SPARC Glossary
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Terms are often used differently among the various disciplines. In order to decrease confusion, we have cross-referenced and defined important terms within definitions. Cross-referenced terms are in bold. When definitions are contradictory the SPARC investigators have defined the term in accordance with use in federal mandates. |
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Changes made in how a test is presented to the student taking the test or in how s/he responds. These can include several adaptations in format, settings, time or scheduling. The changes are not to substantially change the criteria on level of performance or the content of the test. |
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An individual or group of individuals taking responsibility for the performance on a desirable outcome. There are two distinct aspects of accountability within educational reform; that of student accountability or system accountability. Goals, indicators of progress, procedures for reporting and consequences (positive and negative) are typical components. |
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Assessment of children with disabilities who cannot participate, even with accommodations, in state or district-wide assessment programs. It is a common assessment that can be administered to students with a unique array of educational goals. Increases capacity of large-scale accountability. Alternate assessments typically involve a student creating a response or set of responses rather than selecting one from a group. Portfolio has become a typical term associated with alternate assessment. Students are required to demonstrate knowledge and skills through a set of tasks. |
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A description and judgment of a specific domain of knowledge or behavior drawn from more than one source of information. The literature on accountability in education equates assessment and evaluation. IDEA defines assessment as a process for determining progress and evaluation as a process for determining current levels of performance for purposes of standard comparison for eligibility determination. |
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The compilation of information (data sources) to provide a description of a phenomenon (trend). An assessment system may include norm- or criterion-referenced assessments, alternate assessments, and classroom assessments. |
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Measurable statements of knowledge and/or skills. |
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Observations to ensure a group is acting in accordance with requirements. |
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A specific topic or area of study. The knowledge and skills a student should have in particular subjects at specific grade levels. The literature reveals minimal agreement on what this should include for children 3-4 years of age. Generally, the areas include overall/basic knowledge, language, pre-reading, writing, and arithmetic. |
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Qualitative factors that are used to judge the level of performance. |
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An assessment in which a student’s response(s) is compared to a level of performance in an area of knowledge or skill. Results are typically reported as levels of proficiency i.e., emerging skill or mastery. |
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Information organized on a specific topic; a set of topic specific information created for a defined group. |
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A local group of schools. School systems are typically organized into groups of schools. This may involve regions, counties or towns and their surrounding area. |
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The act of keeping a person from participating in activities attended by others. |
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The space(s) and equipment that is available. |
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A description and judgment of a specific domain of knowledge or behavior drawn from more than one source of information. |
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The purpose of an act or group of actions |
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A description of suggested elements aimed to accomplished a defined activity |
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The people that are available. This includes the adult/child ratio, the specialists.. |
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Individual Education Plan (IEP) is a document specifying the goals and objectives to be attained, by the student, as a result of receiving special education services; the services to be provided, the frequency and intensity. The IEP must also document any accommodations or alternate assessments, if needed, to participate in the local, district and/or state accountability assessment system. |
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Individualized Family Service Plan (IFSP) is a document specifying the desired outcomes for a child and his/her family receiving services under the Individuals with Disabilities Education Act. Like the IEP, the IFSP specifies the services, their frequency, intensity and duration as well as who is financially responsible for providing the service. The IFSP is used for infants and toddlers eligible for services under IDEA, Part C. A number of schools systems are using IFSPs rather than IEPs for their 3-4 year old children eligible for services under IDEA, 619 of Part B. |
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An identified marker/benchmark or value used to indicate the level of an outcome. |
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Connections organized to support activities. |
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Materials and credentials of people available to create learning opportunities |
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A person who provides a service away from the originating setting |
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| Large Scale Assessment | A standard measure designed to evaluate a group. |
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Or opportunities to learn (OTL) are situations or the educational context needed to be able obtain knowledge and/or skills. These can include what and how something is taught as well as by whom and with what resources. Used in system accountability assessments. |
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Significant changes in the content and/or performance criteria, instructional level or format. |
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Observing a defined activity |
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An assessment in which the test taker’s performance is compared to that of a large group. The large group is typically a national sample of people from a wide and diverse cross section of (same age/grade) people. Responses on a norm-referenced assessment are typically correct or incorrect. Results sort participants into levels of has and has nots. |
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The result of an act or group of actions |
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The percentage of children with disabilities that are included in an activity completed by children without disabilities. |
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Behaviors exhibited while putting into action specific skills |
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A collection of a student’s work demonstrating specified competencies typically used as an alternate assessment. |
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Activities performed to accomplished specified outcomes |
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Or pre-kindergarten are educational programs for children 3 & 4 years of age. |
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On-going job training. This includes both pre- and in-service training as well as technical assistance and mentorship. |
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Skills and abilities that are basic for learning in an academic area. |
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The degree that a response on the same task will produce the same results or scores. |
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A description of essential elements for a defined activity. |
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School’s conditions or circumstances (ie. Avg. family income level; primary language; faculty stability; student turnover, school leadership) |
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Actions and decisions determined by administrator(s) and/or others within a school rather than at the district or state level. This may also be referred to as the local level. |
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A measure that looks at a sample of behaviors of an area and/or domain to assist in decisions on a course of action. |
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A set of knowledge and abilities on which an individual or group of individuals can be measured. A mechanism to compare educational results. |
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Actions and decisions determined by administrator(s) and or others within state departments, state legislature or governor. |
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Single measure of knowledge, behavior or other value. |
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The degree that a test or assessment measures what it is reported to measure. That which ensures that results are an accurate description of what the test taker knows and/or has the ability. |
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