HANDY GLOSSARY: ASSESSMENTS TYPES / PROFESSIONALS / TERMS
Common Core Standards Initiative presents the same visionary objective for forty-eight states, the District of Columbia, and two territories, but academic achievement measurement procedures, definitions, and indicators will vary from state to state. Parents will need to check their own state's guidelines.
The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.
http://www.corestandards.org (cited from website) The core standards: are clear, understandable and consistent;
- Include rigorous content and application of knowledge through higher-order thinking skills
- Build upon strengths and lessons of current state standards;
- Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
- Are evidence-based.
Since every state has a different set of assessment tests, indicators, and criteria, the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP), are aligning the different state’s measures of student achievement. The Rasch Unit (RIT) scale scores from MAP correspond to the various proficiency levels for each subject (reading, mathematics, etc.) for each student grade.
These RIT scores will predict whether a student will achieve a status of “proficient” or better on his/her state test. Because all states may use different tests for measuring student achievement, linking studies are usually necessary for each state.
Let's go on to understand how we identify problems through testing, called assessment. These are the types:
- Cognitive skills tests must be administered by a degreed, certified or licensed professional. These are given to determine information processing gaps in visual and listening memory ability, underlying factors of Dyslexia and other learning deficiencies.
- Formative assessments offer the beginning, basic tools to describe your child’s personal behavioral and achievement characteristics, and how they will ultimately absorb and understand information. Effective feedback to the teacher is an essential feature of formative assessment. It provides better understanding of your child through decision-making interventions. These ongoing assessments are what parents will understand for their future education improvement plan.
- Interim-Benchmark achievement testlets or class work can have 3 test windows (Fall, Winter, Spring) beginning in 3rd grade. Every state is different. Interim assessments are designed to close the gaps necessary for higher achievement levels. These continuing testlets are designed to give teachers feedback and direction for improvement, and tell the teacher what to do next. They are indicators on the skills measured at the time the child took the test, and do not give predictive performance levels.
- Summative achievement assessments include the final report cards and national standardized achievement test scores. Every state has their own set of descriptors and indicators to meet standards. They can range from descriptors such as "exemplary" to "academic warnings". Children are not compared to each other in these ratings for grades.
- Paid independent assessment evaluators can be conducted by degreed, licensed, or certified learning diagnosticians, specialists, or school psychologists who can either give tests or interpret test scores and explain their implications to you. The testing and evaluation may be conducted by two different professionals, or one can do it all. Testing must be done personally face-to-face. The assessment evaluations can be done through telephone communications.
- Public Law 94-142 (Education of All Handicapped Children Act) In 1975, Congress passed Public Law 94-142 (Education of All Handicapped Children Act), now codified as IDEA (Individuals with Disabilities Education Act). In order to receive federal funds, states must develop and implement policies that assure a free appropriate public education (FAPE) to all children with disabilities.
- The Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446) (IDEA 2004) was signed into law December 3, 2004 by President George W. Bush. (RTI Manual: Introduction. Ideas that Work: US Office of Special Education Programs). The act will be nondiscriminatory and provide scientific-based instruction to special populations as determined by diagnostic testing.
