Locator tests, also known as routing tests, are pretests administered to determine the appropriate level of a test to give a student. Curriculum-based assessment refers to evaluating information learned in school, such as through curriculum-based measurement which uses standardized procedures to derive local norms. Aptitude tests focus on informal learning experiences while prognostic tests make predictions and readiness tests assess factors for being ready to learn. Informal evaluation typically provides a brief, unofficial assessment to form an opinion while diagnostic tests identify areas of deficit to target for intervention.
Locator tests, also known as routing tests, are pretests administered to determine the appropriate level of a test to give a student. Curriculum-based assessment refers to evaluating information learned in school, such as through curriculum-based measurement which uses standardized procedures to derive local norms. Aptitude tests focus on informal learning experiences while prognostic tests make predictions and readiness tests assess factors for being ready to learn. Informal evaluation typically provides a brief, unofficial assessment to form an opinion while diagnostic tests identify areas of deficit to target for intervention.
Locator tests, also known as routing tests, are pretests administered to determine the appropriate level of a test to give a student. Curriculum-based assessment refers to evaluating information learned in school, such as through curriculum-based measurement which uses standardized procedures to derive local norms. Aptitude tests focus on informal learning experiences while prognostic tests make predictions and readiness tests assess factors for being ready to learn. Informal evaluation typically provides a brief, unofficial assessment to form an opinion while diagnostic tests identify areas of deficit to target for intervention.
Locator tests, also known as routing tests, are pretests administered to determine the appropriate level of a test to give a student. Curriculum-based assessment refers to evaluating information learned in school, such as through curriculum-based measurement which uses standardized procedures to derive local norms. Aptitude tests focus on informal learning experiences while prognostic tests make predictions and readiness tests assess factors for being ready to learn. Informal evaluation typically provides a brief, unofficial assessment to form an opinion while diagnostic tests identify areas of deficit to target for intervention.
ASSESSMENT FOR EDUCATION • are pretests administered to determine the level of the actual test most appropriate for administration SPECIFIC LEARNING DISABILITY • a disorder in one or more of the basic psychological CURRICULUM-BASED ASSESSMENT (CBA) processes involved in understanding or in using • refers to assessment of information acquired from language, spoken or written, which disorder may teachings at school. manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations CURRICULUM-BASED MEASUREMENT • a type of CBA, characterized by the use of RESPONSE TO INTERVENTION MODEL standardized measurement procedures to derive local norms to be used in the evaluation of student • multilevel prevention framework applied in performance on curriculum-based-tasks educational settings that is designed to maximize student achievement through the use of data that identifies students at risk for poor learning APTITUDE TESTS outcomes combined with evidence-based intervention and teaching that is adjusted on the • focus more on informal learning or life experiences basis of student responsiveness PROGNOSTIC TESTS PROBLEM-SOLVING MODEL • typically used to make predictions • the use of interventions tailored to student’s’ i n d i v i d u a l n e e d s t h a t a re s e l e c t e d b y a READINESS TESTS multidisciplinary team of school professionals • presumably refers to physical factors, personality factors, and other factors that are judged necessary INTEGRATIVE ASSESSMENT for a child to be ready to learn
• used to describe a multidisciplinary approach to
evaluation that assimilates input from relevant CHECKLIST sources • a questionnaire on which marks are made to indicate presence or absence of a specified ZONE OF PROXIMAL DEVELOPMENT behavior, thought, event or circumstance
• the distance between the actual developmental
level as determined by individual problem-solving, RATING SCALE and the level of potential development as determined through problem-solving under adult • a form completed by an evaluator (a rater, judge, or guidance or in collaboration with more capable examiner) to make a judgment of relative standing peers with regard to a specified variable or list of variables
ACHIEVEMENT TESTS APGAR NUMBER
• designed to measure accomplishment • the sum total of what might be characterised as
“everybody’s first test” • focuses on the learning that has occurred as a result of relatively structured input INFORMAL EVALUATION PEER APPRAISAL • a typically nonsystematic, relatively brief, and “off- • a method of obtaining information about an the-record” assessment leading to the formation of individual by asking that individual’s peer group to an opinion or attitude conducted by any person, in make the evaluation any way, for any reason, in an unofficial context that • NOMINATING TECHNIQUE: a method in which is not subject to the ethics or other standards of an individuals are asked to select or nominate other evaluation by a professional individuals for various types of activities
EVALUATIVE INFORMATION SOCIOGRAM
• typically applied to tests or test data that are used • a graphic representation of social links that a to make judgments (such as pass-fail and admit- person has reject decisions) ➡ figures such as circles or squares are drawn to represent different individuals, and lines and DIAGNOSTIC INFORMATION arrows are drawn to illustrate various types of interaction • typically applied to tests or test data used to pinpoint a student’s difficulty, usually for remedial purposes
DIAGNOSTIC TEST • a tool used to identify areas of deficit to be targeted for intervention
PSYCHOEDUCATIONAL TEST BATTERIES
• test kits that generally contain two types of tests: ➡ those that measure abilities related to academic success ➡ those that measure educational achievement in areas such as reading and arithmetic
PERFORMANCE ASSESSMENT • an evaluation of performance tasks according to criteria developed by experts from the domain of study tapped by those tasks
PORTFOLIO ASSESSMENT • evaluation of one’s work samples
AUTHENTIC ASSESSMENT • evaluation of relevant, meaningful tasks that may be conducted to evaluate learning of academic subject matter but that demonstrate the student’s transfer of that study to real-world activities
