Susan Newsom_Vocab Assess/Gifted Class

What is a teacher-constructed list of characteristics used as criteria for ranking the quality of students’ work along with some type of guide for scoring or grading?  Usually, this guide describes the criteria along with a numerical range or scale to indicate the degree of quality or mastery shown by the work.  There are many different types of these; all of which are useful for the project, or performance assessment.

• Percentage

• Rubric

• Evaluation

• Portfolio Assessment

Tags

CCSS.L.6.6

CCSS.L.7.6

CCSS.L.8.6

CCSS.W.6.2D

CCSS.W.7.2D

Theoretically, an average score at a given grade level.  This score relates a student’s raw score to the average scores obtained by norming groups at different grade levels.  This score is often greatly distorted because there are so many variations in what is actually taught at each grade level.

• Grade Equivalent

• Formative Evaluation

• Evaluation

• Portfolio Assessment

Test which assesses specific skills to determine specific individual strengths and weaknesses, usually in reading and/or math.  This type of test should be used by teachers to guide them in planning instruction based on student needs.  Such tests should be tied to curriculum and content objectives.

• Portfolio Assessment

• Formative Evaluation

• Content Validity

• Diagnostic Test

Tags

CCSS.L.6.6

CCSS.L.7.6

CCSS.L.8.6

CCSS.W.6.2D

CCSS.W.8.2D

Agreed-upon values used to measure levels of attainment that students should work toward in content, process, performance or lifelong learning.  Specific indicators of what students should know and be able to do as a result of their education.

• Standards

• Grade Equivalent

• Median

• Rubric

A collection and evaluation of student products and performances selected for inclusion based on agreed-upon criteria.  These generally illustrate a range of abilities and special talents showing growth, self-reflection, and achievement.  They may be composed of the student’s best work or work that shows improvement over time.

• Correlation

• Portfolio Assessment

• Grade Equivalent

• Standards

Tags

CCSS.L.6.6

CCSS.L.8.6

CCSS.W.6.2D

CCSS.W.7.2D

CCSS.W.8.2D

Describes the degree to which a given test measures what it says it is measuring.

• Aptitude

• Correlation

• Content Validity

• Median

Tags

CCSS.RI.5.10

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

he middle number; the point where there are one-half above and one-half below thus dividing the group into two equal parts; the 50th percentile…..

• Median

• Range

• Correlation

• Reliability

A relationship, correspondence, or connection between any two things.  This is not a cause and effect relationship; two items may be strongly “connected” without one causing the other.

• Deviation

• Range

• Aptitude

• Correlation

Tags

CCSS.RI.5.10

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

A combination of natural and acquired talents, interests and/or abilities that a student may innately possess, or that he/she may have learned.  These usually indicate ability to learn more and develop proficiency in a given area, subject, or skill.

• Objectivity

• Diagnostic Test

• Stanine

• Aptitude

Tags

CCSS.L.11-12.4C

CCSS.L.6.4C

CCSS.L.7.4C

CCSS.L.8.4C

CCSS.L.9-10.4C

A type of standardized score based on a scale of nine equal units that range from a high of 9 to a low of 1.  In general, values of 1-3 are considered below average, 4-6 average and 7-9 above average.

• Measurement

• Stanine

• Objectivity

• Percentage