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WGU EKC

Term	Definition
Stakeholders	People important in the lives of children, especially regarding the assessment of children
Assessment	Process for gathering information to make decisions about young children.
Techniques	Methods, whether formal or informal for gathering assessment information
Accountability	Being responsible for the proper education of all children
Formative Assessment	Data is gathered while teaching or program implementation is occurring, changes to instruction is made while they are in process
High Stakes Assessment	Any test applied to make life decisions for the educational futures of young children
Authentic Assessments	Determining developmental process of children through a variety of means, including observations and special problems or situations
Raw Score	Number of items answered correctly on a test
Mean	The arithmetic average of a group of scores
Range	The spread of the scores or the difference between the top score and the bottom score on a test
Standard Deviation	The distance scores depart from the mean
Normal Curve	Bell shaped curve representing the usual distribution of human attributes.
Standardized Test/Norm Referenced Test	Test that interprets a child's performance in comparison to the performance of other children with similar characteristics
Population	Group of individuals on which a standardized test is normed.
Normative Sample	Subset of a population that is tested for a standardized test.
Norming	The process of finding out what score most children of a given age will earn on a particular test
Norms	Scores obtained from the testing of a normative sample for a standardized test
Criterion Referenced Test	A standardized test that compares a child's performance to his or her own progress in a particular skill
Derived Score	Score obtained by comparing the raw score with the performance of children of known characteristics on a standardized test
Age Equivalent Score	Derived score giving a child's performance as the which is normal for a certain grade.
Grade Equivalent Score	Derived score giving a child's performance as that which is normal for a certain grade.
Extrapolated Score	Derived score estimated from norm scores because no one with that particular score was actually part of the normative sample.
Percentile Ranks	Derived scores indicating the percentage of individuals in the normative group whose test scores fall at or below a given raw score.
Standard Score	Created statistically. Process converts raw scores to numbers that can be used to compare progress on a particular dimension
Scaled Score	Statistically determined scores that are used to derive total scores or that refer to results on su btests of an instrument
Deviation Quotients	Standard scores with a mean of 100 and a standard deviation of usually 15
Normal curve Equivalents	Standard Scores for group teests; scale has 100 equal parts., mean is usually 50, standard deviation is usually 21.06
Stanines	Standard scores with nine unequal bands. Bands 4, 5 & 6 represent average performance.
Reliability	Consistency, dependability or stability of hte test results
Test - Retest Reliability	Ability to get the same results from a test taken twice within two weeks.
Interscorer Reliability	Ability of a test to produce the same results regardless of who administers it
Standard error of measurement	Estimate of the amount of variation that can be expected in test scores as a result of reliability correlations
Validity	Extent to which a test measures what it is supposed to measure.
Face validity	Whether a test looks as if it is testing what it is supposed to be testing
Content Validity	Extent of how well a test tests the subject matter it is supposed to test.
Criterion related validity	Relationship between the scores on a test and another criterion measure.
Concurrent Validity	Relationship between a test and another criterion when both are obtained at about the same time.
Predictive Validity	How accurately a test score can be used to estimate performance on some variable or criterion in the future.
Construct Valitity	The extent to which a test measures a theoretical characteristic or trait
Convergent Validity	Demonstrated when similar instruments measuring similar constructs yield comparable results.
Discriminate Validity	Demonstrated by showing that items that should be unrelated to a theory or construct are indeed unrelated.
Social Validity	Describes the usefulness of assessment information for the teacher in an educational setting
Absence of Bias	Assures that a test is not offensive or unfair to certain children.
Confidentiality	Allowing a child's assessment and other records to be available only to school personnel agency officials and parents
Student Led Conferences	Meetings between teacher and child where the learner holds the responsibility for reviewing and judging self progress.
Grades	Letters or numbers ascribed to child performance based on summative judgement by the teacher regarding child accomplishment of a task.
Report Card	Formal written documents that form a legal academic history for a child.
Standards Based	An approach to teaching that requires teachers to coordinate instruction to specific standards or goals.
Screening Results	Documentation of broad based, quick overview of a child's development or educational progress on a set of objectives or milestones.
Initial Referral Conference	Meeting where teachers and parents meet to share concerns about a child's progress in the learning situation.
IEP Individual Educational Plan	Multidisciplinary meeting where parents and those involved in intervention with a young child with disabilities to access progress.
Multidisciplinary Staffing	Group of professionals involved in the assessment of children with special needs, teaching and evaluation of the child
Stakeholders	People important in the lives of children, especially regarding the assessment of children.
Accountability	Being responsible for the proper education of all children.
accountability	being responsible for the proper education of all children.
age-equivalent score	derived score giving a child’s performance as that which is normal for a certain age
amniocentesis	a prenatal test in which amniotic fluid is withdrawn from the embryonic sac of a fetus.
anecdotal notes	brief notes of significant events or critical incidents in a particular child’s day.
Apgar Rating Scale	screening test given to newborn infants 1 minute and 5 minutes after birth.
artifacts .	the materials that children produce to demonstrate knowledge, skills, or dispositions
assessment	process for gathering information to make decisions.
atypical development	unusual developmental pattern of children.
authentic assessment	determining developmental progress of children through a variety of means, including observations and special problems or situations.
behavioral intervention plans	plans made based on assessment of young children who present troubling behavior. Modifications to the regular program are made and monitored.
behavior questionnaires	questionnaires designed to give parents an opportunity to report any behavior problems of their children.
biological risk	risk to infant because of prenatal, perinatal, or neonatal difficulty.
checklists	forms for recording the skills or attributes of the children in a class.
Child Find	federal requirement for teachers (and others working with young children) to identify young children with disabilities so they may receive appropriate services and interventions to ameliorate such disabilities.
Child Find team	group of professionals whose responsibility it is to determine children with special needs.
child study	in-depth look at a particular child at a specific point in time.
chorionic villus biopsy	a prenatal test in which chorionic tissue is removed from the developing placenta
class journals	diaries that teachers keep about a group’s progress toward meeting educational goals
concurrent validity	relationship between a test and another criterion when both are obtained at about the same time.
confidentiality	allowing a child’s assessment and other records to be available only to school personnel, agency officials, and parents.
content validity	extent of how well a test tests the subject matter it is supposed to test.
construct validity	the extent to which a test measures a theoretical characteristic or trait.
constructivist perspective	views teaching and learning as a process of discovery for the learner, based on the learner’s prior knowledge. Teacher facilitates knowledge, skills, and attitude learning to support individual development.
convergent validity	is demonstrated when similar instruments measuring similar constructs yield comparable results.
correlation coefficient	degree of relationship between two variables.
criterion-based instruments	are those based on a learning goal or standard. Finite steps in the learning of particular concepts are measured.
criterion-referenced measures	tests that compare performance in certain skills to accepted levels.
criterion-referenced test	a standardized test that compares a child’s performance to his or her own progress in a certain skill or behavior.
criterion-related validity	relationship between the scores on a test and another criterion.
curriculum-based language assessment	a process for determining a child’s functional language skills and vocabulary related to the subject matter being studied.
curriculum-based measures	diagnostic tests for specific subjects.
derived score	score obtained by comparing the raw score with the performance of children of known characteristics on a standardized test.
developmentally appropriate practice	planning instruction for preschool children around topics rooted in the children’s social world.
deviation quotients	standard scores with a mean of 100 and a standard deviation of usually 15.
diagnostic evaluation	tests used to identify a child’s specific areas of strength and weakness, determine the nature of the problems, and suggest the cause of the problems and possible remediation strategies.
diagnostic measures	are those used by psychologists and others who receive special training, and often certification for using these specialized instruments, that become a key determinant to entitle young children for special educational intervention and service
diagnostic tests	tests used to identify a child’s specific areas of strength and weakness, determine the nature of the problems, and suggest the cause of the problems and possible remediation strategies.
documentation	collection of artifacts to support record keeping of child’s progress in learning.
documentation panel	is the part of the Reggio Emilia process that shows, publicly, the learning accomplishments of young children.
dynamic assessment	one-to-one interview approach between teacher and student using available assessment information for teaching a specific skill.
ecological assessment	an approach that includes the classroom environment, personal interactions, and the learning tasks as variables in the collection of evidence for the measure of learning for individuals.
event sampling	record of skills or behaviors a teacher wants the children to know or to do
extrapolated score	derived score estimated from norm scores because the raw score is either less than or greater than anyone in the normative sample.
checklists	forms for recording the skills or attributes of the children in a class.
Child Find	federal requirement for teachers (and others working with young children) to identify young children with disabilities so they may receive appropriate services and interventions to ameliorate such disabilities.
Child Find team	group of professionals whose responsibility it is to determine children with special needs.
child study	in-depth look at a particular child at a specific point in time.
chorionic villus biopsy	a prenatal test in which chorionic tissue is removed from the developing placenta
class journals	diaries that teachers keep about a group’s progress toward meeting educational goals
concurrent validity	relationship between a test and another criterion when both are obtained at about the same time.
confidentiality	allowing a child’s assessment and other records to be available only to school personnel, agency officials, and parents.
content validity	extent of how well a test tests the subject matter it is supposed to test.
construct validity	the extent to which a test measures a theoretical characteristic or trait.
constructivist perspective	views teaching and learning as a process of discovery for the learner, based on the learner’s prior knowledge. Teacher facilitates knowledge, skills, and attitude learning to support individual development.
convergent validity	is demonstrated when similar instruments measuring similar constructs yield comparable results.
criterion-based instruments	are those based on a learning goal or standard. Finite steps in the learning of particular concepts are measured.
criterion-referenced measures	tests that compare performance in certain skills to accepted levels.
criterion-referenced test	a standardized test that compares a child’s performance to his or her own progress in a certain skill or behavior.
criterion-related validity	relationship between the scores on a test and another criterion.
curriculum-based language assessment	a process for determining a child’s functional language skills and vocabulary related to the subject matter being studied.
curriculum-based measures	diagnostic tests for specific subjects.
derived score	score obtained by comparing the raw score with the performance of children of known characteristics on a standardized test.
developmentally appropriate practice	planning instruction for preschool children around topics rooted in the children’s social world.
deviation quotients	standard scores with a mean of 100 and a standard deviation of usually 15.
diagnostic evaluation	tests used to identify a child’s specific areas of strength and weakness, determine the nature of the problems, and suggest the cause of the problems and possible remediation strategies.
diagnostic measures	are those used by psychologists and others who receive special training, and often certification for using these specialized instruments, that become a key determinant to entitle young children for special educational intervention and service
diagnostic tests	tests used to identify a child’s specific areas of strength and weakness, determine the nature of the problems, and suggest the cause of the problems and possible remediation strategies.
documentation	collection of artifacts to support record keeping of child’s progress in learning.
documentation panel	is the part of the Reggio Emilia process that shows, publicly, the learning accomplishments of young children.
dynamic assessment	one-to-one interview approach between teacher and student using available assessment information for teaching a specific skill.
ecological assessment	an approach that includes the classroom environment, personal interactions, and the learning tasks as variables in the collection of evidence for the measure of learning for individuals.
event sampling	record of skills or behaviors a teacher wants the children to know or to do
extrapolated score	derived score estimated from norm scores because the raw score is either less than or greater than anyone in the normative sample.
face validity	whether a test looks as if it is testing what it is supposed to be testing.
family collaboration	involving the family reciprocally in all phases of the assessment of a child with a developmental problem.
formative assessment	data is gathered while teaching or program implementation is occurring; changes to instruction and programs are made while they are in process
formative evaluation assessment	an approach to examining young children that holds that assessment is an ongoing process. It is similar to the scientific approach, in which a query is generated, validated or not, and then another query is formed.
frequency records	checklists for recording the presence or absence of, frequency of, or quality of selected behaviors
functional assessment	focused observational method that links individual assessment to curricular intervention for one student.
grade-equivalent score	derived score giving a child’s performance as that which is normal for a certain grade
grades	letters or numbers ascribed to child performance, based on a summative judgment by the teacher regarding child accomplishment of a task, a course, or a marking period—quarter, semester, year.
high-stakes decision	any test applied to make life-affecting decisions for the educational futures of young children.
IDEA	federal law that governs the practices for delivery of educational services to all children with disabilities
IEP goals	the specified learning goals for children with disabilities. These are established by a multidisciplinary team that includes the child’s parents.
individualized academic tests	formal interviews of children on specific topics.
Individualized Educational Plan (IEP)	the formal document that governs the contract for educational intervention for a young child with disabilities.
Individualized Educational Plan conference (IEP conference)	the multidisciplinary meeting where parents and those involved in intervention with a young child with disabilities meet to assess progress, or review initial assessment results, and plan educational interventions to support the child’s learning.
Individualized Family Service Plan (IFSP)	specific plan for the assessing of needs and for the services needed for a child with a developmental problem.
informal evaluation	task activities used to assess the instructional needs and levels of children
initial referral conference	the meeting where teachers and parents meet to share concerns about a child’s progress in the learning situation.
interpolated score	derived score estimated from norm scores because no one with that particular score was actually part of the normative sample.
interrater reliability	ability of a test to produce the same results regardless of who administers it.
interscorer reliability	ability of a test to produce the same results regardless of who administers it.
intrinsically motivating	causing a child to do something or continue doing something because of the nature of the thing or activity itself.
inventory	test to assess overall ability in a given area.
learner outcomes	expectations for children’s performances.
mastery learning	the philosophy that promotes the idea that everyone should learn particular concepts or skills and that teachers are responsible for teaching toward this level of accomplishment for all children.
mean	the arithmetic average of a group of scores.
mediated learning experience (MLE)	teaching approach in which the teacher uses questions, suggestions, and cues to prompt the child to think more consciously about the task and to expand learner expertise.
multidisciplinary staffing	group of professionals involved in the assessment of children with special needs, the teaching of these children, and the evaluation of their progress.
multiple intelligence theory	theory that children have seven areas of intellectual competence that are relatively independent of each other.
normal curve	bell-shaped curve representing the usual distribution of human attributes.
normal-curve equivalents	standard scores for group tests; scale has 100 equal parts, mean is usually 50, and standard deviation is usually 21.06.
normative sample	subset of a population that is tested for a standardized test.
norm-based instruments	tests that compare children to others of similar age, grade level, or other important characteristics.
norm-referenced test	test that interprets a child’s performance in comparison to the performance of other children with similar characteristics.
norms	scores obtained from the testing of a normative sample for a standardized test.
objectivity	implies that a scoring scheme is sufficiently clear and discrete so that all those applying the criteria will obtain similar scores.
observation records	written records of the observations of a child including anecdotes, daily logs, and in-depth running records.
observations	systematic means of gathering information about children by watching them.
outcomes	are the specifications used by school districts, states, and professional associations to describe measurable educational goals.
parent interview	an interview of a child-care professional with a parent for determining how well a child is doing.
parent perspective	a parent’s perception of a child’s development, learning, and education.
parent questionnaires	questionnaires given by child-care professionals to parents for obtaining information about a child.
parental reports	information from a parent concerning a child.
parents’ rights	as specified in state and federal law, parents are assured that schools and agencies will fully involve and inform parents in the care and education of their children.
percentile ranks	derived scores indicating the percentage of individuals in the normative group whose test scores fall at or below a given raw score.
performance	refers to actions on the part of learners that can be assessed through observation, review of child-produced documents, or other learning products.
performance assessment	determining developmental progress of children through a variety of means, including observations and special problems or situations.
performance-based assessment	is based on child-action related to an educational activity. That is, the child does the task and the teacher watches and scores the results.
P.L. 99–457	Education of the Handicapped Act Amendments, 1986
play-based assessment	relies on the teacher’s knowledge of child’s play to judge the social/emotional, language, cognitive, and physical development of a young child. This can be conducted in a natural situation or by interview.
population	group of individuals on which a standardized test is normed.
portfolios	places, such as folders, boxes, or baskets, for keeping all the information known about the children in a class.
precutaneous umbilical blood sampling	a specialized prenatal test performed during pregnancy. The test predicts the potential for biological disability.
predictive validity	how accurately a test score can be used to estimate performance on some variable or criterion in the future.
prenatal testing	testing done prior to the birth of a baby
prereferral screening	refers to the evidence that you gather to substantiate a developmental concern regarding child progress.
presentation mode	way a task or learning situation is presented to a child as part of instruction.
primary responsibility	the person expected to perform a certain task.
project-based learning	curricula organized on the basis of child generated curiosities
psychological evaluation	assessment that incorporates developmental psychological and educational tasks.
range	the spread of the scores or the difference between the top score and the bottom score on a test.
rating scales	methods of recording whether children possess certain skills or attributes and to what extent.
raw score	the number of items that a child answered correctly on a test.
referral questions	questions posed in a child study to aid in the determination of the specific problems and needs of a child and the assessing of the developmental progress of the child.
Reggio Emilia approach	holistic community way to develop early childhood programs that includes all stakeholders—child, parents, teachers, school leaders, and the community at large.
reliability	consistency, dependability, or stability of test results.
report card	formal, written documents that form a legal academic history for a child.
reporting	ways that teachers generate their knowledge about children’s accomplishments.
resiliency	capacity of children and families to overcome odds in spite of obstacles that developmental and environmental factors may place in the way of individuals.
response mode	how a child responds to a direction or instruction.
RTI conference	the conference with one or more specialists to discuss Tier 1 (modified tasks in the typical classroom), Tier 2 (specialized intervention), Tier 3 (intensive intervention).
rubrics	scoring criteria for performance tasks.
running records	notes made of routine functioning of an individual child or a small group of children.
scaled score	statistically determined scores that are used to derive total scores or that refer to results on subtests of an instrument.
screening results	documentation of broad-based, quick overview of child’s developmental or educational progress on a set of objectives/ milestones.
screening test	test used to identify children who may be in need of special services, as a first step in identifying children in need of further diagnosis; focuses on the child’s ability to acquire skills.
social validity	describes the usefulness of assessment information for the teacher in the educational setting.
specificity	percentage of children without developmental problems who are correctly identified by a developmental screening test.
stakeholders	people important in the lives of children, especially regarding the assessment of children.
standard deviation	the distance scores depart from the mean.
standard error of measurement (SEM)	estimate of the amount of variation that can be expected in test scores as a result of reliability correlations.
standard score	is created statistically. This process converts raw scores to numbers that can be used to compare child progress on a particular dimension.
standardized test	test that interprets a child’s performance in comparison to the performance of other children with similar characteristics.
standards-based teaching	an approach to teaching that requires teachers to coordinate instruction to specified standards or goals.
stanines	standard scores with nine unequal bands; bands four, five, and six represent average performance.
strength-based assessment	requires the assessor to focus on a child’s capacities to plan intervention.
student-led conferences	are those meetings between teacher and child where the learner holds the responsibility for reviewing and judging selfprogress in relationship to class standards and teacher judgment. May include parents.
summative evaluation	reports the final results of a given assessment. For teachers, this often means the end-of-the-year-summary of child progress.
task analysis	process in which large goals are broken down into smaller objectives or parts and sequenced for instruction
technical issues	variables of task, learner, and context that can cause problems with performance assessment.
techniques	methods, whether formal or informal, for gathering assessment information.
test	instrument for measuring skills, knowledge, development, aptitudes, and so on.
test-retest reliability	ability to get the same results from a test taken twice within two weeks.
textbook tests	assessment materials published by textbook publishers to accompany their instructional materials.
time sampling	checklist for determining what is happening at a particular time with one or more children.
treatment validity	the usefulness of test results for planning intervention.
typical development	the usual or expected developmental pattern of children.
ultrasound	a prenatal test in which sound waves are used to determine a fetus’s development.
validity	the extent to which a test measures what it is supposed to measure.
correlation coefficient	degree of relationship between two variables.

Created by: Luvquiltn

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