SPED 5302 Week I Assignment

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1 Assessment Terminology SPED 5302 Week I Assignment: Assessment Terminology Module I Lamar university SPED 5302: Tests, Measurements & Evaluations Dr. Marjason 11/12/23

2 Assessment Terminology 1. Age equivalent- Refers to the score used to compare the performance of a student to that that of a student their same age. This score is explained in years and months. For example, if a student gets a score of 12-4, the student performed as well as a 12-year- old, 4-month-old student. (Pierangelo & Giuliani, 2017, p.48) 2. Alternate Forms Reliability- Alternate forms reliability indicates the reliability obtained by combining the scores of two similar tests. One example is if a teacher wants to find out how well the students understand fraction problems, the teacher can gather fraction problems, split the amount in half, and administer them as two tests. The fewer errors, the more reliable the score. (Pierangelo & Giuliani, 2017, p.103) 3. Assessment- Assessment is used when a student is found to show difficulty in certain educational areas; to address these weaknesses, a test is administered to produce results that point out the difficulties. An example of an assessment is the Woodcock Johnson IV Tests of Achievement. (Pierangelo & Giuliani, 2017, p.5) 4. Chronological Age- Chronological age is the exact age, when a student is being assessed, it is imperative to gather the precise age for accuracy. For example, if a student’s chronological age is 10-4-22, the student is 10 year, 4 months, and 22 days old. (Pierangelo & Giuliani, 2017, p.41) 5. Concurrent Validity- Concurrent validity refers to the precision in which a student’s current state when referring to the criterion. For example, on a test that measures the levels of anxiety, it would show a concurrent validity if measured when the student was demonstrating anxiety. (Pierangelo & Giuliani, 2017, p.99) 6. Construct Validity- Construct validity refers to the level to which an assessment measures a theoretical construct, or better known as an attribute. It refers to the area measured and how it’s characterized. Level of intelligence is an example of construct validity. (Pierangelo & Giuliani, 2017, p.99) 7. Content validity- content validity is demonstrated when a test measures the content that we wish to see. For example, if a student does well on a Spanish spelling test, and we are trying to determine how well the student knows Spanish sight words, the test is said to have content validity. The score provided is valid, true to what was meant to be scored. (Pierangelo & Giuliani, 2017, p.99)

3 8. Content- referenced test- Tests that offer a mastery of certain skills. Such tests indicate if a student has mastered the skills or not, they can be given before new content, to see how much prior knowledge the student has; or after going over content, to see how well the student mastered the skills. (Pierangelo & Giuliani, 2017, p.22) 9. Convergent Validity- Refers to the scores of two similar test and how they compare. The convergent validity is high if both tests produce similar scores when they measure the same/similar abilities. A high score in reading comprehension for two different stories. (Pierangelo & Giuliani, 2017, p.100) 10. Correlation- Correlation is the relationship between two variables, the correlation, or relationship can be positive, negative or zero. When looking at two variables, we can see how well they associate. For example, the higher the job position, the higher the stress levels. (Pierangelo & Giuliani, 2017, p.37) 11. Criterion-referenced test (CRT)- CRT refers to a test that represents a level of achievement based on a predetermined standard; a standard is set, if it is reached then the student has mastered the skill. An example of a CRT is the state assessment, as the passing score is set for all students. (Pierangelo & Giuliani, 2017, p.22) 12. Criterion-related Validity- The process of determining the validity of an instrument/assessment by comparing it to one that is said to be valid. The closer that both instruments are, the higher the validity. (Pierangelo & Giuliani, 2017, p.98) 13. Curriculum-based Assessment (CBA)- An assessment that is based on the curriculum in which the student participates. A student in 5 th grade may be learning about fractions as it is part of the 5 th grade curriculum. CBA identifies the level of mastery in the instructional curriculum for the student’s grade level. (Pierangelo & Giuliani, 2017, p.23) 14. Curriculum-based Measurement (CBM)- refers to the speed in which a student can perform a given task. CBM is often used to determine fluency. One example is timing a kindergarten student for 5 minutes to see the amount of sight words read; such assessment can be done throughout the school year to see progression. (Pierangelo & Giuliani, 2017, p.24)

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4 15. Deciles- The division of scores into tenths or ten equal units. For example, the 8 th decile in the point at which 80 percent of the scores fall below. (Pierangelo & Giuliani, 2017, p.44) 16. Discriminant Validity- When the measures of a test are in fact unrelated, they are said to have a discriminant validity. Because of the unrelated measures, these tests will demonstrate a low validity. (Pierangelo & Giuliani, 2017, p.313) 17. Dynamic Assessment- Dynamic assessments refer to assessments in which data is gathered throughout time, to track progress and ensure that supports are allowing the student to be successful. Past data is compared to present data; student’s learning is determined via such results. (Pierangelo & Giuliani, 2017, p.313) 18. Ecological Assessment- An ecological assessment refers to observing and assessing the child in different environments throughout the day. For example, the student may be observed during lunch, math class, reading, music, from these observations the observer can see how the student interacts in different areas, or where they demonstrate difficulty/frustration. (Pierangelo & Giuliani, 2017, p.23) 19. Grade Equivalent- This refers to the score of performance when compared to children in the same grade level. For example, a grade equivalent score of 5.4 means the student is performing as well as an average student in fifth grade, 4 th month. (Pierangelo & Giuliani, 2017, p.48) 20. Informal Reading Inventory- Refers to a nonofficial or non-formal that is used to identify reading levels: independent, instructional, and frustration. It is used for word recognition and passage reading. (Pierangelo & Giuliani, 2017, p.22) 21. Instructional Planning- Instructional planning refers to the planning for instruction after assessments or based on the needs of the student. Information collected is taken into consideration when planning for supports for the student; instruction is tailored to the student’s needs. (Pierangelo & Giuliani, 2017, p.317) 22. Interrater Reliability- This is when two teachers observe and gather data for specific behaviors. Both teachers then collaborate to determine the best support for the student. An example would be when the behavioral strategist and a general education

5 teacher observe a student to develop a behavioral intervention plan. (Pierangelo & Giuliani, 2017, p.102) 23. Interval Scale of Measurement- When there’s two different representations of an item measured. An example would be Fahrenheit/Celsius and ponds/ounces. Both measure the same property. (Pierangelo & Giuliani, 2017, p.32) 24. Learning Styles Assessment- The method of identifying the best learning style for a student. This includes kinesthetic, visual, auditory. Identifying the learning style will produce better results when creating an IEP. (Pierangelo & Giuliani, 2017, p.27) 25. Mean- Mean is the expression for the average in scores. For example, the average for a semester average would be to add up all grades and divide them by the number of items added (5+8+10=23, 23/5= 4.6) (Pierangelo & Giuliani, 2017, p.33) 26. Measures of Central Tendency- this refers to the words: mean, mode, and median; these words are used when assessing students. To appropriately assess as student, these measures must be understood to produce effective data. (Pierangelo & Giuliani, 2017, p.33) 27. Median- Simply put, the number in the middle. After organizing scores in order from least to greatest, the remaining number in the middle is the mean. When two numbers are left, you find the average. (Pierangelo & Giuliani, 2017, p.33) 28. Mode- Mode refers to the score that is repeated the most. For example, if the following scores are found: 4,20,12,19, 4,20,89,89,89, the mode is 89, being that it is the most repeated score. (Pierangelo & Giuliani, 2017, p.33) 29. Nominal Scare of Measurement- Nominal scale of measurement refers to assigning “observations into various independent categories and then counting the frequency of occurrence within each of the categories” thus creating a nominal scale. For example, assigning a number to a category such as jerseys. (Pierangelo & Giuliani, 2017, p.32) 30. Normal Distribution- A normal distribution refers to the way in which scores fall under a given assessment, better known as a bell curve. When we think of a bell curve, we think

6 of the standard curve, that is what normal distribution entails. (Pierangelo & Giuliani, 2017, p.36) 31. Norm-referenced test (NRT)- NRT refers to the tests that allow us to compare a student’s skills to those of their age group. This also refers to standardized tests, which already have a set score for a certain group. An example of this is state assessments or the SAT. (Pierangelo & Giuliani, 2017, p.18) 32. Ordinal Scale of Measurement- This is the scale of measurement used to rank. This is used to rank or put scores in order, but it does not give us other information. “Although ordinal scales tell us rank, they do not tell us the distance between each subject” (Pierangelo & Giuliani, 2017, p.32) 33. Outcome-based Assessment- Involves the teaching of skills that can be generalized and used in real life situations. Such skills include using cash, public transportation, and ordering at a restaurant. These assessments include skills that are of value to be successful outside of school. (Pierangelo & Giuliani, 2017, p.27) 34. Percentile (Percentile Rank)- Percentile refers to the score that shows the percentage of scores that occur under a given number. For example, if you graduate as 14 th rank in your school, it means that you did as well or better than 14% of the entire class. It does not however show how many items or what is incorrect when it comes to exams, it simply put you in a rank. (Pierangelo & Giuliani, 2017, p.44) 35. Performance-based Assessment (naturalistic-based assessment)- This assessment involves, “the application of knowledge to real-life activities, real-world settings, or a simulation of such setting using real-life, real-world activities.” An example of this are interviews. (Pierangelo & Giuliani, 2017, p.318) 36. Portfolio- A portfolio refers to a collection of work done by a student. This can be used to track progress; it is also a beneficial to reflect on past assignments and concept. A portfolio is a great tool for data when developing an IEP. (Pierangelo & Giuliani, 2017, p.26) 37. Predictive Validity- Predictive validity happens when a student participates in an assessment that offers an accurate prediction of how successful the student will be. Examples of these are SAT, and career aptitude test. When developing transition goals,

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7 we also provide career interest assessments, this is another example of predictive validity. (Pierangelo & Giuliani, 2017, p.99) 38. Protocol- Protocol refers to the paper booklets that are used to score and track responses. (Pierangelo & Giuliani, 2017, p.338) An example of this are the booklets for WJIV ACH/COG, with these, responses are collected to input for the development of a written report on the student. 39. Purpose of Assessment- This refers as the reason why an assessment is recommended. When identifying a struggling student, it is also important to identify what the struggles are or where they are reported, this is the purpose of assessment. (Pierangelo & Giuliani, 2017) 40. Quartiles- Quartiles reference the division of scores into quarters, or four equal units. “The first quartile (1-25) marks the lower quarter (bottom 25%) or bottom fourth of all scores, whereas the fourth quartile represents the upper quarter (top 25%)” (Pierangelo & Giuliani, 2017, p.44) 41. Range- Range is best put as the difference between the highest score and the lowest score for a distribution. For example, the range for the scores 10,20,40, 6 is equal to high score-low score. Therefore, 40-6= 34, the range is 34. (Pierangelo & Giuliani, 2017, p.35) 42. Raw Score- Raw score identifies the number of items that are correctly answered on a test. It does not provide a percentage or show what answers are right/ wrong. If a student got 8/10 correct in a figurative language test, it only shows how many items were correct, and nothing more. (Pierangelo & Giuliani, 2017, p.44) 43. Reliability- This shows how dependable a measurement is. If dependable, it will yield true scores. Therefore, it will meaningful and accurate. (Pierangelo & Giuliani, 2017, p.101) 44. Reliability Coefficient- “expresses the degree of consistency in the measurement of test scores.” (Pierangelo & Giuliani, 2017, p.101) This coefficient is identified as rxx.

8 45. Scaled Score- When a raw score is converted to allow the student’s score to be compared to other students, to be on a common scale for scoring. (Pierangelo & Giuliani, 2017, p.46) 46. Skewed Distribution- Unlike the normal bell curve, a skewed distribution shows the majority of scores on either end of the curve, therefore, making the scores skewed. “A skewed distribution is uneven and asymmetric in nature” (Pierangelo & Giuliani, 2017, p.37) 47. Split- half Reliability (Internal Consistency)- When tsking two tests into consideration and splitting them in half, half odd and half even, when both halves provide similar results, the test is said to have internal consistency. It is consistent and reliable. (Pierangelo & Giuliani, 2017, p.102) 48. Standard Deviation- This refers as the scores spread out around the mean/average. The standard score is important to understand when looking over scores for assessments. (Pierangelo & Giuliani, 2017, p.35) 49. Standard Error of measurement (SEM)- This is the error that is represented when taking the same test more than once. It does not affect the reliability. It is simply the “difference between a student’s actual score and his highest or lowest hypothetical score” (Pierangelo & Giuliani, 2017, p.103) 50. Standard Score- This is a score that has been changed to fit a normal bell curve. The most well-knows standard score can be seen in the WISC. This is also used to identify where the student falls as far as classification. (Pierangelo & Giuliani, 2017, p.45) 51. Standardized Test- These are test that have their own method of administration, questions, and procedures. They relay valid and reliable results. Some examples are the WISC-V, WJIV COG and ACH, as well as KABC-III. 52. Standards-Referenced Test- These are best identified as test that show whether the student has met certain standards. They are often seen for curriculum and demonstrate what students should know or be able to do in different subjects as well as grad levels. (Pierangelo & Giuliani, 2017, p.23)

9 53. Stanine- An abbreviation of “standard nines…a type of standard score that has a mean of 5 and an SD of 2” (Pierangelo & Giuliani, 2017, p.44) 54. T Score- A T Score is used to express performance on a test. It has a standard deviation of 10 with a mean of 50. For example, if a student who score 2 standard deviations above the mean would have a T score of 70 because T+50 + 10 (2). 55. Task Analysis- The breakdown of detailed tasks into more approachable steps. It is especially beneficial for the special needs population as it chunks tasks into manageable parts, this allows them to learn tasks that otherwise would seem too difficult. (Pierangelo & Giuliani, 2017, p.27) 56. Test-retest Reliability- The consistency of a test when given at different times. If a student scored low in the morning, they should perform low at any other given time. This assumes that no change should occur between the testing times, therefore proving that the test is reliable. 57. Validity- This refers to the degree to which a test measures what it should measure. If the student takes the test twice, and both scores are vastly different then the test is not valid, and the results should not be considered. (Pierangelo & Giuliani, 2017, p.28) 58. Validity Coefficient- The correlation that demonstrates similarities between a test in question and the way that it is being measures. (Pierangelo & Giuliani, 2017, p.98) 59. Variance- measures variability it is , “he measure of how data distributes itself about the mean” (Pierangelo & Giuliani, 2017, p.35) 60. Z Score- Shows the number of standard deviations a score is above or below the mean. For example, if a student has a z score of -1.0, it means that they scored 1 standard deviation below the mean. (Pierangelo & Giuliani, 2017, p.47)

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10 References Pierangelo, R.A. & Giuliani, G. (2017). Assessment in special education: a practical approach. (5th ed). Pearson.

SPED 5302 Week I Assignment

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