Reading Quiz: Chapter 3

A component of the ESEA legislation that requires states and school systems to collect annual data that represents the progress of students in meeting established assessment goals or progress in key subject areas.

All types of assessment other than standardized tests.

A written account of a specific incident or behavior in the classroom.

The collection of data, such as test scores and informal records, to measure student achievement

A measurement of a student’s performance on activities that reflect real-world learning experiences.

A technique in which the teacher deletes words or other structures from a passage and leaves blanks by using the surrounding context to determine the missing material. It can be used as a method of instruction, a means of testing for comprehension, or a method of estimating reading difficulty.

Academic standards for kindergarten through twelfth grade that each state can voluntarily adopt. The standards were developed as part of a state-led endeavor coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSO).

A test designed to yield measurements interpretable in terms of specific performance standards.

Statements or descriptions of expectations outlining what students should know and be able to do at particular grade levels and specific content areas.

Scores that show the progress of subgroups of students, including racial/ethnic groups, economically disadvantaged students, students with disabilities, and students with limited English proficiency.

The use of a testing instrument based on extensive normative data and for which reliability and validity can be verified.

Ongoing assessment designed to offer feedback on progress for both the teacher and the learner.

A level of reading difficulty with which the reader is unable to cope; when reading material is on this level, on an IRI, the reader usually recognizes less than 90% of the words that he or she reads or comprehends less than 50% of what he or she reads.

Assessment in which the outcomes have the potential to have a substantial effect on students (retention in a grade, for example), teachers (merit pay, for example), or both.

A level of reading difficulty low enough that the reader can progress without noticeable hindrance; on an IRI, the reader can ordinarily recognize at least 99% of the words and comprehend at least 90% of what he or she reads.