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ICLA #3
Terms for ICLA Standard 3
| Question | Answer |
|---|---|
| Any of several ways of measuring a person's ability to restore omitted portions of an oral or written message by reading its remaining context | Cloze Procedure |
| An assessment such as the Yopp-Singer Phonemic Awareness Test that helps to determine how well a student is aware that sounds (phonemes) make up spoken words | Phonemic awareness assessment |
| A readability or grade level of material that is too difficult to be read successfully by a student, even with normal classroom instruction and support; less than 90% accuracy in word identification and less than 50% comprehension | Frustration reading level |
| A type of assessment that seeks to address widespread concerns about standardized, norm-referenced testing; as with the use of portfolios;naturalistic assessment | Authentic assessment |
| One of the best ways to improve students' reading speed. The students practice rereading a book or an excerpt from a book 3-5 times, striving to improve reading rate and decrease the number of errors they make | Repeated reading |
| The ability to read effectively, and it involves three components: reading rate, word recognition, and prosody | Fluency development |
| The clear, easy, written, or spoken expression of ideas; freedom from word-identification problems that might hinder comprehension in silent reading or the expression of ideas in oral reading | Reading fluency |
| A 10-minute test administered to an individual student to assess skills like reading readiness and phonological awareness in kindergarten and fluency and accuracy of the student's reading in grades 1,2, and 3 | Idaho Reading Indicator (IRI) |
| A measure of central tendency:specifically, the arithmetical average; the sum of all the values divided by the number of terms | Mean |
| The assessment of performance in relation to that of the norming group used in the standardization of a test or in relation to locally developed norms | Norm-referenced measurement |
| The readability or grade level of material that is easy for a student to read with few word-identification problems and high comprehension; 99% word identification accuracy and better than 90% comprehension | Independent reading level |
| The reading ability or grade level of material that is challenging, but not frustrating for the student to read successfully with normal classroom instruction and support; 95% word identification accuracy and better than 75% comprehension | Instructional reading level |
| A formal examination of the use of miscues as the basis for determining the strengths and weaknesses in the background experiences and language skills of students as they read | Miscue analysis |
| The use of a graded series of passages of increasing difficulty to determine students' strengths, weaknesses, and strategies in word identification and comprehension | Informal Reading Inventory (IRI) |
| An objective estimate or prediction of reading comprehension of the material, usually in terms of reading grade level, based on selected and quantified variables in text, especially some index of vocabulary difficulty and of sentence difficulty | Readability |
| In learning, the gradual withdrawal of adult support, as through instruction, modeling, questioning, feedback, etc., for a child's performance across successive engagements, thus transferring more and more autonomy to the child | Scaffolding |
| How fast a person reads, usually silently | Reading rate |
| A word that is immediately recognized as a whole and does not require word analysis for identification | Sight word recognition |
| An assessment model that uses a list of statements that describes specific criteria and levels of quality of a product or performance | Rubric-based assessment |
| A typed or written record usually kept daily; a collection of student writing in response to reading | Journal |
| Students reflecting on their own progress in reading and writing | Self-assessment |
| Consistency in measurements and tests; specifically, the extent to which two applications of the same measuring procedure rank persons in the same way | Reliability |
| An assessment model that uses a selected, usually chronological collection of a student's work that may be used to evaluate learning progress | Portfolio-based assessment |
| Simultaneous reading and looking at the print. Teacher reads slightly behind the student into his ear, and the text is read over and over until the student gains fluency. First teacher, then student points to the words as they read. --Heckleman (1969) | Neurological Impress |
| A cumulative account of selected behavior, as that of a student by a teacher over time | Running record |
| A measure of comprehension. The process in which the reader, having orally read a story describes what happened in it. Purpose is to gain insight into the reader's ability to interact with, interpret, and draw conclusions from the text | Retelling |
| Guidelines for scoring or grading a test or assignment so that all are graded using the same standards | Scoring guide |
| Generally refers to the ease of comprehension of a piece of text | Text readability |
| A statewide multiple choice assessment in reading, math, and language usage for grades 2-10 given in fall & spring each year. It is a required assessment to ensure that students graduate with a basic level of knowledge in math, reading, and language usage | Idaho Standard Achievement Test (ISAT) |
| The measurement of educational achievement by tasks that call for the student to produce a response like that required in the instructional environment, as in portfolios or projects | Performance-based assessment |
| Changeableness, as reading rate variability, the dispersion, spread, or scatter of scores or values in a distribution, usually about the mean | Variability |
| A truth or factual condition. The evidence that the inferences drawn from test results are accurate | Validity |
| Words correct per minute | WCPM |
| A measure of central tendency;specifically, the most common score or value in a distribution | Mode |
| A measure of central tendency; specifically, the middle value or score in an ordered frequency distribution | Median |
| A normalized standard score representing an interval in a 9-point scale, with a mean of 5 and a standard deviation of 2 | Stanine |
| Fernald(-Keller) method; a technique for learning to identify printed words; it involves looking at a word (visual) while saying it (auditory) and tracing it (kinesthetic, tactile) | VAKT |
| A reading program with over 100,000 books in its database, on which kids take assessments to determing whether or not they read the book. Software is available to monitor the practice of reading. Students choose & read a book, then take a quiz over it. | Accelerated Reader |
| The assessment of performance on a test in terms of the kind of behavior expected of a person with a given score; how a student compares with others | Criterion-referenced measurement |
| A variation of choral reading in which the teacher reads a sentence with good phrasing and intonation, and then lets students read the same material again. Teacher doesn't move onto next sentence until students read confidently | Echo reading |
| A description of behavior; a reporting of observed behavioral incidents | Anecdotal record |
| Using various methods to determine student progress, usually through careful appraisal and observations | Evaluation |
| The act or process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc. | Assessment |
| A single central value used to summarize a distribution of scores | Central tendency |
| The idea that schools or teachers are responsible for educational outcomes and should be evaluated, traditionally through examination of students' test scores | Accountability |
| Marie Clay's indicator that tests book handling concepts which include front/back, top/bottom, left/right, word matching, word/letter order, punctuation, and word/letter recognition | Concepts about print |
| The appraisal of student progress by using materials and procedures directly from the curriculum taught | Curriculum-based assessment |
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