SED 203 Midterm
- Illinois State University
- Special Education
- Special Education 203
- SED 203 Midterm
Last Modified: 2011-12-15
Response to intervention (RTI) is both an intervention process when a student experiences difficulty and prereferral process for special education.
ex: test is administered individually rather than in a group
ex: student answers only the odd numbered questions
new student screening process/ older student RTI
Does the student meet the criteria for services?
Was instructional program successful?
Has the student made progress?
The degree to which an instrument/assessment measures the same way each time it is used under the same condition with the same subjects
Does the measure actually reflect the concept?
Do the findings reflect the opinions, attitudes, and behaviors of the target population?
Errors from the test
Approach 2: Variances or standard Deviations of Measurement errors
Approach 3: Item Response Theory
if there were no error, the true score would equal the obtained score
X=students obtained or observed score
Criterion-related validity (concurrent validity and predictive validity)
most important achievement test, becasue achievement tests typically measure content knowledge
applied to norm-reference tests
is the extend to which the results of two different test administered at about the same time correlate with each other
achievement and cognitive ability
performance basses assessment ex: state assessment
measures how students can apply information to real-life
curriculum bases measurement
provides a description of a student's knowledge, skills, and behavior
Median: the score in which 50% score above and 50% below score
Mode: number that occurs most frequently
THe norm curve is a symmetrical, bell-shaped curve
split-half: compare the consistency of the test items
internal consistency: analyze how consistent each item is (1 measure different items within
test speed: when a test is times, reliability can be problematic
group homogeneity: the more heterogeneous the group of students who take the test, the more reliable the measure will be
item difficulty: items are so hard or easy that there is little variability
objectively scored tests, rather than subjectively tests show a higher reliability
test-retest interval: the shorter the interval, the higher the reliability will be
norm-reference test that can be administered individually or to a group
Performance on a criterion-referenced test provides information on whether the student had attained a predetermined achievement, behavior, or social criterion
Typical norm-referenced tests survey a broad domain, while criterion-referenced tests usually have fewer domains but more items in each domain
Criterion referenced test help in instructional planning and provide info about student’s level of performance
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