CH1&4 Assessing Young Children

people important in the lives of children, especially regarding the assessment of children

process for gathering information to make decisions

methods whether formal or informal for gathering assessment information

being responsible for the proper education of all children

is any test applied to make life-affecting decisions for the educational futures of young children

determining developmental progress of children through a variety of means, including observations and special problems or situations

the number of items that a child answered correctly on a test

the arithmetic average of a group of scores

the spread of the scores or the difference between the top score and the bottom score on a test

the distance scores depart from the mean

bell-shaped curve representing the usual distribution of human attributes

test that interprets a child's performance in comparison to the performance of other children with similar characterisitcs

group of individuals on which a standarized test is normed

subset of a population that is tested for a standarized test

scores obtained from the testing of a normative sample for a standarized test

a standarized test that compares a child's performance to his or her own progress in a certain skill or behavior

score obtained by comparing the raw score with the performance of children of known characteristics on a standarized test

derived score giving a child's performance as taht which is normal for a certain age

derived score giving a child's performance as tha which is normal for a certain grade

derived score estimated from norm scores because no one with that particular score was actually part of the normative sample

derived score estimated from norm scores because the raw score is either less than or greater than anyone in th enormative sample

derived scores indicating the percentage of individuals in the normative group whose test scores fall at or below a given raw score

is created statistically. this process converts raw scores to numbers that can be used to compare child progress on a particular dimension

statistically determined scores that are used to derive total scores or that refer to results on subtests of an instrument

standard scores with a mean of 100 and a standard deviation of usually 15

standard scores for group tests; scale has 100 equal parts, mean is usually 50, and standard deviation is usually 21.06

standard scores with nine unequal bands; bands four, five, and six represent average performance

consistency, dependability, or stability test results

ability to get the same results from a test taken twice withing two weeks

ability of a test to produce the same results regardless of who administers it

degree of relationship between two variables

estimate of the amount of variation that can be expected in test scores as a result of reliability correlations

the extent to which a test measures what it is supposed to measure

whether a test looks as if it is testing what it is supposed to be testing

extent of how well a test tests the subject matter it is supposed to test

relationship between the scores on a test and another criterion measure

relationship between a test and another criterion when both are obtained at about the same time

how accurately a test score can be used to estimate performance on some variable or criterion in the future

the extent to which a test measures a theoretical characteristiv or trait

is demonstrated when similar instruments measuring similar constructs yield comparable results

the usefulness of test results for planning intervention

describes the usefulness of assessment information for the teacher in the educational setting