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The ceiling is the point at which a student reaches a predetermined amount of errors on a norm-referenced test and it is assumed that they will continue to get the questions on the test incorrect. This is considered the stopping point for this test.

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The starting point at which a norm-referenced test begins. This represents a level of mastery of tasks below a student's "level" and assumes that the student would already know any questions before this point. They receive points for those questions because they're already considered correct for the student. This can be on an IQ test.

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This is where a task is broken down in great detain so that it becomes a sequential set of steps or skills necessary to accomplish a task. This is good for our students with disabilities because it gives them the opportunity to try smaller parts of a task and build onto it until they too can complete things that are like second nature to a lot of us. For example, we could be teaching students how to write a paragraph.
- Topic sentence
- Evidence
- Supporting details
- Closing sentence.

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The structuring of test materials, administration procedures, scoring methods, and techniques for interpreting results. A test that has gone through standardization could be similar to those such as the ACT or SAT.

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A large group of students who are deemed representative of all children in an age group. It is obtained by picking a group of children who have characteristics of children across the U.S. There must be a certain percentage from each gender, various ethnic backgrounds, each geographic area and each socioeconomic class.

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This requires a systematic collection/record of a student's behavior. This can be a great way to assist educators who are creating a functional behavior analysis of a student perhaps for behavior interventions or eligibility determination.

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This is type of constructed test question that requires students to respond in their own words and in great detail. This is also known as an extended-response question. It is based off of a set of data that students should know about the concept and is usually supposed to be informative or evidence-based.

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This is an activity that shows teachers feedback of instruction. Students take this as a quick check of how they interpreted information for the day right before they leave class at the end of the bell/period/day.

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This is where a student takes their best quality work and puts it together to display to an audience. This can be considered a mode of informal assessment. Students utilizing these are likely to have more self-confidence and pride in their work as they are not being judged based on a set score, but appreciated for some of their best work.

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This is a type of test response in which the student is to create their response to a question in their own words. This could be a fill-in-the-blank question.

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A type of assessment that requires students to perform real-world tasks that demonstrate their application of skills being taught in the classroom. This is usually assessed with a rubric to evaluate their application of said skills and can be very beneficial in representing long-terms educational outcomes that relate to being a successful or productive member of society.

Ex: portfolio, projects, performances

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A content and performance driven way of assessing students' performance and skill levels. These have no standardized criteria for scoring or administering. Students and teachers can use these to eliminate test stress and can open up the door for some creativity in their testing.

Ex: projects, presentations, experiments

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A type of assessment that includes a formal way of measuring a student's knowledge of a concept during a specific amount of instructional period. They are based off of a single set of expectations for all students and involve prescribed criteria for scoring and a standardized way of administering them.

Ex: achievement tests, screening, intelligence tests

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A type of assessment that is used to measure a student's knowledge of an entire unit or concept. Usually these are administered at the end, once a student has been taught all of the content for that section. They are scored using standards and specific criteria.

Ex: final exam, essay, final project

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A type of assessment that gives students immediate and productive feedback (during learning) so that they can improve their mastery of skills. This can be at the beginning of a unit or somewhere in the middle and it lets both teachers and students know what needs to be improved upon to reach mastery of a skill.

Ex: pretests, research proposals, concept maps