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FTCE Exceptional Student Education K-12 (Competency 2) (Verified)
1. Assessment
: The systematic gathering and analysis of information about stu- dents in order to make decisions that may benefit their educational experience. It is an ongoing process of monitoring student learning and identifying areas of strength and weakness. The ultimate goal is to improve student achievement, and thus it can be considered a formative activity.
2. Screening Assessments
: Are administered to all students in a particular group, such as a grade or a school. It is typically carried out at the beginning of the school year, as in the example of a vision screening administered to all incoming kindergarten students. The goal is to identify, as early as possible, students who may need extra academic support.
3. Pre-Referral Assessments: Are administered to individual students before for- mally referring them for
special education. They typically provide more information than what can be obtained through screening. It can be used to determine which instructional modifications are likely to help the student, and whether these mod- ifications are successful (thereby allowing a formal referral for special education to be avoided in some cases). They can also be used to document the need for formal referral for special education, and may then become part of the student's IEP.
4. Diagnostic Assessments
: Are administered to individual students who may need extra support. In some cases, diagnostic assessments are used because screening has suggested the presence of a disability. In other cases, the diagnostic assessment is used because the student has already been referred for special education and more information is needed. They provide more in-depth under- standing of a child's skills and instructional needs than screening assessments do. The goal is to determine areas of strength and weakness for a particular student. In some cases, the assessment is also designed to identify the nature of the student's disability.
5. Progress Monitoring Assessments
: Are used to determine whether an in- dividual student's progress is adequate. It is conducted frequently over some finite period of time, and it often focuses on one specific academic area (e.g., reading fluency) or behavioral dimension (e.g., impulse control). The actual as- sessments used could be informal or formal and administered either before or after participation in special education services. Examples are the curriculum- based measurement approaches.
6. Outcome Assessments
: Are used to determine the extent of student achieve- ment at the end of the school year or other significant time period. Example: state-mandated achievement tests.
a particular time of day, allowing the order of the components to be varied, allowing frequent breaks, allowing consumption of specific foods, and allowing extends time. These accommodations may be needed by students with medical conditions that require distributed testing, extreme anxiety with respect to certain kinds of test content, and so on.
12. Norm-Referenced Assessment: Provides results for an individual student that are related to norms,
or results obtained from the student's peer group. Most results indicate the individual's performance level compared to others of the same age. A prominent norm-referenced assessment would be the Wechsler Intelligence Scale for Children (WISC-IV). Norm-referenced assessments are standardized , meaning get that their administration and scoring is both predetermined and consistent. Scores can be expressed in a familiar format such as percentile ranking. A CHILD WHOSE WISC-IV SCORE REPRESENTS THE 64th PERCENTILE HAS
SCORED HIGHER THAN 63% OF CHILDREN OF THE SAME AGE WHO HAVE ALSO TAKEN THIS
TEST.
13. Criterion-Referenced Assessment: Compares individual's performance to some predetermined
standard, or criterion. Examples of prominent criterion-ref- erenced assessments include the "high stakes" achievement tests that all states administer in order to monitor student progress, such as the FCAT 2.0. Outcome assessments are almost always criterion-referenced.
14. Individual-Referenced Assessment: Used to compare an individual's score at one point in time with
the same individual's score at some other point or points in time. They may or may not be standardized. Progress monitoring assessments are often individual-referenced. An example would be the running record.
15. Running Record: Teachers use this to track the progress of students in areas like reading. It's a
student's performance across multiple administrations of the same task.
16. Performance-Based Assessment: The student must exhibit some behavior or create some product
requiring integration of knowledge and skills. Although guidance may be given, students do not simply choose among present options, and thus their behavior or product may need to be evaluated subjectively. Exam- ples: a performance (musical piece), a demonstration (lab procedure), an essay, a project, a portfolio (collection of student's work during a semester).
17. Validity: Refers to the extent to which an assessment measures what it is intended to measure.
18. Criterion-Related Validity: Refers to the extent to which scores on an assess- ment are related to
some criterion measure.
19. Concurrent Validity: The criterion measure is administered at the same time as the assessment.
Important to the validation of new measures.
20. Predictive Validity: The criterion measure is administrated at some point in the future. Important to
the determination of whether assessment provides useful information about future performance, including performance in educational and vocational settings.
21. Content Validity: Refers to the extent to which an assessment accurately measures some
23. Reliability: The term used to refer to the consistency of assessment results.
24. Test-Retest Reliability: Refers to the extent to which results will be the same upon repeated
administrations of the same assessment.
25. Inter-Rater Reliability: Refers to the extent to which observers agree on assessment results. Should
be measured when judging essays created for a test of written expression, when counting the number of disruptive behaviors exhibited in a natural setting, and when determining that a musical performance reflects "proficiency."
26. Equivalent-Forms Reliability: Refers to the extent to which alternate forms of the same assessment
yield the results. They can only be considered when a test has multiple forms.
27. Alternative Assessments: Can be defined as assessments that are not stan- dardized, norm-
referenced, or based on multiple-choice response formats. They are often defined in terms of student expression, in the sense that they are based on behaviors, products, and other forms of expression that are not captured in traditional assessments.
28. Observational Assessment: Yields descriptions of student behavior in nat- ural settings. The goal is
to describe behavior as objectively as possible, without making inferences about underlying thoughts, motives, feelings, expectations, and so on.
29. Checklists: Used to note the presence or absence of specific behavior.
30. Rating Scales: Used to note the extent to which a behavior is expressed.
31. Duration Records: Used to note the amount of time the student spends engaged in a particular
behavior.
32. Time-Sampling Records: Used to note the number of times the student engages in a particular
behavior during a particular time period.
33. Anecdotal Records: Used to record narrative descriptions of behavior in particular settings.
34. Ecological Assessment: Focuses on student functioning in different environ- ments. The goal is to
identify environments in which the student functions with greater or lesser difficult, to understand what contributes to these differences in functioning, and to draw useful implications for instructional planning.
35. Authentic Assessment: Provides descriptions of student performance on real-life tasks carried out in
real-world settings. The goal is to determine how well a student performs when the knowledge and skills acquired in class are applied
42. CBA-Curriculum-Based Measurement: An approach to monitoring student progress that is relatively
sensitive to changes in performance over time. It is based on a collection of samples of student performance on a specific task or test. Samples are obtained frequently (1 to 3 times per week) and the tests are brief (1 to 5 minutes).
