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| The number of items that a child answered correctly on a test. |
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| The arithmetic average of a group of scores. |
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| The spread of the scores or the difference between the top score and the bottom score on a test. |
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| Bell-shaped curve representing the usual distribution of human attributes |
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| Standardized Test(norm-referenced test) |
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Definition
| Test that interprets a child's performance in comparison to the performance of other children with similar characterisitcs |
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| Group of individuals on which a standardized test is normed |
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| Subset of a population that is tested for a standardized test |
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| The process of finding out what score most children of a given age will earn on a particular test |
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| Scores obtained from the testing of a normative sample for a standardized test |
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| Criterion-referenced Test |
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Definition
| Standardized test that compares a child's performance to his or her own progress in a certain skill or behavior |
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| Score obtained by comparing the raw score with the performance of children of known characteristics on a standardized test |
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| Derived score giving a child's performance as that of which is normal for a certain age |
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| Derived score giving a child's performance as that of which is normal for a certain grade |
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| Derived score estimated from norm scores because no one with that particular score was actually part of the normative sample |
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| Derived score estimated from norm scores because the raw score is either less than or greater than anyone in the normative sample |
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| Derived scores indicating the percentage of individuals in the normative group whose test scores fall at or below a given raw score |
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Definition
| Is created statistically. This process converts raw scores to numbers that can be used to compare child progress on a particular dimension |
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Definition
| Statistically determined scores that are used to derive total scores or that refer to results on subsets of an instrument |
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| Standard scores with a mean of 100 and a standard deviation of usually 15 |
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| Standard scores for group test; scale has 100 equal parts, mean is usually 50, and standard deviation is usually 21.06 |
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| Standard scores with 9 unequal bands; bands 4,5, and 6 represent average performance |
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| Consistency, dependability or stability of test results |
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| Ability to get the same results from a test taken twice within 2 weeks |
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| Ability of a test to produce the same results regardless of whom administers it |
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| Degree of relationship between two variables |
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| Standard error of measurement(SEM) |
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Definition
| Estimate of the amount of variation that can be expected in test scores as a result of reliability correlation |
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| The extent to which a test measures what it is supposed to measure |
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| Whether a test looks as if it is testing what it is supposed to be testing |
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| Extent of how well a test tests the subject matter it is supposed to test |
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| Criterion Related Validity |
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Definition
| Relationship between the scores on the test and another criterion measure |
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| Relationship between a test and another criterion when both are obtained at about the same time |
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| How accurately a test score can be used to estimate performance on some variable or criterion in the future |
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| The extent to which a test measures a theoretical characteristic or trait |
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| Is demonstrated when similar instruments measuring similar constructs yield comparable results |
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| Is demonstrated by showing that items that should be unrelated to a theory or construct are indeed unrelated to the construct |
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| Describes the usefulness of assessment information for the teacher in the educational setting |
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| Assures that the test is not offensive or unfair to certain children |
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| The examiner directly observes the child spontaneously demonstrates a behavior |
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| The examiner or parent elicits a desired behavior from the child directly |
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| When a behavior is not observed or elicited during the assessment, the examiner may ask the parent if the child has mastered the behavior and if it is present rarely or frequently. Protocol list 2 questions to ask parents: 1st question is open ended and 2nd question is yes/no |
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| Has shown to be the single best indicator of developmental performance in children under three years of age |
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| Correlation between early language skills and later school performance is strong |
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Definition
| Thus, early identification and remediation of communication disorders is critical |
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| The CUES and RESPONSES that reflect a RECIPROCAL RELATIONSHIP between the parent and child |
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| The way the child uses language to communicate with and affect others. |
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| The child's use of gestures to express thought and intent prior to the consistent use of spoken language |
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| The changes in a child's play that reflects the development of representational thought (Individual and Interactional Play) |
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| The child's understanding of verbal language with and without linguistic cues |
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| The child's use of pre-verbal and verbal behaviors to communicate with others |
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| Child's expression of true words or word approximations |
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| Production of sounds and sound combination that are not true word attemps |
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| theory that children have eight areas of intellectual competence that are relatively independent of each other. |
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| curricula organized on the basis of child generated curiosities |
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Definition
| an outlining technique that shows graphically or visually the relationships among ideas |
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| holistic community way to develop early childhood programs that includes all stakeholders, child, parents, teachers, school leaders and the community at large |
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| Collection of artifacts to support record-keeping of child progress in learning |
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Definition
| places, such as folders, boxes or baskets, for keeping all the information known about the children in class. |
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| Developmentally Appropriate Practice |
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Definition
| planning instruction for preschool children around topics rooted in the children's social world. |
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