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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)
Larry P. v. Riles (1979)
Case Ruled that IQ test could not be used as the primary or sole basis of placing students in
special programs. Hobson vs. Hansen
declared the tracking system in which students were tracked according to IQ scores to be
unconstitutional (LRE)
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
WGU D003 Module 3 QUESTIONS AND ANSWERS 2024 progress monitoring assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure. curriculum-based measurement (CBM) a standardized set of procedures that allow one to directly measure important skills in a relatively short amount of time. General Outcome Measures (GOMs) A type of measurement tool that is typically used to measure progress toward a long-term goal computer adaptive testing
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 knowledge and skill one acquires over time and increases steadily throughout one's life. adaptive behavior Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group. Not usually associated with academics. functional behavioral assessment (FBA) a set of assessment procedures used to identify the function of a student's problematic behavior, as well as the various conditions under which it tends to occur. Behavior Assessment System for Children Used to evaluate behavior and self-perceptions of children - one for TEACHERS and one for PARENTS. Summative summary at the end of instruction; most often used for grading diagnostic used to get prior knowledge on a student and helps guide future instruction. formative causal observations, exit ticket rating scale a numerical value is assigned to specific behavior that is listed in the scale (EX 1-10) authentic real life assessment performance assess students ability to complete work in an academic related task criterion students are graded on the amount of content mastered, usually created by teachers Norm-referenced a test that compares a student's performance against a similar peer group Formative Assessment Assessment used throughout/during teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching social emotional learning 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
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 Test developed by test-construction experts and published for use in many different schools and classrooms. SAT,ACT Reliability consistency of test results over time. Validity the extent to which a test measures or predicts what it is supposed to criterion-referenced test Individual's performance is measured against mastery of curriculum criteria rather than other students confidence intervals a range of values, that represents a sample, usually with the mean being a the centermost of the range. CI's are used to account for the margin of error that results from using a sample, set set to gather information about a particular group. (68,95,99) Least restrictive environment Individuals with Disabilities Education Act (IDEA) of 2004 says that a student with a disability should be removed from the regular education classroom only if the student cannot receive a quality education in that setting.
No Child Left Behind Act of 2001 enacted intensive reading interventions for children in grades K- 12 FERPA (Family Educational Rights and Privacy Act) Inspecting and reviewing the student's education records maintained by the school Family Educational Rights and Privacy Act of 1975 educational act resulted in parents having the right to access or amend their child's educational record until the child turns eighteen anecdotal recording records ongoing positive and negative behaviors Continuum of Alternative Placements an array of different settings that should be available in a school system to meet the varied needs of students with disabilities 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
WGU D003 Module 7 QUESTIONS AND ANSWERS 2024 five components of PLAAFP
- Baseline
- strengths
- concerns (deficits)
- data
- affect/impact Measurable annul goal is a goal that last the life of the IEP. It addresses skill(s) or behavior(s) the student will be able to demonstrate. Three parts: conditions, measurable student behavior, and mastery criteria. Must address concerns described in the PLAAFP. (IEP step 2) 3 parts of MAG
- conditions a. time conditions b. prompting condition (when given... )
- Measurable, observable behavior
- Master criteria time conditions when can the student be expected to achieve the goal. usually specified as a number of weeks or a certain date for completion. (36 instructional weeks, by the end of the IEP) Prompting conditions describes the circumstances under which the given behavior will take place. (when presented with a second-grade level text... when given a story prompt) Behavior What skill does the student need to demonstrate? Something that can be observed, measured, counted, timed, repeated (Sarah will read... Mary will score... indicate needs and wants)
Mastery criteria How we know the student has achieved/mastered the goal. Frequency (9 out of 10), duration (for 20 min) distance (200ft), accuracy (90%) baseline 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
Performance Assessment An assessment requiring students to demonstrate the skills required for writing a story. Students must write an original story including all necessary components of plot composition Diagnostic Assessment Focuses on the common sources of error encountered by students, so that the learning difficulties can be pinpointed and remedied Summative Assessment Given at the end of instruction to certify mastery or assign grades Formative Assessment Used to monitor student progress during instruction Placement Assessment Covers the intended learning outcomes of the planned instruction Instructional Objectives Provide guidelines for planning instructional activities and preparing assessment instruments Effective achievement assessments can contribute to: Retention Transfer of learning Student motivation The evaluation of instructional effectiveness Assessment of learning example The manner in which educators inform stakeholders of how students are doing Assessment of learning, assessment type Usually a summative assessment Assessment for learning example 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
(I.e.- short answer, essay or other open ended questions) selected response test Provide items from which students can choose (I.e.- multiple choice, matching, and/or true and false questions) What type of response format do performance based assessments (PBAs) use? Constructed response format What is not a stated benefit of using visible criteria in performance based assessments? Students can capitalize on their strengths as visual learners Product performance based assessment Application of knowledge under direct observation of the teacher Example of product performance based assessment Self assessments, conferences, learning logs Performance performance based assessment Demonstrates students thinking, reasoning, and motivation Example of performance performance based assessment Project, exhibit, portfolio Process performance based assessment Work that provides concrete examples of students application of knowledge Example of process performance based assessment Report, skit, debate What are the 4 elements needed in designing a performance based assessment that supports learning for ELLs? Designed for students proficiency level Make criteria for evaluation clear to students Show students how to monitor their own work Require meaningful tasks A student may be eligible for testing accommodations if... The student is below a level where an assessment administered in English would be a valid measure of the students content knowledge Content Knowledge and skills students need to master
Process Activities students use to master the content Product Methods students use to demonstrate learning Special needs students Students with exceptionalities How must a teacher meet the needs of special needs students? With the use of accommodations and modifications Does not change expectations for learning, is an example of? An accommodation More time, teacher reads the questions aloud, assessment takes place in a different setting: these are all examples of what? Accommodations The teacher changing how the student is taught and assessed is an example of? An accommodation Changing expectations for learning is an example of? A modification Changing what the students are taught and assessed on are examples of? A modification Reducing the number of questions on an assessment, alternate assessments, and lowering the reading level for an assessment is an example of? A modification IEP Students that have been evaluated and determined to have a disability and have been found to be eligible for accommodations. 504 plans Students with mental or physical disabilities it do not meet the criteria for exceptional education services. IEP states student needs to receive presentation and response accommodations. What accommodations might you provide for a student? Use an audio version of the passages so that the student can follow along as the passage is read aloud
