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EDSP 516 > Final > Flashcards

Final Flashcards

1
Q

Purpose of assessment

A
  1. to guide classroom instruction
  2. to measure progress toward achieving an academic or behavioral outcome
  3. to provide information about an individual or a group
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2
Q

Definition of assessment

A

A process of observing, gathering, recording, and interpreting information to make legal and educational decisions

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3
Q

Assessment and Special Education

A

Eligibility (assessment and response to intervention)

Multidisciplinary team or IEP team (assessment student language, assessment interpretation)

Individualized education program (IEP) (accommodations and modifications, alternate assessment, reevaluation)

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4
Q

Accommodation

A

Changes that do not significantly alter the instructional level, curriculum content, or criteria of assessment

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5
Q

Modification

A

Changes that significantly alter the instructional level, curriculum content, or criteria of assessment

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6
Q

FERPA

A
  • Rights for families and students (age 18 and above)

* Parent must give written consent for student information to be released

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7
Q

RtI

A

A process of identifying students who are experiencing difficulties and providing specific interventions to address areas of concern before children fail

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8
Q

Tier 1

A
  • Implemented by General education teacher
  • Whole class instruction
  • Provide developmentally appropriate instruction
  • Improve classroom environment
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9
Q

Tier 2

A
  • Implemented by general education teacher or specialist
  • Small group instruction
  • Focus on specific area of difficulty
  • 6-8 weeks of instruction
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10
Q

Tier 3

A
  • Implemented by special educator
  • Individual Instruction
  • Specific area of difficulty
  • Most intensive level of instruction
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11
Q

CBM

A 
•Curriculum-based measurement (CBM)
–Connects instruction with assessment
–Direct measurement of student performance
–Reliable
–Valid
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12
Q

5 steps of assessment in special education

A 
STEP 1: screening and referral
STEP 2: determining eligibility
STEP 3: program planning
STEP 4: individual progress monitoring
STEP 5: evaluating the program
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13
Q

Responding to Diversity:

Examiners must be sensitive to….

A
  • Student’s diverse background
  • Student’s native language and proficiency in English language
  • Family and student
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14
Q

Family is defined as….

A

Two or more people that show commitment to each other

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15
Q

Reliability is defined as…

A

consistency or stability of test performance when repeated on certain individuals or groups

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16
Q

Factors to consider with reliability:

A
  • testing environment
  • the student
  • the test
  • the examiner
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17
Q

3 approaches to reliability

A
  1. Correlation Coefficients
  2. Variance or Standard Deviations of Measurement Errors
  3. Item Response Theory
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18
Q

Correlation

A

The extent to which two scores vary together. Describes a relationship not a cause!

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19
Q

Correlation Coefficient

A

A measurement of the correlation or relationship between test items, ratings… r = .94

20
Q

Strength of Correlation Coefficient Relationship

A

Value between +1.00 and -1.00. The closer to 1, the stronger the relationship.

21
Q

Direction of correlation coefficient relationship

A

Can be positive (+) or negative (-)

22
Q

Standard for educational decisions (correlation coefficient)

A

.90

23
Q

Test-Retest Reliability

A

test the same student twice and determine the correlation coefficient

24
Q

Alternate Form Reliability

A

(equivalent form, parallel form) establish the correlation coefficient between two forms (A&B)

25
Q

Split-Half Reliability

A

test the whole group with the whole test -divide the test items in half to form two tests and establish the correlation coefficient

26
Q

Internal Consistency Reliability

A

determines the similarity of the test items. The more similar the higher the correlation coefficient

27
Q

Interscorer/ interrater/ interobserver reliability

A

agreement between scorers, observers, or raters

28
Q

Standard error of measurement (SEM):

A

Obtained score = True Score + Errors

29
Q

Factors Influencing Reliability

A

Test length – longer = more reliable
Test speed – timing a test can create problems
Group homogeneity – more heterogeneity = more reliability
Item difficulty – too easy or too hard = lower reliability
Objectivity – objective scoring = more reliability
Test-retest interval – shorter the interval = higher reliability
Variation with the

30
Q

Validity defined as…

A

extent to which evidence and theory confirm the interpretation of the test

31
Q

Content Validity

A
  • Most important type of validity

* Do test items reflect test objectives

32
Q

Criterion-Related Validity

A

extent to which scores from one measure relate to scores from another

33
Q

Concurrent Validity

A

correlation between two measures given at basically the same time. (new instrument and a known instrument)

34
Q

Predictive validity

A

Can this measure predict future performance on another measure?

35
Q

Construct Validity

A

extent to which a test measures a trait, characteristic

difficult to establish, requiring time and volume of studies

36
Q

Equity defined as….

A

Assessment is approached in a fair, impartial and just manner.

37
Q

Fair

A

All students have access to and can participate in the assessment

38
Q

Standardized Testing

A

●Manual prescribes administration, scoring and interpretation
●Can be administered individually or group
(Norm-Referenced Tests)

39
Q

Population

A

the large group from which the sample is selected

40
Q

Standardization Sample

A

subgroup, representative of the population

41
Q

Norm-Referenced Test

A
  • Is a standardized test
  • Compares student performance to a standardization sample or norms
  • Typically covers a broader domain than criterion-referenced assessments
    (TerraNova)
42
Q

Criterion- Reference Test

A
  • Scores are not compared to a norm group
  • Compares student performance with respect to a specific domain (content)
  • Covers items in a specific content more thoroughly
  • help make instructional decision
    (Brigance)
43
Q

Nominal Scale

A

a naming scale, cannot use for + - * or /

• At Goalkeeper, Oliver, Number 30

44
Q

Errors of measure can stem from…

A
  • the testing environment
  • the student
  • the examiner
45
Q

The most difficult type of validity to establish for a test is…

A

Construct validity

46
Q

A test that compares a students test performance with the performance of similar students who have taken the same test is called…

A

Norm-reference test

EDSP 516 (1 decks)

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