Week 1: Intro to Academic Assessment Flashcards
(26 cards)
CBA
Broad framework for educational measurement sampled directly from instructional methods being used in schools
CBE
A specific flowchart methodology for intervention linking problem-solving, instruction, and measurement
Purpose of CBA
to ensure high quality instructional systems, adequate student response to instruction and data-based decision making
CBM
A set of measures reflective of major educational goals that curriculum universal (A variant a CBA)
Purpose of CBM
To serve as an indicator of student progress on basic educational outcomes that span an academic year. Not explicitly linked to any specific process.
Properties of CBA
Brief
Low inference
Used for summative and formative decision making
Used at all tiers
Anyone can use them
Inexpensive
Reflective of instructional goals
Scores are intuitive and clearly reflect task
Broadband assessment
Comprehensive batteries that test all knowledge to be acquired in school (Summative)
Purpose of Broadband Assessment
Evaluation for diagnostic/classification
Narrowband assessment
Summative comprehensive batteries of narrow academic skill (fluency, word reading)
Narrowband assessment purpose
Verify findings of weaknesses in broadbands, error analysis, and develop instructional goals. Used to evaluate long-term goal achievement.
Properties of Narrow/Broadband Assessment
Lengthy
Expensive
Restricted to certain users
Summative
Often high-inference
Standardized scaled scores
Low-inference
All we are saying is that the child is failing to learn a skill – CBM is not used for classification/diagnosis – the fault rests on the environment
Matthew’s Effect
Early readers who develop strong reading skills tend to gain more advantages in literacy development while those who struggle fall fare behind. Typically observed to take place around 3rd grade as this is the critical point where students are transitioning from “learning to read” to “reading to learn”
Underlying assumptions of CBE
Focus of school resources are on variables that can be modified
Cause of learning problems are absence of prior knowledge
Assessments moves from low to high resolution
CBM Advantages
Known validity/reliability
Standardized
Broad based applicability
Uses both normative and criterion-referenced scores
Applicable at all tiers
General outcome measures
Measures of broad critical skills in education (Fluency/Decoding)
Specific subskill measures
Measures of specific skills that “fuel” the growth of GOMs (consonant blends, identification of vowel sounds)
Mixed skill fluency
accurate and fluent computation of varied grade appropriate math operations
Mastery Measure Fluency
Accurate and fluent computation of individual math operations
National norms
Norm-referenced points established on average performance of all schools participating in a database
Local norms
Norm-referenced points established based on average performance of individual district, school or grade
Criterions
A specific set of a thresholds a student must meet which indicates high probability of achieving a high-stakes criteria
CBM in MTSS
Tier 1 - CBM used as universal screener to collect normative reference points and growth of whole grades/classrooms
Tier 2: CBM used to progress monitor individual students
Tier 3: CBM used to progress monitor students in individual setting
Computer Adaptive Tests (CAT)
Computer administered tests that assess a variety of skills across a continuum, rather than a single skill, in different ways. Items adjust in difficulty as the student responds.
