Word

Abbreviation Definition

Assessment

----

Progress
Monitoring

----

Validity

----

True Score

----

Error Score

----

Comprehen
sive
Assessment
Model

CAM

Planned or serendipitous
activities that provide info
about students
understanding and skill in a
specific measurement topic
Used to assess students
academic performance, to
quantify a student rate of
improvement to instruction
and evaluate the
effectiveness of instruction;
can be implemented
individually or as entire
class
Consistency with what you
tell and teach; measures
what it is supposed to
measure
Represents students true
level of understanding of
the topic
Due to factors other than
students level of
understanding or skill

Coordinated plan for

monitoring the academic
achievement of students
from Pre-K- 12th

Type of
Assessment
----

Example

----

DIBELS, WoodcockJohnson

Informal, formal;
formative, summative;
benchmark, diagnostic

----

-------

Multiple
measures;
cumulative

Student misread the

question missed the
question OR student
guessed an answer
got the question
correct
Data notebook

On The Fly

----

Summative

----

Formative

----

Formal

----

Informal

----

Bell Curve

----

Type I
Questions

----

Type II
Questions

----

Type III

----

Not planned but important

to redirect flawed
understanding
Formal assessments that
are given at the end of a
unit or year
An ongoing form of
assessment that provides
continuous and immediate
feedback

Teachable
moments

More structured and

planned in which points are
usually assigned
Usually has no point value
but helps teachers
understand where the
students are at
Statistical, visual
representation of where the
grades are expected to fall;
tells you how affective the
test is
Basic details and processes
that are relatively easy for
students
More complex ideas and
processes/ more difficult

Structured,
planned

Ability to make inferences

----

At the end; high

stakes
Feedback; low
stakes

Not planned; little

structure
----

-------

Discussion groups,
question and answer
session
Chapter test, Portfolio
Ongoing questioning,
observation, class
discussion, white
boards, think-pairshare/ on-the-fly,
planned for interaction,
embedded in
curriculum

Thumbs up/thumbs
down; pile sorting;
clipboard cruising;
running records
------

Vocab terms, facts and

time sequences; single
rules
Generalizations and
principles; cause and
effect relationships
Inferences; application

Questions
Norm
Referenced
Test

NRT

Criterion
Referenced
Test

CRT

Rigor

----

Curriculum
Based
Assessment
/
Measureme
nt

CBA/CBM

Benchmark

----

about something NOT

addressed in class
A test that compares
students against other
students who are taking the
same test at the same
window of time and the
same age and grade level
Any test made up by the
teacher that is based upon
the standards; compares
students to the goals and
standards of the
class/district/state
Creating an environment in
which students are
challenged at high levels
and are supported so that
they can establish good
relationships with adults
Assessment that provides a
picture of the whole student
to educators; built upon
project-based learning in
which you show
understanding of standards;
assessment based on
standards that are
differentiated to include a
variety of assessments
(projects, tests, essays)
Short tests administered
throughout the school year

Company made

SAT, PSSA

Usually made by
teacher

Quiz, chapter test

----

Rigor is NOT:
-Lots of HW
-Doing more
-Not for everyone
-Providing support
means lessoning rigor

*intervention
does not need to

STAR Math; Smarter

Balanced Assessment

Diagnostic

----

Point
System

----

Response
to
Interventio
n
Instruction
Process

RTII

that give teachers

immediate feedback on how
students are meeting
academic standards;
benchmarkteach
intervenebenchmark
Measure students
understanding of a subject
area or skills base; helps to
identify students learning
problems; usually teachers
give these tests in reading
and math; ALWAYS company
made
A way of assigning numbers
to different forms of
assessments that give value
to their work
Research-based technique
in which you:
1. See symptomssomething is wrong with
a student- Identify
problem
2. Provide a diagnostic test
thats company
made/researched based
3. Modify instruction
strategies through
teaching--intervention
4. Benchmark to see where
students are

be content
based can be
showing how to
pace themselves*

Consortum

DIBELS

All forms of
assessment

RTII Process:
1. Primary 80% of
students; whole class
setting
2. Secondary 15% of
students; small group
instruction
3. Tertiary 5% of
students; 1:1
instruction, most likely
special education

No Child
Left Behind

NCLB
ESEA

Least
Restrictive
Environmen
t

LRE