Competency 10

Front 1

Academic Learning Time

Back 1

When students are actually understanding and succeeding at learning.

Front 2

Age-equivalent Scores

Back 2

Based on developmental norms. The reporting of the scores assumes that all students of an age have developed at the same rate.

Front 3

Alternative Assessment

Back 3

Not typical paper and pencil assessments. They are nontraditional like portfolios or performances.

Front 4

Authentic Assessment

Back 4

Creating a product or solving a problem that can be applied to a real-life situation.

Front 5

Bell Curve

Back 5

A well made test's scores are distributed into a bell shape curve with the most test scores being in the average range.

Front 6

Conferences

Back 6

Interactions that take place to have discussions academically or about behavior. These can take place between teacher and students or student and student and teacher and caregiver.

Front 7

Context

Back 7

The background or entire situation relevant to an event.

Front 8

Criterion-reference Test

Back 8

Uses absolute standards to answer specific questions about student mastery (TExES and TAKS).

Front 9

Curriculum-based Assessment (CBA)

Back 9

Determines student's instructional needs within classroom instruction.

Front 10

Domain

Back 10

An area of curriculum like basic math skills.

Front 11

Evaluation

Back 11

All means used to formally measure student performance over time used to make judgements based on results.

Front 12

Flexibility

Back 12

When a teacher is open and willing to accept changes and modifications.

Front 13

Formal Assessment

Back 13

Standardized tests or norm references tests (TAKS, TExES).

Front 14

Formative Assessment

Back 14

Uses formative data to measure learning throughout the course of instruction.

Front 15

Formative Data

Back 15

Shows a student's progress (or lack of) toward curricular objectives.

Front 16

Grade-equivalent Scores

Back 16

Based on developmental norms, assumes that all students received uniform instruction in the past.

Front 17

Halo Effect

Back 17

Happens when a teacher allows their personal feelings to be influenced by a student's previous performance, the performance of siblings, ethnicity, etc that effects the grading of subjective assessments.

Front 18

Informal Assessment

Back 18

Work samples, portfolios, observations, checklists, and projects that measure student's understanding and progress.

Front 19

Informal Data

Back 19

Collected formatively or summatively with the purpose of evaluating the appropriateness of a teachers techniques.

Front 20

K-W-L

Back 20

An activity for expository texts. What I KNOW, What I WANT to know, and What I LEARNED.

Front 21

Monitor

Back 21

Carefully watching student progress.

Front 22

Norm-referenced Test

Back 22

Reports student performance in relationship to a big number of other students in the same age group or grade level.

Front 23

Observation

Back 23

Informal teacher assessment done by watching a student's academic and social behavior.

Front 24

Observational Assessment

Back 24

Data collected by a teacher through careful watching and charting of behaviors.

Front 25

Observational Data

Back 25

The information collected while watching a student.

Front 26

Percentage Scores

Back 26

Grading that reports a percentage correctly achieved on an assignment.

Front 27

Percentile Ranks

Back 27

Standardized scores compared to an individual with other test takers and reports that the individual scored as well as or better than a sample of the norm.

Front 28

Performance-based Assessment

Back 28

Based on student's performance of a skill based on a real-life situation.

Front 29

Play-based Assessment

Back 29

Teachers of younger students use observation of play to assess development of many social skills as well as knowledge of concepts.

Front 30

Portfolio

Back 30

Used to assess student's progress. It is made up of student's work that was picked for a purpose.

Front 31

Problem-Based Learning/Assessment

Back 31

Students actively solve real world problems that are connected to content learning.

Front 32

Reciprocal Teaching

Back 32

Teaches comprehension and self-monitoring skills that requires students and teachers taking turns making guesses, creating questions, clarifying, and summarizing ideas on a text.

Front 33

Reliability

Back 33

Consistency of test results over time.

Front 34

Responsiveness

Back 34

A teacher trying to figure out where students are in their current knowledge and skills.

Front 35

Reteach

Back 35

Teaching a concept or skill over again in a different or new way when students do not understand or get it.

Front 36

Rubric

Back 36

An outline that lets students know how much each part of an assignment is worth.

Front 37

Standard Score

Back 37

Based on the theoretical normal curve with a mean and standard deviations. It is used to report standardized test results.

Front 38

Standardized Test

Back 38

Formal assessment that attempts to standardize conditions.

Front 39

Student Self-Assessment

Back 39

When students reflect on their own achievement and progress.

Front 40

Summative Assessment

Back 40

Used at the end of instruction or a specific amount of time to measure student learning towards goals and objectives.

Front 41

Teachable Moment

Back 41

Leaving a lesson for a moment to find a topic of interest can be used that is more motivating to students rather than the one originally planned.

Front 42

Teacher Feedback

Back 42

Responses given after an action or event has occurred that lets the student know whether or not they were correct. It encourages progress for students.

Front 43

Teacher-made Test

Back 43

Informally measures student progress.

Front 44

Test Bias

Back 44

The fairness of a test.

Front 45

Test Blueprint

Back 45

A plan that is written for creating a test that includes the target audience, purpose, number and type of items, description of the scoring items and test administrating procedures.

Front 46

Validity

Back 46

The truthfulness of assessment information.

Front 47

Pretests

Back 47

Used to figure out what students already knows, identify misconceptions, adapt instruction to individual needs, and help students assess their own knowledge.

Front 48

Mastery

Back 48

The achievement of objectives to a specified level.

Front 49

Diagnostic Test

Back 49

They identify student strengths and weaknesses.

Front 50

Aptitude Test

Back 50

They make predictions about future performance.

Front 51

Objective Tests

Back 51

They are good for facts. These types of tests may be in the format of true/false, multiple choice, matching, or short answer/fill in the blank.

Front 52

Subjective Tests

Back 52

They are good for higher level skills. These types of tests may be in the format of an essay, work samples, portfolios, or projects/presentations.