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| standardized tests that measure knowledge and skills in academic subject areas (i.e., math, spelling, and reading). |
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| describe changes in format, response, setting, timing, or scheduling that do not alter in any significant way what the test measures or the comparability of scores. They are designed to ensure that an assessment measures the intended construct, not the child's disability. They affect 3 areas of testing: 1) the administration of tests, 2) how students are allowed to respond to the items and 3) the presentation of the tests (how the items are presented to the students on the test instrument) |
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| the chronological age in a population for which a score is the median (middle) score. Age at which they are functioning. |
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| two or more versions of a test that are considered interchangeable, in that they measure the same constructs in the same ways, are intended for the same purposes, and are administered using the same directions. |
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| Usually means an alternative to paper ad pencil test; refers to non-conventional methods of assessing achievement (e.g., work samples and portfolios). |
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| the process of testing and measuring skills and abilities. Includes aptitude tests, achievement tests, and screening tests. |
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| The student completes or demonstrates knowledge, skills, or behavior in a real-life context; real-world standards are used to measure the student's knowledge, skills, or behavior |
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| the point below which the examiner assumes that the student could obtain all correct responses and at which the examiner begins testing |
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| a group or series of tests, or subtests administered; the most common test batteries are achievement tests that include subtests in different areas. |
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| A distribution of scores used to scale a test. Most scores fall in the middle and a small number of scores at the low and high ends. |
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| Levels of academic performance used as checkpoints to monitor progress toward performance goals and/ or academic standards |
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| The highest level of performance or score that a test can reliably measure. The point above which the examiner assumes that the student would obtain all incorrect responses if the testing were to continue and at which the examiner stops testing |
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| An assessment developed, administered, and scored by a teacher to evaluate individual or classroom student performance. |
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| Tests that measure proficiency in subject areas like math and English. Some states require students pass these before graduating |
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| The practice of combining two or more subtest scores to create an average score. For example, a reading performance score may be an average of vocabulary and reading comprehension subtest scores |
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| The range within which the true score can be found. This is frequently called the band of error or confidence level |
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| An academic subject such as math, reading, or English |
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| Expectations about what the child should know and be able to do in different subjects and grade levels; defines expected student skills and knowledge and what schools should teach. |
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| A chart used to translate test scores into different measures of performance (e.g., grade equivalents and percentile ranks) |
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| Fundamental knowledge that all students are required to learn in school |
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| The extent to which two or more scores vary together |
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| Guidelines or rules that are used to judge performance |
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| Criterion-Referenced Tests |
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| The individual's performance is compared to an objective or performance standard, not to the performance of other students. Tests determine if skills have been mastered; do not compare a child's performance to that of other children. |
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| Instructional plan of skills, lessons, and objectives on a particular subject; may be authored by a state, textbook publisher. A teacher typically executes this plan. |
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| The result of transforming raw scores to other types of scores. |
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| a test used to diagnose, analyze or identify specific areas of weakness and strength; to determine the nature of weakness or deficiencies; diagnostic achievement tests are used to measure skills. |
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| A specific range of tests items |
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| identifies patterns of errors in students' works |
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| The average change in test scores that occurs over a specific time for individuals at age or grade levels. |
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| a method of displaying test scores |
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| test scores that equate a score to a particular grade level |
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| a type of scoring in which one score is produced in the evaluation of student work |
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| Individualized Education Program (IEP) |
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| The IDEA Amendments of 1997 mandates that all students with disabilities age 3 through 21 have an IEP. This written plan specifies the special education services that must be provided. |
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| Individuals with Disabilities Education Act Amendment of 1997 |
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| These amendments to the IDEA specify special education services under two parts-- part B specifies special education service for children and youth ages 3-21. Part C describes early intervention services for infants and toddlers, both through age 2. Part B & C of IDEA mandate specific requirements relating to assessment process that teachers and test examiners must know and understand |
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| A broad category of assessment approches that do not include standardized tests |
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| tests that measure aptitude or intellectual capacities |
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| Intelligence Quotient (IQ) |
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| score achieved on an intelligence test that identifies learning potential |
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| A question or exercise in a test or assessment |
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| the items on the scale are the same distance apart; the scale does not have an absolute zero |
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| The cutoff score on a criterion-referenced or mastery test; people who score at or above the cutoff score are considered to have mastered the material; mastery may be an arbitrary judgment |
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| Average score; sum of individual scores divided by the total number of scores |
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| The middle score in a distribution or set of ranked scores; the point (score) that divides a group into 2 equal parts; the 50th percentile |
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| the score of value that occurs most often in a distribution |
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| Changes in the content, format, and or administration of a test to accommodate test takers who are unable to take the test under standard test conditions. they alter what the test is designed to measure or the comparability of scores |
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| Professionals from 2 or more disciplines or professions are involved in the provision of integrated and coordinated services including assessment activities. |
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