Traditional Assessment
Used to diagnose students’ strengths/weaknesses, monitor students’ progress, assign grades, and determine instructional effectiveness.
Educational Assessment
Used to determine students’ status in knowledge, skills, or attitudes that aids in instructional changes to help students acquire content material.
Ongoing assessment of student learning before summative. Used for information to change instruction, remediation, etc. and doesn’t have to be graded.
Used to assess student learning at the end of a defined instructional period and is graded; no remediation at this time.
Universal assessment of students that is used to identify weakness and establish a baseline profile. (for ALL)
Assessment of students’ skills and knowledge to provide a baseline before progress monitoring; used for students who need more help. (for SOME)
Progress Monitoring
“Checkpoints” that are used to assess student academic performance to quantify rate of improvement or responsiveness.
Assessment qualities that came be offensive (cultural background) or have unfair penalization (SES background)
Trustworthy; produces stable and consistent results.
Correlation Coefficient
Degree of similarity between students’ scores on two tests that range from -1.0 to +1.0; the closer to +1.0, the stronger the relationship; the closer to 0, the weaker the relationship. +0.8 is very reliable.
Accuracy; measures what is supposed to be measured.
Assesses what the students already know before instruction, helps guide instruction.
performance assessment (alternative)
AKA “authentic assessment” requires students to perform a task rather than select an answer from a ready-made list; application of learned material instead of remember.
Selected Response
questions that have answers to chose from
two choices (T/F)
Multiple Binary-Choice
Two choices to choose from that refers to main statement (cluster)
Multiple Choice
multiple selected choices (A, B, C, or D)
Selected matching choices.
Constructed Response
Open-ended questions
Short Answer
asks students to supply a word, phrase, or a few sentences.
asks students to synthesize, evaluate, and compose a writing sample.
used to level the playing field; support system. Changes HOW students learn; can be a change in environment, curriculum formt, or equipment.
Only used if accommodations are not enough. Changes WHAT students learn.
Blooms’ Taxonomy: Create
Produce new or original work

6th level of pyramid

Blooms’ Taxonomy: evaluate
justify a stand or decision

5th level of pyramid

Blooms’ Taxonomy: analyze
draw connections among ideas

4th level of pyramid

Blooms’ Taxonomy: apply
use information in new situations

3rd level of pyramid

Blooms’ Taxonomy: understand
explain ideas or concepts

2nd level of pyramid

Blooms’ Taxonomy: remember
recalls facts and basic concepts

1st level of pyramid

raw score
number of questions answered correctly
percent correct
percent correct out of 100%
1-9 scale; 4-6 being average and 9 being above average
grade equivalent
grade level performance equivalent
developmental scale
academic growth over time; uses previous scores
national percentile rank (NPR)
how score is against other students nationally.
local percentile rank (LPR)
how score is against other students locally.
normal curve equivalent (NCE)
bell curve model (0-100), shows where scores are against others who too the test; 50 being average and higher being above.
Criterion-Reference Test (CRT)
assess individual students’ performance. (SUBJECTIVE)