SPED 5302.WK.1_Assignment

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Assessment Terminology XXXXXXXX Educational Leadership Department, Lamar University SPED 5302 - X32-13 Tests, Measurement, and Evaluation Dr. Michele Marjason November 12, 2023

Assessment Terminology 1 Introduction The following sixty terms are associated with tests, measurements, and evaluations and are organically described and defined. Explained using language that a person without a background in education, assessment, or special education may understand. Acronyms, visual representations, and examples when it is appropriate. 1. Age equivalent Age equivalent is a score that compares the performance of individuals of the same age with one another. (Pierangelo & Giuliani, 2017, p. 309) For example, if your child is seven years old and he scored a 70 on a test, which is average for 7-year-olds, then your child’s age equivalent score would be 7 2. Alternate Forms Reliability Alternate forms reliability occur when an individual or a group takes two versions of the same test at different times, and the results are compared to see if the tests are trustworthy. (Pierangelo & Giuliani, 2017, p. 309) For example, if your child and his classmates take a mid-year math test and then take a different version of the same test at the end of the school year, the results are compared to see if the tests are dependable . 3. Assessment An assessment is an evaluation to discover what someone knows, what they have learned, and their strengths and weaknesses. There are formal and informal assessments. (Pierangelo & Giuliani, 2017, pp. 309-310) For example, Your child takes a weekly spelling assessment, which tells the teacher how many words your child has mastered and how many he needs to keep practicing. 4. Chronological Age It is the student’s actual age when an assessment is administered. (Pierangelo & Giuliani, 2017, p. 311) For example, if your child takes an evaluation today, November 10th, 2023, and his date of birth is May 17th, 2003, then his chronological age would be twenty years and six months. 5. Concurrent Validity It refers to the precision with which a person’s current performance estimates that person’s performance on a criterion test like a test given by a teacher on a unit of study if taken approximately at that time. (Pierangelo & Giuliani, 2017, p. 311) For example, if your child has been getting perfect marks on his homework and class activities in his

Assessment Terminology 2 unit-study about plants, then we may estimate that he will get a score of “A” on his Friday plant assessment created by his teacher’s team. 6. Construct Validity It is a measure used to validate tests. It determines how well a test measures what it is supposed to measure. It compares the test in question to other tests that measure similar concepts or qualities to see how high their connection or relation is (Pierangelo & Giuliani, 2017, p. 311). For example, if your child takes the WJ-IV Achievement test and then also takes the WIAT-III test of achievement, which measures similar concepts, then we compare them to see their connection. 7. Content Validity It tells us if each item in a test represents what is being assessed. (Pierangelo & Giuliani, 2017, p. 312) For example, Your child takes a test, and a question in this test asks him to listen to the word dog. Then, it presents four letters, including the letter “d” on a page, and asks him to choose the letter the word dog starts with. The test claims that it assesses your child’s alphabet knowledge, name, and sounds of the English letters. 8. Content-Referenced Test The Content Referenced Test cares and measures if the students mastered the specific skills taught. Every question comes from the learning objectives. In other words, how well a student does in this content-referenced test tells if the student has mastered the material. (Pierangelo & Giuliani, 2017, p. 312) For example, Your child has been learning about the planets, and one of the learning objectives says that your child will name the planets in our solar system. Then, one of the questions in the test asks your child to name the first five planets in the Milky Way. 9. Convergent Validity Convergent validity tests whether two measures that are expected to be related are related. (Pierangelo & Giuliani, 2017, p. 312) For example, your child is assessed on his behavior and learning of a concept. The behavior test shows that he is focused and listening attentively, and your child got an A in the content test. These two tests are expected to be related. Good focus contributed to his excellent performance. 10. Correlation Correlation explains the relationship that exists between two variables or parameters that can be measured numerically. (Pierangelo & Giuliani, 2017, p. 312) For example, if a child is in kindergarten and takes a test on sight words, he gets ten words, while another child in second grade takes the same sight words test and gets 22.

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Assessment Terminology 3 The correlation explains that there is a relationship between the age and the number of sight words the children knew. We expected the second grader to know more sight words than the Kindergartener. We expect that an increase in age will increase knowledge. 11. Criterion-Referenced Test Criterion-referenced tests, or CRT, are created by the teacher, the school, or a publisher. These individuals decide what questions go in the tests and what is an acceptable mastery score. Therefore, the CRTs are graded against what the test’s creators determine the level of mastery. (Pierangelo & Giuliani, 2017, p. 312) For example, Your child takes a weekly spelling test on a specific word family that the teacher created based on the week’s learning objective. The teacher also decided that spelling nine out of ten words is an acceptable level of mastery of the weekly learning objective. 12. Criterion-Related Validity Criterion-related validity refers to a technique for assessing if a test is valid by comparing its outcome or scores with another well-known or established criterion test that measures the same skills or standards. (Pierangelo & Giuliani, 2017, p. 312) For example, Your child takes a criterion math test created by the teacher that measures math operations, specifically addition-word problems. Then, in the following week, your child takes a criterion math test created by a publisher that measures the same skills. Then, the scores are compared for validity and reliability. 13. Curriculum-Based Assessment Curriculum-based assessment, also known as CBA, is a curriculum-direct assessment that records the student’s performance on skills in the core areas of language and math of the curriculum, and its results are used to develop IEP goals and instruction. (Pierangelo & Giuliani, 2017, p. 312) For example, Your child takes a comprehension assessment from the publisher’s adopted curriculum, and its areas of improvement help set goals and follow up on instruction. 14. Curriculum-Based Measurement Curriculum-based measurement, also known as CBM, evaluates how successful instruction is, and its results guide educators’ instructional changes to develop better teaching methods that consequently will improve student achievement. (Pierangelo & Giuliani, 2017, p. 312) For example, Your child takes a comprehension assessment from the publisher’s adopted curriculum, and its areas of improvement help the teacher review the instructional methods and develop instructional changes to improve the child’s understanding and grasping of knowledge.

Assessment Terminology 4 15. Deciles Deciles sort large amounts of quantitative or numeric information into tenths of ten equal large sets, ranking them from highest to lowest values or vice versa. Deciles divide the data into groups that are easier to analyze and measure.(Pierangelo & Giuliani, 2017, p. 313) For example, Your child’s test scores are the seventh decile; it is when the score of his assessment falls below 70 percent. 16. Discriminant Validity Discriminant validity tells whether two measures that are expected to be unrelated are, in fact, unrelated. (Pierangelo & Giuliani, 2017, p. 313) For example, Your child’s math test will have a low correlation between social and emotional measurements. 17. Dynamic Assessment Dynamic assessment focuses on and compares a student’s current and past learning and performance. (Pierangelo & Giuliani, 2017, p. 313) For example, Your child’s teacher has been monitoring and comparing your child’s math performance before and after providing some support through cues and prompts. 18. Ecological Assessment Ecological assessment is a way to assess a child by observing him in his natural environment. (Pierangelo & Giuliani, 2017, p. 314) For example, Your child’s teacher makes observations of your child in the different environments in which your child interacts and discovers that areas like the gym and the cafeteria agitate him. This data will guide the teacher in developing accommodations for your child. 19. Grade Equivalent The grade equivalent is a test score that compares children’s performances in the same grade with one another. (Pierangelo & Giuliani, 2017, p. 315) For example, Your child ’gets a grade equivalent score of 3.6, which means that your child is performing at the level of the average student in the 3rd grade, 6th month 20. Informal Reading Inventory Informal reading inventory, also known as IRI, is a tool created either by a publisher or a teacher, and it is used first for diagnosing students reading weaknesses, then assessing students’ progress, and lastly, planning interventions for the students. (Pierangelo & Giuliani, 2016, p. 317) For example, Your child’s teacher administered the IRI bought from a publisher at the beginning of the year. The data gathered from this assessment guided her instruction, especially in developing the interventions for your

Assessment Terminology 5 child. She monitored your child’s progress for the following nine weeks and administered the IRI again to compare data and assess your child’s progress. 21. Instructional Planning Instructional planning is when a teacher uses data collected from her students’ evaluations, interprets this data, and identifies her students’ needs and strengths to guide her planning instruction. The teacher then develops instructional strategies to address the students’ needs for the students to be successful in accessing the curriculum. (Pierangelo & Giuliani, 2017, p. 317) For example, Your child’s teacher receives data from every formal and informal assessment your child takes. Then, she uses that data to plan her classroom instruction so that she addresses your child’s needs. 22. Interrater Reliability Interrater reliability is when two or more evaluators or examiners go and observe children’s specific behaviors independently in their environment. They record and report their observations. Then, this information is combined and analyzed to address the child’s needs. (Pierangelo & Giuliani, 2017, p. 317) For example, Your child has some behavioral difficulties, and two evaluators independently observe and record your child’s behavior in his natural environment. Then, they each report their observations, and their data is combined and analyzed to understand better and address your child’s needs. 23. Interval Scale of Measurement The interval scale of measurement is a numerical value measuring the difference of equal distance between two points with a random zero point. (Pierangelo & Giuliani, 2017, p. 317) For example, Your child’s teacher uses the school’s calendar and chooses two different dates during the first nine weeks of school to make observations of your child. 24. Learning Styles Assessment Learning styles assessment tries to capture the ways and elements that guide a person’s learning. (Pierangelo & Giuliani, 2017, p. 317) For example, Your child’s teacher is trying to discover how your child learns best, and the learning styles assessment would help by answering questions like: Is this child a visual learner or an auditory learner? Etc. 25. Mean The mean is a numerical value, an average of scores. (Pierangelo & Giuliani, 2017, p. 317) For example: Your child’s grades are 80, 82, 88, and 75. Then, to

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Assessment Terminology 6 calculate the mean, you will add them and divide the total by the number of scores, and it gives us the average of numbers or mean. Like this: 80+82+88+75= 325/4 = 81 26. Measures of Central Tendency Measures of central tendency show the place in which most of the score values lay in the distribution. (Pierangelo & Giuliani, 2017, p. 317) For example, Your child’s teacher calculates the mean or average, the median or middle number of the set, and the mode or the grade that appears more often and places these values in the distribution. This placement of the scores in the distribution will give a clear picture of his score values in relation to his classmates, etc. 27. Median Median is the number in the middle of a set of numbers. It divides the scores into two parts: above and below the median. (Pierangelo & Giuliani, 2017, p. 317) For example, Your child’s teacher finds the score for the class and your child’s. It is essential because it tells her if your child’s score lies below or above the median. 28. Mode Mode is the number or score that appears more often when given a set of numbers. (Pierangelo & Giuliani, 2017, p. 318) For example: Your child’s grades are 80, 85, 80, 82, 72, 80; then, the mode in this case would be 80 as it appears more often. 29. Nominal Scale of Measurement The nominal scale of measurement does not have a numerical value; it has a descriptive characteristic. It separates the data into categories and then tracks how many times it occurs, creating, in this manner, a nominal scale. (Pierangelo & Giuliani, 2017, p. 318) For example, Your child's school is gathering data from all children in the elementary school. Administrators divide the data collected into categories and record how many they get into each category, like First Grade = A, Second Grade = B, Third Grade =C, Fourth Grade = D, and Fifth Grade = E 30. Normal Distribution Normal distribution, also known as the bell curve, illustrates where a test score would be if the test were administered to every student of the same grade and age in the general population. (Pierangelo & Giuliani, 2017, p. 318) For example, (Pierangelo & Giuliani, 2017, p. 37)

Assessment Terminology 7 31. Norm-Referenced Test Norm-referenced test, also known as NRT, is a standardized test that compares, links and ranks test takers to one another. The NRT interprets how the student’s performance data compares with a particular group’s. (Pierangelo & Giuliani, 2017, p. 318) For example, Your child’s teacher looks at standardized test performance data of her class, and she can identify that a small percentage of her students are, on the one hand, performing poorly and, on the other hand, very well, while most of her students are performing at an average level. 32. Ordinal Scale of Measurement The ordinal scale of measurement uses the rank order system. In other words, it orders the data indicating only relative amounts. (Pierangelo & Giuliani, 2017, p. 319) For example, Your child participates in a swimming competition, and the swimmer that wins the competition is noted as being in 1st place, the person who finished 2nd is indicated as being in 2nd place, and so on. The time each swimmer took to gain their place in the competition does not need to be explained. 33. Outcome-Based Assessment Outcome-based assessment evaluates the outcomes of skills taught that are fundamental in the individual’s real life. (Pierangelo & Giuliani, 2017, p. 319) For example, Your teacher’s child’s goal is to teach him how to wash his hands with soap and water before a meal, after using the bathroom, and after playing on the sand or mud table. Washing hands is a real-life needed skill. Then, the teacher teaches and evaluates the skills whenever the student washes his hands. 34. Percentile Percentile, or Percentile Rank, is a numeric score representing the percentage at or below a given value. (Pierangelo & Giuliani, 2017, p. 319) For example , Your teacher’s child tells you your child received the percentile rank 75. In other words, the teacher says that your child did as well as or better than 75 percent of the people who took the assessment. 35. Performance-Based Assessment Performance-based assessment, or Naturalistic-based assessment, is a technique in which an individual applies knowledge to real-life activities or situations. (Pierangelo & Giuliani, 2017, p. 319) For example, Your child learned to add and subtract numbers up to 20 and learned the names and values of the United States coins. He goes to a convenience store and buys a snack for 0.45 cents with a $1.00 bill. He can pay and count his change correctly.

Assessment Terminology 8 36. Portfolio The portfolio is a collection of intentional artifacts that might be used to assess an individual. It reflects the individual’s effort, growth, and successes in one or different areas. (Pierangelo & Giuliani, 2017, p. 320) For example , Your child’s teacher is implementing a portfolio this year to grade part of the skills in social studies. The teacher developed an intentional list of the artifacts in the portfolio to show mastery of the skills assessed at the end of the nine weeks. 37. Predictive Validity Predictive validity is a tool that allows us to predict with some accuracy about an individual’s future behavior or performance. (Pierangelo & Giuliani, 2017, p. 320) For example, Your child has learned to walk in line in the cafeteria, grab his food tray with his two hands, sit at the table to eat, speak softly, and raise his hand if he needs help. From now on, the teacher can predict your child will be successful in eating lunch in the cafeteria. 38. Protocol The protocol is a booklet used when assessing an individual. The examiner records the individual’s answers and scores. (Pierangelo & Giuliani, 2017, p. 320) For example, The diagnostician, a trained professional able to test and analyze tests, administers an achievement test on your child. She used two booklets. One in which she recorded your son’s answers and then a book response for your child to record his answers. 39. Purpose of Assessment The purpose of assessment is the intentional objective for administering that assessment, like to find out if a child needs special education services to access the general education curriculum successfully. Other reasons may include developing IEP goals and planning instruction. (Pierangelo & Giuliani, 2017, p.5) For example, The diagnostician, a trained professional able to test and analyze tests, explains that she administered a cognitive test to find strengths, weaknesses, and possible disabilities. 40. Quartiles Quartiles explain data divided into four defined areas or quarter sections. (Pierangelo & Giuliani, 2017, p.321) For example, The first quartile area is (1-25), marking the lower quarter, also known as the bottom 25%. The second quartile is (26- 50). The third quartile is (51-75), and the fourth quartile is (76-100)also known as the upper quarter or top 25%.

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Assessment Terminology 9 41. Range A range is a numeric value representing an area calculated by subtracting the high and low scores. (Pierangelo & Giuliani, 2017, p.321) For example, Your child’s teacher presents data explaining your child’s language arts grades as follows: 68, 71,46, 83, 90. The range is 90 - 46 =44 42. Raw Score The raw score is a numeric value that tells the number of correctly scored answers in a test. Raw scores have not been weighted or manipulated, and they are usually the first scores teachers see when interpreting data. (Pierangelo & Giuliani, 2017, p.321) For example, Your child takes a test and gets 8 out of 10 correct answers. It means that your child got 80% correct on the assessment. 43. Reliability Reliability is when an assessment consistently provides the same score when given more than once to the same subject. (Pierangelo & Giuliani, 2017, p.321) For example, Your child takes the same test twice, and in both cases, he gets the same score. 44. Reliability Coefficient The reliability coefficient is a numerical value that tells how dependable an assessment's outcome is over time. (Pierangelo & Giuliani, 2017, p.321) For example, The second-grade teacher reviews her class MAP-test reliability coefficient and finds that it is 0.85. The 0.85 is a good score since the coefficient range goes from 0.00 - 1.00, where 1.00 is excellent, and 0.00 is undesirable. 45. Scaled Score The scaled score is the conversion of raw scores into a common scale. The numerical new value allows for comparing scores between students. (Pierangelo & Giuliani, 2017, p.322) For example, a professor at Lamar University uses the following data to explain his class pass-fail scores.

Assessment Terminology 10 46. Skewed Distribution A skewed distribution is one in which the majority of the scores do not fall as expected, in the middle of the distribution, but rather to the high or low ends of it. (Pierangelo & Giuliani, 2017, p.322) For example: (wikipedia, Skewness, 2023) 47. Split-Half Reliability Split-half reliability, also known as Internal consistency, is a technique that divides the items in a test into two equal parts intending to estimate its reliability. (Pierangelo & Giuliani, 2017, p.323) For example, Dividing a given test into its even or odd questions-responses, or first half of the test and second half. 48. Standard Deviation A standard deviation, also known as SD, is a numerical value that represents how much and far the scores spread from the average. (Pierangelo & Giuliani, 2017, p.323) For example, In a normal distribution with a mean of 100, one standard deviation above would be 100 -115, 2+SD would be 115-130, 3+ SD would be 130-140 and keeps on going. Now, the 1-SD would be 85-100, 2-SD 70-85, 3-SD 50-70 and so on. 49. Standard Error of Measurement Standard error of measurement, also known as SEM, recognizes an existing error between observed and estimated scores. (Pierangelo & Giuliani, 2017, p.323) For example, Your child’s score is 115 with a SEM of 3 in his WISC-IV assessment. The publisher gives a standard deviation of -3 and +2; therefore, there is a chance or a probability that your child’s true score will fall between 112 and 118. 50. Standard Score The standard score, also known as the Z score, is a score that has been changed to fit in a normal curve and has a mean and standard deviation that remains unchanged. (Pierangelo & Giuliani, 2017, p.323) For example:

Assessment Terminology 11 51. Standardized Test The standardized test is an assessment administered in the same manner under the same circumstances, the same amount of time, and the same scoring and interpretation. The test has the same questions to answer. (Pierangelo & Giuliani, 2017, p.323) For example, The State of Texas Assessments of Academic Readiness (STAAR) is a standardized test that evaluates children from third grade up in different core subjects like Reading, Math, Science, and Writing. . 52. Standards-Referenced Test Standards-referenced test measures if the children meet the standards and acquire the knowledge that is needed for the core subjects and their grade levels. (Pierangelo & Giuliani, 2017, p.323) For example, The State of Texas Assessments of Academic Readiness (STAAR) is an example of a standards-reference test. 53. Stanine Stanine, also known as “standard nines,” is a one-digit score that ranges from 1 to 9, with an average of 5 and a standard deviation of 2. (Pierangelo & Giuliani, 2017, p.323) For example: 54. T score T scores estimate values for standard deviations when we do not know the exact SD. It is an alternative way to explain an individual’s performance on a test. It has a mean of 50 with a SD of 10. (Pierangelo & Giuliani, 2017, p.324) For example, When we do not have a way of calculating a standard deviation, then we can use T scores to estimate values for a standard deviation. 55. Task Analysis Task analysis is a step-by-step procedure, a task broken into its more minor elements and put into the necessary sequential steps to accomplish a task. (Pierangelo & Giuliani, 2017, p.324) For example, The teacher teaches a child how to wash hands following a graphic organizer.

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Assessment Terminology 12 56. Test-Retest Reliability Test-retest reliability shows the consistency of an assessment; its outcome is unchanged over time. (Pierangelo & Giuliani, 2017, p.324) For example, Individuals may take the same assessment more than once, and the outcome will be the same. 57. Validity Validity explains that a tool measures what it was created to measure. (Pierangelo & Giuliani, 2017, p.324) For example, Your child’s teacher made a test to assess two-digit addition and subtraction problems, and the test has ten appropriate two-digit addition and subtraction problems. We can say that the assessment or tool measures what it meant to measure; therefore, it is valid. 58. Validity Coefficient The validity coefficient is a numerical value that shows a correlation between the assessment and the criterion measure. (Pierangelo & Giuliani, 2017, pp.324-325) For example, First-year college students’ ACT scores may predict their first-year college grade point average. The correlation between the ACT scores and the first-year college grade point average is the validity coefficient of the ACT score measuring tool. 59. Variance Variance is a numerical value that tells the data spread within a distribution. (Pierangelo & Giuliani, 2017, p.325) For example: 60. Z score Z-score, also known as a standard score, has a mean of zero and a standard deviation of one. (Pierangelo & Giuliani, 2017, p.323) For example:

Assessment Terminology 13 References: Pierangelo, R.A., & Giuliani, G. A. (2017). Assessment in Special Education: A Practical Approach (What’s New in Special Education) (5th ed.). Boston, MA: Pearson Education Inc. Skewness .(2023, November 8). In Wikipedia. https://en.wikipedia.org/wiki/Skewness

SPED 5302.WK.1_Assignment

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