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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. |
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