RICA Subtest 3 Questions And Answers
Ways to differentiate assessment for students w/ special needs - ANSWER --give
students more time
-divide the assessments into smaller units
-change the mode of delivery
-provide practice assessments
-provide a simpler version of the assessment
Two Quali...
RICA Subtest 3 Questions And Answers
Ways to differentiate assessment for students w/ special needs - ANSWER --give
students more time
-divide the assessments into smaller units
-change the mode of delivery
-provide practice assessments
-provide a simpler version of the assessment
Two Quality Indicators That Apply to Standardized Tests - ANSWER -Reliability
Validity
Reliability - ANSWER -The degree to which any assessment like a test or survey,
yields consistent scores across administration
Standardized Test - ANSWER -Any test in which the testing format does not vary,
except for children with learning disabilities.
Validity - ANSWER -The degree to which any assessment accurately measures what it
claims to measure.
For example, to assess comprehension, students might read a text and answer
questions on the World Series of MLB. Since some children could answer the questions
correctly before they read the text, the assessment would have low validity.
Norm referenced scores - ANSWER -allow for a comparisons between the students
taking the tests and a national average.
Percentile scores - ANSWER -Norm-referenced. Changes students raw score into
number 1-99. Compares students score to group of students who have taken same test.
(90 = student has done better than 90% of students who took test.)
Grade Equivalent Score - ANSWER -a norm-referenced test score that translates to a
student's raw score (ex. 37 out of 50) into a number representing a grade level and a
month. For example, a GES of 6.3 translates to sixth grade, 3rd month.
Stanine score - ANSWER -norm-referenced, raw scores are converted to 9 point
scales. (5 is average, 9 is top, 1 is bottom).
How to interpret and use assess. results w/ individual profiles: - ANSWER --tells
whether or not the individual has met grade level standards
-influences instructional planning
-teachers can plan for interventions to help each student
, How to interpret and use asses. results w/ class profiles: - ANSWER -can be used to
adjust whole class instruction
Informal Reading Inventory (IRI) - ANSWER -A collection of graded passages with
comprehension questions, often used to gauge student's independent, instructional, and
frustration reading levels. (ex - SPIRE passages)
Entry-Level Assessments - ANSWER -implemented prior to instruction to determine:
-which students possess prerequisite skills and knowledge
-which students have already mastered the skills that are going to be taught
purpose is to indicate which students will need more help
Monitoring of Progress Assessments - ANSWER -Assessment that takes place during
a sequence of lessons to determine which students are making adequate progress
toward achieving a reading standard, skill, or strategy.
Summative Assessment - ANSWER -determines which students have achieved the
target standard; some measure achievement of one standard, others are often given
quarterly, midyear, or at the end of the year, measure multiple
Assessment data collected after instruction to evaluate a student's mastery of the
curriculum objectives and a teacher's effectiveness at instructional delivery
Word Recognition Lists - ANSWER -An assessment resource consisting of graduated
lists of words, usually about 10, that children are asked to read aloud. The lists start and
the preprimer level and continue onto grade 8 usually. This assessment is used to
provide a preliminary estimate of a student's frustration, instructional, and reading
levels. The estimate will be verified or modified on the basis of the student's
performance on graded reading passages.
Graded Reading Passages - ANSWER -a set of texts, usually between 50 and 100
words, of increasing difficulty. The passages start at the preprimer level and continue on
to grade 8 in most test packages. Student reads the text either orally or silently,
depending on the goal of the assessment. Used to determine: frustration, instructional,
and independent reading levels and areas of reading strength and need.
1. most important part of IRI.
2. passages for every grade level
3. students read aloud and measure miscue analysis graphophonemic errors, semantic
errors, syntactic errors.
Preprimer and primer - ANSWER -two reading levels, corresponding to kinder, that
feature the easiest texts to read. Texts written in these levels use few words and have
very short sentences. After these levels, the rest correspond to grade levels.
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