Assessment Key Terms Crossword

Standards that all students must meet, regardless of language proficiency level or ability.
Bias that occurs when cultural backgrounds of diverse students are not considered.
Bias resulting from differences in attitudes toward a particular language or dialect.
Assessments that are linked both to the instruction delivered in the classroom and to real-world activities.
Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
Validity obtained when assessment results are used to improve both learning and teaching by responding to student needs with criterion-referenced tests that are scored on the mastery of specified criteria or content.
Validity resulting from a match between assessment purpose and classroom instruction.
Tests designed to determine how well students have learned specific material taught in a course or at a particular grade level.
A predisposition in favor of the cultural majority group and against minority groups.
Knowledge of facts (names, dates, characteristics) as typically measured on standardized tests.
Standards based on each student's individual growth in language and content skills.
Assigning separate scores for language and content on content-area work samples.
Models or examples of excellent work, for instance, a well-structured paragraph that contains a topic sentence, sentences providing supporting details, and a concluding sentence.
Ongoing assessment of academic progress to help teachers gather information about students' strenghts and weaknesses in order to redirect instruction and provide students with valuable feedback to help them learn.
Level of agreement reached between raters scoring the same work sample or student performance.
Bias resulting from established test norms with one cultural or linguistic group and then using the test with a different group.
Determines how a student's test score compares to the scores of other students who took the test.
A test or investigation that requires students to demonstrate mastery of content or skills by performing a task or creating a product, in contrast to the more traditional criterion-referenced assessment instruction.
Knowledge of processes, how to do something with reliability. This term refers to the degree of consistency with which as assessment provides information about a student.
The degree of consistency of the assessment measure in producing the same result with the same student in different testing settings or at different points in time or when being evaluated by different teachers or raters.
Reducing the lingustic deman of instructional and assessment materials so that students can show what they know.
Guides that can help teachers focus on matching student performance to the established criteria rather than on comparing students to each other. They can also help teachers evaluate each student's word using the same standards, rather than having higher expectations for some students and lower expectations for others.
A form of bias that is present when equally able groups perform differently on the same test.
The degree to which a test measures what it is intended to measure or the accuracy of the interpretation of test scores.
Typically given to students at the end of a unit or grading period, they are designed to determine what students have learned about a particular topic or a range of topics.