EDCI 3701 final Exam Questions And Answers 100% Accurate.

assessment definition and purpose - correct answer In education circles, defined as a process of collecting data for the purpose of making decisions about individuals and groups; Decisions generally focus on (1) student progress toward instructional goals, or (2) the need for special programs and related services; An overarching topic that involves both the instructional environment and the learner; Concerned with a number of types of decisions in the academic, social-emotional-behavioral, and/or physical domains screening - correct answer Purpose: Identify students who are at risk of poor learning outcomes Focus: All students Tools: Brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for predicting learning or behavioral problems. Timeframe: Administered more than one time per year. (Recommended at least 3 times a year) Universal screening: decide which students likely need help and which do not. progress monitoring - correct answer Purpose: Monitor students' response to primary, secondary, or tertiary instruction to estimate rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction. Focus: Students identified through screening as at-risk for poor learning outcomes. Tools: Brief assessments that are valid, reliable, and evidence-based. Timeframe: Students are assessed at regular intervals (e.g., weekly, biweekly, or monthly). Decide when to modify instruction and / or move on to new goals. diagnostic - correct answer determine what kind of help a student needs outcome - correct answer document the overall effectiveness of a program CBM reading Administration and scoring rules - correct answer Oral Passage Reading (OPR): The score of OPR is comprised of the number of words attempted minus the number of errors to provide the number of words read correctly (WRC) within 1 minute. Maze CBM CBM math Administration and scoring rules - correct answer Math CBM is easy and efficient to administer and score. It can be administered individually or to an entire class at the same time. Math CBM can be broken down into three areas: Early Numeracy, Computation, & Concepts and Applications CBM spelling Administration and scoring rules - correct answer Spelling CBM can be scored for CLS and words spelled correctly (WSC). CLS is the total number of pairs of letters that are in the correct sequence; WSC is the total number of words spelled correctly. 1. Count the total number of correct letter sequences to obtain the CLS score 2. Count the total number of words spelled correctly to obtain the WSC score CBM written expression Administration and scoring rules - correct answer Writing CBM has traditionally been made up of a short, simple measure of students' writing skill that requires students to write for 3 minutes on an instructional-level story starter. The response is then scored using multiple metrics, the most common being total words written (TWW), words spelled correctly (WSC), and correct writing sequences (CWS). Scoring Writing CBM: 1. Count the total number of words written to obtain the TWW score. 2. Count the total number of words spelled correctly and subtract that from the TWW to obtain the WSC score. 3. Count the total number of correct writing sequences to obtain the CWS score. CBM's original instrument design characteristics - correct answer Reliable and valid Simple and efficient Easily understood Inexpensive What is CBM? - correct answer -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. -An approach to measuring the academic growth of individual students What is the goal of CBM? - correct answer To aid teachers in evaluating the effectiveness of the (basic skills) instruction they provide to individual students. CBM attributes - correct answer -Alignment with the curriculum -Includes technically adequate measures -Reliable and valid -Uses criterion-referenced measures -Uses standard procedures -Uses performance sampling -Incorporates decision rules -Emphasizes repeated measurement -Emphasizes efficiency in administration, scoring, interpretation and reporting. General outcome measurement - correct answer a measure that reflects overall competence in the annual curriculum; Describes individual student's growth and development over time (both "current status" and "rate of development"); Provides a decision making model for designing and evaluating interventions. Examples: CBMs, AIMSweb Math Computations (MCOMP), Oral Counting (and the other tests of early numeracy), Vocabulary Matching, MAZE -long term -timed -proficiency or rate based -complete curriculum based