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Abbreviation Definition
Assessment
----
Progress
Monitoring
----
Validity
----
True Score
----
Error Score
----
Comprehen
sive
Assessment
Model
CAM
Planned or serendipitous
activities that provide info
about students
understanding and skill in a
specific measurement topic
Used to assess students
academic performance, to
quantify a student rate of
improvement to instruction
and evaluate the
effectiveness of instruction;
can be implemented
individually or as entire
class
Consistency with what you
tell and teach; measures
what it is supposed to
measure
Represents students true
level of understanding of
the topic
Due to factors other than
students level of
understanding or skill
Type of
Assessment
----
Example
----
DIBELS, WoodcockJohnson
Informal, formal;
formative, summative;
benchmark, diagnostic
----
-------
Multiple
measures;
cumulative
On The Fly
----
Summative
----
Formative
----
Formal
----
Informal
----
Bell Curve
----
Type I
Questions
----
Type II
Questions
----
Type III
----
Teachable
moments
Structured,
planned
----
-------
Discussion groups,
question and answer
session
Chapter test, Portfolio
Ongoing questioning,
observation, class
discussion, white
boards, think-pairshare/ on-the-fly,
planned for interaction,
embedded in
curriculum
Thumbs up/thumbs
down; pile sorting;
clipboard cruising;
running records
------
Questions
Norm
Referenced
Test
NRT
Criterion
Referenced
Test
CRT
Rigor
----
Curriculum
Based
Assessment
/
Measureme
nt
CBA/CBM
Benchmark
----
Company made
SAT, PSSA
Usually made by
teacher
----
Rigor is NOT:
-Lots of HW
-Doing more
-Not for everyone
-Providing support
means lessoning rigor
*intervention
does not need to
Diagnostic
----
Point
System
----
Response
to
Interventio
n
Instruction
Process
RTII
be content
based can be
showing how to
pace themselves*
Consortum
DIBELS
All forms of
assessment
RTII Process:
1. Primary 80% of
students; whole class
setting
2. Secondary 15% of
students; small group
instruction
3. Tertiary 5% of
students; 1:1
instruction, most likely
special education
No Child
Left Behind
NCLB
ESEA
Least
Restrictive
Environmen
t
LRE