EDCI 3701 Final Exam, EDCI 3701 FINAL

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 Data-based individualization - 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 - Standardized tests, norm referenced test, iLeap IEP components related to assessment - Under goals and baseline section of the IEP. Standard scores, percentile ranks, mean, median, mode - 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 - criterion- referenced tests (CRTs) Norm-referenced tests (NRTs) - formal procedures used to compare a student's performance to the goals of a set group of individuals. NRT- Purposes are to (1) Rank each student with respect to others in broad areas of knowledge or (2) Discriminate between high and low achievers - Comparison is a group of individuals - Content is broad - Likely tested by less than 4 items per skill - Scores expressed as standard scores, percentiles, or grade / age equivalents Examples include standardized intelligence tests, achievement tests (e.g., Woodcock-Johnson-3rd ed.), and behavior rating scales Survey level assessment - Used for to determine student's instructional level Error Analysis - We did it in math intervention. -Purpose is to look for patterns that can directly be addressed through instruction -In math, focus can be on both doing and thinking processes -Determine what calculating patterns are -Determine how student thinks through the process RTI and special education - Response to intervention- tier system Tier 1- general education Tier 2- small group (at risk) Tier 3- one on one instruction (sped)