement (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.
Assessment decisions - At a 'street' level:
o Screening decisions
o Progress monitoring decisions
o Diagnostic decisions
o Accountability/outcome decisions
Critical areas of reading instruction - Comprehension, vocabulary, fluency,
phonemic awareness, phonics
Informal reading inventory - 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 - - 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 - -Used for determining passage reading level
, -Utilize graded word lists (i.e., recognition) and passages (i.e., question
comprehension)
Three levels of Betts Criteria - 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 - -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) - 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 - - Mean score of 100- grade level appropriate
- 85-115 is average scores
- + or - 15 from the mean
CBM's original instrument design characteristics - 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 - As special educators, we can
use assessment formatively to inform or modify instruction
General outcome measurement vs. mastery measurement - General outcome-
they progress monitor (ORF, dibels, maze, math probe).
Mastery- skill based (ex: our quizzes in class).
Formative vs. summative assessment - 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
Assessment definition and purpose - A process of collecting data for the
purpose of making decisions about individuals and groups.
Curriculum Based Assessment (CBA) - 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 - - Inventories and Screening Devices
- Classroom Quizzes
- Criterion-Referenced Tests
- CBM
Curriculum Based Measurement (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.
Assessment decisions - At a 'street' level:
o Screening decisions
o Progress monitoring decisions
o Diagnostic decisions
o Accountability/outcome decisions
Critical areas of reading instruction - Comprehension, vocabulary, fluency,
phonemic awareness, phonics
Informal reading inventory - 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 - - 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 - -Used for determining passage reading level
, -Utilize graded word lists (i.e., recognition) and passages (i.e., question
comprehension)
Three levels of Betts Criteria - 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 - -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) - 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 - - Mean score of 100- grade level appropriate
- 85-115 is average scores
- + or - 15 from the mean
CBM's original instrument design characteristics - 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 - As special educators, we can
use assessment formatively to inform or modify instruction
General outcome measurement vs. mastery measurement - General outcome-
they progress monitor (ORF, dibels, maze, math probe).
Mastery- skill based (ex: our quizzes in class).
Formative vs. summative assessment - 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
