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WGU D003 Module 1,2,3,4,5,6,7| Educational Assessment
QUESTIONS N ANSWERS 2024
How is assessment information collected?
record review, interview, Observations, test (R.I.O.T)
interview
an assessment method involving a conversation between two or more people where questions
are asked by the interviewer to elicit facts or statements from the interviewee.
Differentiated instruction
a process that involves matching the content and instructional approach to individual students'
learning needs in order to accelerate the learning of all students.
assessment
the process of collecting information (data) for the purpose of making decisions for or about
individuals.
Multi-Tiered System of Supports (MTSS)
more effectively matches the content, method, and intensity of instruction to individual
students' needs.
competency-based assessment
assessment of very specific knowledge and skills using authentic or simulated situations in
which the knowledge and skill can be demonstrated.
record review
an assessment method involving review of student cumulative records or medical records.
nonsystematic, or informal, observation
the observer simply watches an individual in his or her environment and notes the behaviors,
characteristics, and personal interactions that seem significant.
systematic observation
the observer sets out to observe one or more precisely defined behaviors. The observer
specifies observable events that define the behavior and then counts the frequency or
measures the frequency, duration, amplitude, or latency of the behaviors.
Quantitative data
observations that have been tabulated or otherwise given numerical values. They are the actual
scores achieved on the test. Lee scored 80 on her math test.
Qualitative data
pieces of information collected based on nonsystematic and unquantified observations. These
may consist of other observations made while a student is tested; they tell us how Lee achieved
her score.
screening
the collection of assessment information for the purpose of deciding whether students have
unrecognized problems (vision, hearing)
progress monitoring
(1) Is the student making adequate progress toward individual goals? and (2) Is the student
making adequate progress toward common core standards or specified state standards?
instructional planning and modification
the collection of assessment information for the purpose of planning individualized instruction
or making changes in the instruction students are receiving.
eligibility
the collection and use of assessment information to decide whether a student meets the state
criteria for a disability condition and needs special education services to be successful in school.
Program evaluation
emphasis is on gauging the effectiveness of the curriculum in meeting the goals and objectives
of the school.
what is the purpose of assessment
to determine a child's specific learning strengths and needs. & to determine whether or not a
child is eligible for special education services
What is the assessment process?
1. child find
2. full and individual evaluation of the child by a Multidisciplinary team
3. Determination of Eligibility for special education (60 days)
4. IEP meeting (30 days)
5. Progress monitoring
6. Annual IEP review (every 12 months)
7. Re-evaluation (every 3 years)
WGU D003 Module 2 QUESTIONS N ANSWERS 2024 multitiered systems of supports (MTSS) the framework for implementing response to instruction (RTI), giving teachers the structure and flexibility they need to address the needs of individual students. Covers all academics, all behavior and all social emotional (RTI) Response to Intervention a multi-tiered approach for delivering instruction through increasingly intensive levels of interventions. Covers Math and ELA Universal screening All students undergo a brief screening measure. This assessment is given one to three times per year (i.e., in the fall, winter, and spring). Through it, students at risk for academic failure are identified. Tier 1 All students- Universal screening, differentiation of instruction Tier 2 Some Students- students identified through screening as at risk for poor learning outcomes. Targeted supplemental instruction delivered to small groups Tier 3 Few students- students who have not responded to instruction, or who present with very low achievement. Intensive, individualized interventions adapted to address individual student needs. rate of improvement (ROI) trend or slope in improvement and can be calculated in a way that allows for a comparison either to grade-level peers or to individual goals or targets that are set for the student. provides information about the extent to which an intervention is working or is effective and about the extent to which the student is making as much progress as would be expected or desired. typical benchmark represents a minimal standard for performance, and helps to indicate the growth rate required of a grade-level peer during the course of regular instruction to meet the minimal level required of all students gap analysis
examining the difference between the actual rate of improvement for a student and the rate of improvement that would be necessary to attain an expected benchmark level by a particular point in time. Progress Monitoring assess students academic performance and determines how well the student is or isn't making progress Inclusive environment facilitates learning of all students in the same environment
point, and if the student answers any of the first five items incorrectly, the examiner must administer items before the start point until there are five consecutive items (according to the test order, not administration order) that the student answers correctly. ceiling rule provides information on how many consecutive items a student must incorrectly answer in order for later items (that are then not administered) to be scored as incorrect. test adaptations changes made in the presentation, setting, response, or timing/scheduling of a test that may or may not influence the construct that is measured. test modifications changes made that alter the measurement of the intended skills and knowledge four general types of accommodations:
- Presentation ( repeat directions, read aloud)
- Response ( mark answers in book, point to answers)
- Setting ( separate room, special lighting)
- Timing/scheduling ( extended time, frequent breaks,) accommodations changes how a student accesses information, participates in school activities, or demonstrates learning. No change is made to the curriculum. modifications Changes the curriculum, what is being taught, and what a student is expected to learn and demonstrate multidisciplinary teams These teams are convened when a child has not made appropriate progress following support provided through multiple levels of MTSS and is being considered for special education evaluation individual education plan (IEP) team team of individuals who have specialized knowledge in the specific areas of the child's disability, those who will be responsible for carrying out the plan, and the child's parents. formal testing specific testing procedures and rules (SAT, ACT), requires training Informal testing curriculum based assessments, classroom observations, Exit tickets
WGU D003 Module 4 QUESTIONS AND ANSWERS 2024 Academic Achievement Evaluation assesses what students know and should be able to do in content areas. recommended when a child's academic skill levels (reading, writing, math, and spelling) are unknown or inconsistent. The evaluation will determine strengths and weaknesses in the child's academic performance. Intellectual and Psychological Evaluation Inconsistent academic achievement. when the child's intellectual ability is unknown or when there is a question about his or her inability to learn reliability refers to consistency. For example, if a reliable test were to be administered several times to the same individual, the person's scores would remain stable and would not randomly fluctuate. the consistency in which the test is given. validity measurement of whether or not a test assesses what it is supposed to. The test must match the instruction provided. Formal Assessments follow specific directives to make sure that the test is administered properly and that the results are valid. SAT, ACT achievement tests assesses what students know and should be able to do in content areas, such as reading, spelling, math, and/or language. These tests are intended to assess the extent to which students have profited from schooling and other life experiences, compared with other students of the same age or grade Fluid intelligence the efficiency with which an individual learns and completes various tasks. This type of intelligence increases as a person ages until early adulthood and then decreases somewhat steadily over time. crystallized intelligence
the process through which children and adults acquire and effectively apply, knowledge, attitudes, and skills necessary to understand and manage emotions how to assess social emotional learning
- observations
- situational measures (social status)
- rating scales
- interviews inventory screening device that measures parts of content, such as punctuation rules, but is not meant to assess mastery of entire concepts. adaptive behavior skills that allow students to interact with their environment
WGU D003 Module 5 QUESTIONS AND ANSWERS 2024 Measures of central tendency The mean, median, and mode of a distribution of scores. Mean the mathematical average of the distribution of scores represented by the symbol M. Median the middle score in a distribution; half the scores are above it and half are below it Mode the most frequently occurring score(s) in a distribution variance a statistical concept that tells you the spread of scores within a distribution. the greater the spread, the greater the variance standard deviation the spread of scores around the mean as shown on a standard bell curve. The further the data spreads, the greater the standard deviation, and vice versa. norm-referenced tests Standardized assessments compare (rank) a student's performance with the performance of others in the same age group. raw score Assessment score based solely on the number or point value of correctly answered items. Percentiles score indicating the percentage of people or scores that occur at or below a given score. For example, if you have a percentile rank of 75 in a class, this means that you did as well as or better than 75 percent of the students in the class. standard score raw score that has been transformed into a standard deviation (indicates how far above or below the average (the "mean") an individual score falls), on a bell curve. usually with a mean of 100 and a standard deviation of 15 standardized test
WGU D003 Module 6 QUESTIONS AND ANSWERS 2024 RTI approach to identifying students with learning disabilities
- Determining the student's present level of performance (PLOP)
- Document deficiency in the students ROI
- rule out other disabilities and also rule out that the student's lack of improvement is not due to cultural or language issues.
- low performance is not due to classroom environment and instruction.
- determine that the student needs special education services. steps for documenting deficiency in the Student's Rate of Improvement (ROI)
- Calculate the typical rate of improvement (ROI) for a student at that level.
- Set the instructional goal or target.
- Monitor student progress
- conduct a progress monitoring ROI and benchmark ROI gap analysis multidisciplinary evaluation (MDE) the process of gathering formal and informal data from a variety of sources to determine whether a student meets the conditions that define a disability as set forth in IDEA and state law. Multidisciplinary Team (MDT) group of individuals from multiple disciplines who meet to 1) determine if a student meets the criteria for a specific disability 2) Gathering, documenting, and carefully considering information from a variety of assessments and other sources determining eligibility for special education
- Recognition
- Pre-referral
- Referral
- Evaluation
- Eligibility Disability Categories under IDEA
- Autism
- Intellectual disability
- emotional disturbance
- Traumatic brain injury
- speech or language impairment
- visual impairment
- deafness and hearing impairment
- orthopedics impairment
- other health impairments
- deaf-blindness
- multiple disabilities
- developmental delay
- specific learning disability recognition step 1. Student exhibits academic and/or behavioral need in comparison to peers. (child find) Pre-referral step 2. student provided interventions developed by a school-based team in conjunction with parents. (MTSS intervention, tiered supports) Referral An adult familiar with the students abilities makes an official referral for a special education services evaluation evaluation With parental consent, the student is evaluated using a variety of assessments, tools and strategies in an attempt to determine the students unique needs. (60 days) Eligibility Assessment team formally determines students eligibility for Special education
1st component of PlAAFP Part A. Name, age, & current grade Part B. overall academic achievement or functional performance for the specific identified area. strengths 2nd component of PLAAFP strengths of the student in that specific area supported by qualitative and quantitative data. concerns (deficits) 3rd component of PLAAFP concerns about the students in the specific area supported by qualitative and quantitative data. Quantative data Data that can be measured in numbers; results of a test Qualitative data that can be observed but not measured; language, interviews, observation data 4th component of PLAAFP support for all statements, supported by qualitative and quantitative data. (give the same info, one with data and the other parent friendly) affect/impact 5th component of the PLAAFP concerns on/for the students involvement and progress in the general education environment. PLAAFP description of how the student is doing in school and how the disability affects involvement in the general education curriculum. (IEP step 1) Short Term Objective (STOB) breaks the measurable annual goal into smaller chunks so they can be used to monitor progress during the year. helps ensure that progress on goals is being monitored on a regular basis components of an IEP
- Present Levels of Academic Achievement and Functional Performance (PLAAFP)
- Measurable Annual goals
- Student progress
- Related services
- special education
- Supplementary aids and services
- Program modifications or supports for school personnel
- Accommodations
- project date Student Progress describes how the student's progress toward meeting the annual goals will be measured and when progress reports will be made. (IEP step 3) special education specially designed instruction based on the unique needs of the student. (IEP step 4) related services developmental and corrective services such as transportation, counseling, speech, physical or occupational therapy that assist the student to benefit from special education. (IEP step 5) Supplementary aids and services provided in the general education classroom, other education-related setting, or in extracurricular and nonacademic settings in order to enable the student with disabilities to be educated with nondisabled students to the maximum extent possible. (IEP step 6) program modifications these should describe what type of supports will be provided to offer an opportunity for the student to participate in the general education curriculum and what supports are needed for the school staff to help the child be successful. (IEP step 7) accommodations individual adjustments that are necessary for the student to access state and district testing. (IEP step 8) projected date beginning, frequency, location and duration of services (IEP step 9)
How teachers make adjustments to teaching throughout the instructional process Assessment for learning, assessment type Formative assessment Assessment as learning example Focused on making the students part of the assessment process Assessment as learning, assessment type Formative assessment/self assessment Characteristics of Authentic assessment Hands on Real-life correlation Application and transfer of knowledge Characteristics of Traditional assessment Limited scope Paper and pencil Tests knowledge, content, and skills only You want to use technology to create a formative assessment as part of a unit on the 4 seasons for your 1st grade students. What is the 1st step that should be done? View the relevant national, state, and/or district standards in a database Self and peer assessment Asking students to review a rubric used for scoring the assessment and score themselves based on their understanding and progress during the unit Lining the assessment with knowledge that grows more complex Beginning with questions that focus on identification of characters and plot elements, then moving to questions about the bigger issues and themes within the novel Basing assessments on relevant standards Analyzing the 9th grade English standards to determine which ones align with the novel and it's related issues Setting clear goals and criteria for success Determining what students need to know once they have completed the unit, then deciding how you and the students will know that they have been successful Modifying instruction based on identified areas for improvement
Reviewing the data and realizing that students are not fully understanding one of the major themes of the novel, and then adjusting the next days instruction so that students focus more fully on key passages related to the theme You are planning a series of formative assessments for your 7th grade social studies unit on the 3 branches of government. What are the components that should be included in order to adhere to principles of formative assessment design? Feedback that is provided during instruction Challenging items that elicit understanding Collaboration between the teacher and student Basing the assessment on relevant standards As you prepare the formative assessment on the 4 seasons, you locate banks of assessments and/or assessment items. Although these resources may be helpful, what limitation might they also possess? They may test only basic concepts or skills Everyday at the end of math instruction an assessment is given. Why might a tear her do this? To check the students progress on learning the material covered A weekly spelling quiz is an example of which type of assessment? Summative assessment Giving a weekly math test, students preform well. Teacher moves forward with instruction. This is a description of what type of assessment? Formative Finished a unit on report writing, then turn in a report for final grades. This is a description of what type of assessment? Summative A student is not progressing like the other students, the teacher provides extra instruction for the student but the student still doesn't not make progress. The teacher observes the students performance and gives assessments to identify the nature of the learning difficulty. This is a description of what type of assessment? Diagnostic Before beginning a unit of study the teacher gives a quiz that focuses on prerequisite skills necessary. This is a description of what type of assessment? Placement This type of assessment may not accurately measure an EL learners content knowledge or abilities. A Standardized assessment
