EDCI 3701 Final Exam/Questions &
Correct Answers Updated 2025.
CBM's original instrument design characteristics - CORRECT ANSWER-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 - CORRECT ANSWER-As special
educators, we can use assessment formatively to inform or modify instruction
General outcome measurement vs. mastery measurement - CORRECT ANSWER-
General outcome- they progress monitor (ORF, dibels, maze, math probe).
Mastery- skill based (ex: our quizzes in class).
Formative vs. summative assessment - CORRECT ANSWER-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 - CORRECT ANSWER-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 - CORRECT ANSWER-Standardized tests, norm referenced test,
iLeap
IEP components related to assessment - CORRECT ANSWER-Under goals and
baseline section of the IEP.
Standard scores, percentile ranks, mean, median, mode - CORRECT ANSWER-
Percentile ranks
o Percentage of students in norm sample who scored at or below the student's score
o 75th percentile is NOT the same as 75%
o Average range- 16th -84th percentile range
, o Ex) 95% rank in the class- your score is better than 95% of the class.
Standard score
o Scaled to a specific mean and standard deviation
o Most common is mean of 100 and SD of 15
o Best for determining eligibility because you can compare across tests and age/grade
levels
informal procedures used to compare a student's performance to the goals of a
curriculum.
- Purposes are to determine
(1) Whether or not a student has achieved skill mastery or
(2) How much students know before instruction begins or after it has finished.
- Comparison is a standard / objective
- Content is specific
- Tested by at least 4 items per skill
- Scores expressed in terms of percentages or rates
Examples include mid-term exams, specific skill tests, informal reading inventories, and
placement tests - CORRECT ANSWER-criterion- referenced tests (CRTs)
Assessment definition and purpose - CORRECT ANSWER-A process of collecting data
for the purpose of making decisions about individuals and groups.
Curriculum Based Assessment (CBA) - CORRECT ANSWER-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 - CORRECT ANSWER-- Inventories and Screening Devices
- Classroom Quizzes
- Criterion-Referenced Tests
- CBM
Curriculum Based Measurement (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.
Assessment decisions - CORRECT ANSWER-At a 'street' level:
o Screening decisions
o Progress monitoring decisions
o Diagnostic decisions
o Accountability/outcome decisions
Critical areas of reading instruction - CORRECT ANSWER-Comprehension, vocabulary,
fluency, phonemic awareness, phonics
Informal reading inventory - CORRECT ANSWER-Provides information about a
student's general reading level
Correct Answers Updated 2025.
CBM's original instrument design characteristics - CORRECT ANSWER-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 - CORRECT ANSWER-As special
educators, we can use assessment formatively to inform or modify instruction
General outcome measurement vs. mastery measurement - CORRECT ANSWER-
General outcome- they progress monitor (ORF, dibels, maze, math probe).
Mastery- skill based (ex: our quizzes in class).
Formative vs. summative assessment - CORRECT ANSWER-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 - CORRECT ANSWER-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 - CORRECT ANSWER-Standardized tests, norm referenced test,
iLeap
IEP components related to assessment - CORRECT ANSWER-Under goals and
baseline section of the IEP.
Standard scores, percentile ranks, mean, median, mode - CORRECT ANSWER-
Percentile ranks
o Percentage of students in norm sample who scored at or below the student's score
o 75th percentile is NOT the same as 75%
o Average range- 16th -84th percentile range
, o Ex) 95% rank in the class- your score is better than 95% of the class.
Standard score
o Scaled to a specific mean and standard deviation
o Most common is mean of 100 and SD of 15
o Best for determining eligibility because you can compare across tests and age/grade
levels
informal procedures used to compare a student's performance to the goals of a
curriculum.
- Purposes are to determine
(1) Whether or not a student has achieved skill mastery or
(2) How much students know before instruction begins or after it has finished.
- Comparison is a standard / objective
- Content is specific
- Tested by at least 4 items per skill
- Scores expressed in terms of percentages or rates
Examples include mid-term exams, specific skill tests, informal reading inventories, and
placement tests - CORRECT ANSWER-criterion- referenced tests (CRTs)
Assessment definition and purpose - CORRECT ANSWER-A process of collecting data
for the purpose of making decisions about individuals and groups.
Curriculum Based Assessment (CBA) - CORRECT ANSWER-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 - CORRECT ANSWER-- Inventories and Screening Devices
- Classroom Quizzes
- Criterion-Referenced Tests
- CBM
Curriculum Based Measurement (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.
Assessment decisions - CORRECT ANSWER-At a 'street' level:
o Screening decisions
o Progress monitoring decisions
o Diagnostic decisions
o Accountability/outcome decisions
Critical areas of reading instruction - CORRECT ANSWER-Comprehension, vocabulary,
fluency, phonemic awareness, phonics
Informal reading inventory - CORRECT ANSWER-Provides information about a
student's general reading level
