Understanding Assessment Within an RTI Framework Vocabulary
Handout1
This activity is used to show how your understanding of key terms related to different types of assessment
used within an RTI framework evolves throughout the Webinar. The terms are organized by the order in
which they appear in the Webinar. Under the prediction column fill out what you believe the terms mean
prior to the presentation. As the terms are discussed during the presentation add clarification to the final
meaning column. Use the picture, sketch, example column to add additional clarifying information after
the presentation. At the end of the table there are rows which act as a place holder for any additional terms
you may want to define.
Term
Prediction
Final Meaning
Picture/Sketch/Example
Summative
Diagnostic
Formative
Mastery
Measures
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Note: This activity was modified from the original version developed by Dr. Marsha Riddle Buly, Coordinator for
Language, Literacy, Cultural Studies Major and the K-12 endorsements in English Language Learner (ELL); Bilingual; and
Reading, Woodring College of Education, Western Washington University and Dr. Tracy Coskie Associate Professor,
Woodring College of Education, Western Washington University.
National Center on Response to Intervention
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Term
Prediction
Final Meaning
Picture/Sketch/Example
General
Outcome
Measures
CurriculumBased Measure
Norm
Referenced
Criterion
Referenced
Criterion
Percentile
National Center on Response to Intervention
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Term
Prediction
Final Meaning
Picture/Sketch/Example
Additional Terms
National Center on Response to Intervention
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Handout: Types of Assessment
Commonly Used Within an RTI Framework
For each of the first four questions, there are three possible answers (summative, diagnostic, formative).
Match the correct type of assessment with the description provided.
Summative
Diagnostic
Question
Purpose?
Description*
Formative
Answer
Measures a student’s current knowledge and skills for the
purpose of identifying a suitable program of learning
Tells us what students learned over a period of time (in the
past). It may tell us what to teach but not how to teach
Tells us how well students are responding to instruction
When
administered?
During instruction
Before instruction
After instruction
National Center on Response to Intervention
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Question
Typically
administered to?
Description*
Answer
All students during benchmarking/universal screening and
some students for progress monitoring
All students
Some students
Educational
decisions?
 Accountability for meeting standards or desired outcomes
 Skill mastery by students
 Future allocation of resources based on outcomes (reactive)
 Identification of students who are nonresponsive to
instruction or interventions
 Curriculum and instructional decisions
 Program evaluation
 Resource allocation/alignment to meet student needs
(proactive)
 Comparison of instruction and intervention efficacy
 What to teach
 Intervention selection
* There is one correct answer for each of the three types of assessment.
Note: This activity was developed by Valerie Lynch, Puget Sound Educational Service District 121, Renton, Washington.
National Center on Response to Intervention
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