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RED 4541 Jeopardy Questions And
Answers A+ Graded
The process of gathering data in order to better understand strengths and weaknesses of student learning, as by observation, testing, interviews, etc. is known as...
assessment
This type of test is standardized, but it differs from achievement tests in that it is used to determine a student's strength and/or weaknesses in a particular subject area
diagnostic test
Screening, progress monitoring, and diagnostic (such as formative) assessments are used to...
inform instruction
Cloze tests, checklists, running records, miscue analysis, portfolios, and anecdotal notes are all types of this kind of assessment
informal tests
Record reviews, interviews, observations, tests and/or performance-based assessments...
ways to collect assessment data
When students' assessment data is compared to others that are similar in age, gender, grade in school, etc., it is said that the test is a...
norm-referenced test
This type of assessment measures how well a student performs relative to a predetermined set of objective expectations, or set of criteria, based on the curriculum
criterion-referenced test
Testing instruments often go through a vetting process to see if they measure what they are supposed to measure and if the results are consistent. Therefore, tests are vetted to see if they are...
valid and reliable
The following are known as...
- Presentation (repeating directions, read alouds)
- Response (marking answers in books, pointing)
- Setting (special lighting, separate room)
- Timing/Scheduling (extended time, frequent breaks)
testing accommodations
This act prohibited schools from excluding students with disabilities due to their disability, required schools to take reasonable steps to prevent harassment based on the disability, and make accommodations necessary to enable students with disabilities to participate in all activities and services
Section 504 of the Rehabilitation Act of 1973
When testing a student's attitudes, feelings, self-perceptions, and motivations regarding a certain content area, you are assessing...
affective factors
Teachers may assess vocabulary that falls within two different categories. These categories are known as...
general academic vocabulary words and discipline-specific vocabulary words
This General Outcome Measure CBM is often used to assess a student's reading ability in a short amount of time
Oral Reading Fluency CBM (ORF CBM)
When assessing a student's ability to comprehend a passage, the examiner may choose to implement one, or both, of these reading comprehension assessments?
MAZE and Cloze Assessments
This type of assessment is often used when assessing phonological and/or phonics skills and is made up of words that are not real (i.e., pseudowords)
nonsense word fluency measures (e.g. word attack)
This rule provides information on how many consecutive items a student must answer correctly in order for earlier items (that are consequently not administered) to be scored as correct. Some instruments require four consecutively correct items, while other instruments may require up to six consecutively correct items
basal rule
During the QRI-6 administration, the examiner should first refer to the student's performance on this part of the assessment prior to having the student begin answering concept questions or reading the diagnostic reading leveled passages
Word Lists
During the QRI-6 testing administration, the student's word lists and leveled passages results are identified in one of these three levels
independent level, the instructional level, and the frustration level
When administering the following WJ-IV subtests: Letter-Word Identification, Passage Comprehension, and Word Attack, the examiner should discontinue testing administration after this point.
ceiling rule (i.e., when the student misses six consecutive items)
When determining the student's overall reading level for a diagnostic passage within the QRI, the examiner must take look at these two scores/levels...
word identification/recognition level and the comprehension level
