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