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| The act of collecting data, either informally or formally, on an individuals capability to perform an act or knowledge of content. Data collected guides decisions on instruction and planning. |
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Is a single measurement tool for student knowledge. Evaluated and scored based on criteria/content providded. Can be administered at anytime (for example unit or chapter test).
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The product of assessment, evaluation is the act of analyzing and judging assessment data.
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Instrument used to obtain standards based performance and progress for students with severe disabilities in lieu of standardized testing.
A different assessment that demonstrates a mastery or improvement of skills in a form or fashion other than standardized tests. For example a portfolio of student work samples. |
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| Assessing the application of knowledge and skills taught to a student in a real world setting without prompting from the teacher. |
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| A knowledge or proficiecy test on content that is learned or taught. A determination of a student's knowledge of a particular subject or content area. |
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| A series of tests that measure ones mental ability or academic aptitude (verbal, spatial). Some believe intelligence does not change - native intelligence. |
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| Short notes taken during or after an observation is made. On the sport recording of learning or behavior. |
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| Tangible piece of evidence of student learning. Primarily items that are selected for student portfolios or summative assessments. |
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| A collection of student and/or teacher selected artifacts that demonstrate student learning and progress. |
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Benchmarks -
Benchmarks Tests
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Benchmarks are standards to which something can be measured against.
Assessments used to measure students learning against the standards.
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| Assessment that collects data on student's knowledge of specific content. Typically, the goal is to have every student attain a passing score, not to compare students to each other. |
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Norm-referenced
Norming group |
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| An assessment in which a student's performance is compared with a larger group. Usually the larger group is representative of a cross-section of all US students. Typically scores fall on a bell curve. Norming group represents the population the test was written for. |
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| Percentile rank vs. Percentage |
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Precentile is a ranking score that represents a student's ranking in comparison to peers. If a student is in the 95th precentile he scored higher than 95% of their peers.
Percentage is the calculation of the number of correct answers over the total number possible. Most commonly used in classroom assessment. |
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| Normal Curve Equivalent (NCE)-Grade Equivalent |
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NCE is an interval score used in edcuational assessments. Raw scores are converted into a scale score that allows comparison across states by NAEP.
Grade Equivalent is a descriptive ranking score of normative data that is understandable by parents. It is reported in grade levels and tenths of months. For example 6.2 is equal to grade 6 and 2/10 of the year. |
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A norm-referenced ranking scale that compares scores within a population. Scores are divided into a 9 point scale along the bell curve and provide the following data: stanine 1-3 below average, 4-6 average, and 7-9 above average. |
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| A qualitative assessment tool used with standardized testing. The distribution of scores results in a bell shaped curve. |
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Raw scores are the number of correct scores on a given assessment and can only be compared between other scores from the same assessment.
Scale scores are raw scores converted to a standard interval scale that allows data from mulitple assessment types to be compared. |
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| A single, teacher created event that will assess the student performing a complex task that applies knowledge and skills learned. For example, a driver's test or writing a research paper. |
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Pre-assessment gathers data on the skill set students currently possess before starting a new unit or subject.
Post-assessment gathers data on what a student learned from said unit or subject. Both assessment types are used to guide teacher decisions on planning and instruction. |
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| An assessment that can be subjective and requires judgement, typically seen with observation type assessments as well as essay and short answer tests. A rubric would be an example of an assessment tool used with qualitative assessments. |
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| An objective assessment that yields a numerical and calculable score such as a percentage. Quantitative assessments consist of questions where only one correct answer exists such as multiple choice ad true/false. |
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| The consistency of an assessment and the ability to rely on the measurement yielded. |
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| The accuracy of the assessment. Measurement results can be trusted to be valid and accurate. |
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| Any material slanted toward a particular person or group resulting in unfair practice. |
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| A qualitative assessment tool based on set criteria that evaluates student knowledge and skills. |
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| Any individual or group that has invested interest in the school and education. |
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Only one answer is possible, objective test questions consist of true/false and multiple choice.
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| Subjective questions may have more than one answer; opinion and feeling may play a role. Typically questions are open ended and require expert judgement. |
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| The belief that social concerns serve a better criterion for the advancement of students from one grade to next rather than academic concerns. |
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| More prevalent in the early grades, the act of keeping a student from promoting to the next grade because foundational skills have not been met. |
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| Any form of intervention at a young age that will counteract or eliminate risk factors that may impact academic success. |
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| National Assessment of Education Progress, utilizes embedded test questions in state tests to compare state academic achievement. |
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| Using standardized tests to bring about major consequences or major decisions that impact others such as high school exit exams or teacher salaries. |
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| No Child Left Behind is the reauthorization of ESEA that governs the federal government's role in public education. |
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| Adequate yearly progress is a requirement of NCLB . It consists of goals that demonstrate progress toward accountability in school acheivement. |
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| Oregon Assessment of Knowledge and Skills is a standardized test administered by Oregon to measure student proficiency with state standards. |
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| Regular and ongoing assessment that governs teacher decisions and instruction. |
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| An assessment that measures student proficieny over a period of time, such as unit goals met, semester grades, or year end promotion. |
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| Individual Education Plan, a legal document that sets in place a student's special education plan for meeting goals and implementing accommodations and modifications. |
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| A set of cognitive abilities listed under Bloom's Taxanomy chart, abilities range in complexity from simple to advance. |
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| Another area of Bloom's Taxanomy that focuses on attitudes and beliefs. These attitues and beliefs are imbedded in society and refer to honesty, respect, and so on. |
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| The third area of Bloom's Taxanomy, refers to an indivual's pyschomotor abilites such as gross and fine motors skills, perception, visual coordination and so on. |
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