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ICLA 3
Idaho Comprehensive Literacy Assessment #3
| Question | Answer |
|---|---|
| Concepts About Print | A check made on what children have learned about the way we print languages. |
| Criterion Referenced Measurement | The assessment of performance on a test in terms of the kind of behavior expected of a person with a given score. |
| Cloze Procedure | 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 |
| Central Tendency | a single central value used to summarize a distribution of scores. |
| Mean | A measure of central tendency; specifically the arithmetical average. |
| Mode | A measure of central tendency; specifically the most common score or value in a distribution. |
| Median | A measure of central tendency; specifically the middle value or score in an ordered frequency distribution. |
| Authentic Assessment | A type of assessment that is reflected in the use of portfolios, naturalistic assessment, and classroom assessments. It has also been called alternative assessment and classroom-based assessment. |
| Assessment | the act or process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, or interviews, etc. |
| Anecdotal record | a description of behavior; a reporting of observed behavioral incidents. |
| Adequate Yearly Progress (AYP) | As part of No Child Left Behind, each state defines the reading programs that will ensure that all students meet the progress standards as set by the individual state. |
| AimsWeb - AimsWeb Progress Monitoring and Response to Intervention System | Scientific based-formative assessment system. Informs the teaching/learning process by providing continuous student performance data and reporting improvement to parents/teachers/administrators-enables evidence-based evaluation/data driven instruction. |
| Accountability | the idea that schools or teachers are responsible for educational outcomes and should be evaluated, traditionally through examination of students’ test scores. |
| Accelerated Reader | AR is a daily progress monitoring software assessment in wide use by primary and secondary schools for monitoring the practice of reading, and it is created by Renaissance Learning, Inc. |
| Cueing Systems | Any of the various sources of information that may aid identification of a work unrecognized at first glance, as phonics, structural analysis, and semantic and syntactical information. |
| Curriculum based assessment | the appraisal of student progress by using materials and procedures directly from the curriculum taught. |
| Diagnostic Assessments | involves making judgments as to how a pupil is performing against a predetermined set of criteria. |
| Dialect | a form of a language that is peculiar to a specific region or social group. |
| Derivation | the formation of a word from another word or from a root in the same or another language. |
| DIBELS - Dynamic Indicators of Basic Early Literacy Skills | a set of standardized, individually administered measures of early literacy development. |
| Echo Reading | a variation of choral reading (Reutzel & Cooter, 2000) in which the teacher reads a sentence with good phrasing and intonation, and then students read the same material again. |
| Explicit Comprehension Instruction | A framework for developing reading comprehension skills and strategies that are capable of applying to other reading situations without teacher support. |
| Evaluation | Judgment of performance as process or product of change. |
| Formative Assessment | The continuing study of the process of change in an instructional program as it moves toward its goals and objectives by monitoring the learning progress of its participants. |
| Fluency development | fluency is the ability to read effectively and it involves three components: reading rate, word recognition, and prosody. |
| Frustration level | 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. |
| Grade level | This term can refer to an achievement in relation to assigned level in an educational program or to a designated level of text difficulty determined by a readability formula. |
| Grade Equivelant | The score on a standardized test typical of the norming group at a certain grade. The score is given as year and month: for instance, 3.5 means third grade, fifth month. |
| Idaho Reading Indicator (IRI) aka AimsWeb | To ensure that all children master the skills they need to become successful readers, Idaho Code 33-1614 requires that every student from Kindergarten to third grade be tested twice each year. |
| Idaho Standards Achievement Test (ISAT) | a student testing program that measures the achievement of Idaho students based on Content Standards adopted by the Idaho State Board of Education. |
| Independent reading level | the readability or grade level of material that is easy for the student to read with few word-identification problems and high comprehension. |
| Individualized Education Plan (IEP) | describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them. |
| Informal Assessment | appraisal by casual observation or by other nonstandardized procedures. |
| Informal reading inventory (IRI) | uses a graded series of passages of increasing difficulty to determine students’ strengths, weaknesses, and strategies in word identification and comprehension. |
| Instructional 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. |
| Journal | A typed or written record usually kept daily. A chronological relating of events. A collection of student writing in response to reading. |
| Miscue | a term advanced by Kenneth Goodman to describe a deviation from text during oral reading or a shift in comprehension of a passage. |
| Miscue analysis | 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. |
| Multiliteracies | This means that it is no longer enough for literacy teaching to focus solely on the rules of standard forms of the national language. Every meaning exchange is cross-cultural to a certain degree. |
| No Child Left Behind (NCLB 2001) | was designed to help schools create reading programs that will ensure that all students make adequate yearly progress as defined by the individual state. |
| Norm-referenced measurement | 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. |
| Performance assessment | 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. |
| Portfolio-based assessment | a selected, usually chronological collection of a student’s work that may be used to evaluate learning progress. |
| Phonemic awareness assessment | Phonemic awareness is the awareness of the sounds (phonemes) that make up spoken words. |
| Readability | An objective estimate or prediction of reading comprehension of material usually in terms of reading grade level, based on selected and quantified variables in text, especially some index of vocabulary difficulty and sentence difficulty. |
| Reading fluency | refers to the development of a clear, easy, written or spoken expression of ideas. |
| Reading rate | how fast a person reads, usually silently; reading speed. |
| Readability | generally refers of the ease of comprehension of a piece of text. |
| Reliability | consistency in measurements and tests; specifically, the extent to which two applications of the same measuring procedure rank persons in the same way. |
| Repeated reading | This is one of the best ways to improve students’ reading speed. The students practice rereading a book or an excerpt from a book three to five times, striving to improve their reading rate and decrease the number of errors they make. |
| Retelling | in discourse analysis, a measure of comprehension. In miscue analysis, the process in which the reader, having orally read a story, describes what happened in it. |
| RtI (Response to intervention) | low-performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth. |
| Rubric | standard by which to measure a piece of work. Generally includes specific guidelines and criteria for assessing students’ performance. |
| Rubric- based assessment | An assessment model that uses a list of statements that describes specific criteria and levels of quality of a product or performance. |
| Running Record | a cumulative account of selected behavior, as of that of a student noted by a teacher over time – a record of the accuracy of a child’s oral reading. |
| Scaffolding | 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. |
| Scoring Guide | An assessment tool used to judge the quality of student performance in relation to content standards. |
| Self-assessment | Students reflecting on their own progress in reading and writing. This should be an integral part of assessment. |
| Sight word recognition | a word that is immediately recognized as a whole and does not require word analysis for identification. A word taught as a whole. |
| Stanine | a normalized standard score representing an interval in a 9-point scale. A stanine of 5 represents average performance and a standard deviation of 2. |
| Test Readability | Refer to readability – The most popular readability formulas include Flesh Grade Level, Flesh Reading Ease, FOG, SMOG, Powers-Summer-Kearl, Fry Graph, Spache, and FORCAST. |
| Transactive assessment | the view that meaning is constructed in communication through language by an active, fluid interchange of ideas within a given context, as between reader and text or between speaker and audience. |
| VAKT | The acronym VAKT stands for Visual – Auditory – Kinesthetic – Tactile and refers to learning styles (learning modalities). |
| Validity | a truthful or factual condition 2) a logical argument 3) the evidence that the inferences drawn from test results are accurate 4) the evidence that inferences from evaluation of program effectiveness and teacher competence are trustworthy. |
| Variability | 1) changeableness, as reading rate variability. 2) the dispersion, spread, or scatter of scores or values in a distribution, usually about the mean. |
| Words Correct Per Minute | WCPM |
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