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| Standardized tests used to evauluate an individual's performance in a specific area |
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| Written for a variety of subjects and levels designed to measure a student's knowledge or proficiency in something that has been learned or taught. E.G. (SAT) |
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| Designed to provide specific information about each aspect of a task in order to share specific strengths and weaknesses of a student |
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| The written notes teachers maintain based on their observations of individual children |
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| Standardized (norm-referenced) tests that are designed to measure a student's ability to develop and acquire skills and knowledge |
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| measure student understanding of the learning process and product, rather than just the product |
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| Criterion-referenced tests |
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| determines how well a student performs on an explicit relative to a predetrmined performance level, such as grade-level expectations or mastery. Do not help teachers compare student results tot hose of other test takers |
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| usually standardized or norm-referenced and are given before instruction begins to help teachers understand students' learning needs |
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| requires students to make connections betwen new and previously learned content, apply information to new situations, and demonstrate that they have learned the new information |
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| provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning |
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| can be used as an authentic assessment of a student's understanding of key concepts or their ability to communicate ideas in writing, usually used as places to draft and the teacher assesses the process, not the product, informally |
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| arguable the most important assessment tool in your teaching toolkit, aka kidwatching by Ken Goodman in 1960s it allows observe and reflect on student performance. |
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| require a student to perform a task or generate his own response during the assessments (essays) |
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| a carefully selected collection of student products, and sometimes teacher observations collected over time, that reflect a student's progress in a content area |
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| scoring guide used in assessments |
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| Allows the teacher to see what the students' perspective is on their own growth and how a teacher may improve |
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| Standards-based assessment |
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| measure student progress towards meeting goals based on local, state, and/or national goals. |
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| provide information about learning to be used to make judgements about a student's achievements and the teacher's instruction |
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| This type of scoring allows comparisons between student performace to typical students in that same age group. |
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| Typically used to assess constructed-response test questions (essays, short answer) and includes detailed descriptins of the criteria |
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| Grade-level equivalent scoring |
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| demonstrate the grade and month of the school year to which a student score can be compared. E.G. 5.1 means 5th grade 1st month |
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| typically used for constructed-response questions (essays, journals, short answer), it uses general descriptions of the criteria for success on each question |
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| shows the percentage of students in a group (either national or a local norm) whose score falls above or below the given student's score |
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| When you divide a normal distribution of scores into four equal parts, you can describe student data as it falls into one of the three quartiles. The first or lower quartile (the bottom 25 percent), the second quartile or the media (the middle 50 percent),a nd the third quartile or upper quartile (the top 25 percent) |
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| A student's raw score is equivalent tot he number of questions he answered correctly on an assessment |
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| the extent to which an assessment is consistant with its measures |
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| A smaller number of participants drawn from a total population |
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| a measure of variability that indicates the typical distance between a set of scores of a distribution and the mean score. |
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| standard error of measurement |
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| The standard deviation of test scores you would have obtained from a single student who took the same test multiple times |
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| (Deived from standard nine) based on a nine-point standard scale with a mean of 5 and a standard deviation of 2. |
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| A test if found to be valid if it measures what it was designed to measure |
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