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ILTS 207 > Assessment and Instruction > Flashcards

Assessment and Instruction Flashcards

1
Q

Standardized assesments

A

published assessment instruments which have standardized questions or criteria and are administered in a consistent manner

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2
Q

Two types of standardized exams?

A

norm-referenced and criterion-referenced

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3
Q

Norm-referenced assesments

A

measure an individual student against a group of other test-takers

typically reported in percentile ranking or as grade-equivalent scores

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4
Q

Percentile

A

Score that shows where a student ranks in comparison to ninety-nine other students

ex: a percentile of 81 means that the student in question has preformed equal to or outperformed eighty-one out of the other ninety-nine students who took the test

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5
Q

Grade-equivalent scores

A

provide results as a grade level, meaning that the student’s performance is equal to the median performance corresponding to other students of a certain grade level

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6
Q

Achievement tests

A

such as Iowa Test of Basic Skill (ITBS) and The Peabody Individual Achievement Test measure what skills a student has mastered

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7
Q

Aptitude Test

A

measure leaned abilities like the SAT or ACT

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8
Q

Criterion-referenced tests

A

measure an individual’s performance as it relates to a predetermined benchmark or criteria

this can be those created by teacher, publisher, or state

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9
Q

Standards-referenced testing / standards based test assesment

A

measure a students performance against certain content standards as defined by each grade level and subject and are typically score in categories like basic, proficient, advanced

ex: Annual state accountability tests, STAAR, PARCC (readingness for college)

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10
Q

Formal assesments

A

refer to test results that re reported in either a percentile or percentage format

ex: standardized tests, chapter or unit tests, end of course exams

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11
Q

Informal assessments

A

evaluate students outside of the traditional written test format and help give a more complete picture of ingoing process

ex: observation, projects, presentations, oral check

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12
Q

Formative assessment

A

ongoing monitoring of student progress towards learning objectives

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13
Q

Summative assessment

A

designed to evaluate student learning at end of a unit

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14
Q

Benchmark assessment

A

which is more formal that a formative but not as high stakes as a summative sometimes called interm assesment (check progress)

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15
Q

Authentic assessment

A

measures the student’s ability to use knowledge in a direct relevant, and real-world way

ex: resume workshop

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16
Q

Diagnostic assessments

A

are use to determine what students already know

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17
Q

Peer assessment

A

evaluation of student work by peers (offer specific feedback to partner)

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18
Q

Multiple-perspective assessment

A

used during cooperative learning activities involves collaboration of student, teacher, peers

ex: combination of teacher eval, peer assessment, and student self assesment

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19
Q

When assessing writing skills what is a good thing to always have?

A

A rubric

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20
Q

Rubric

A

assessment tools where teacher asssgn score to projects/merits

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21
Q

There are two kinds of rubrics?

A

Holistic and Analytic

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22
Q

Holistic rubrics

A

provide a grade based on the overall effectiveness of the product

ex: grade based on effectiveness of argument

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23
Q

Analytic

A

break the product down so that points are assigned by component part

more useful that holistic

ex; seperatley score thesis, argument, etc.

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24
Q

Writing conferences

A

good for student feedback on their work

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25
Q

Portfolios

A

good to see student work and growth over time

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26
Q

Content area standards

A

identify what students are supposed o learn throughout a given time period in a subject area

content area learning tied to this

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27
Q

Content objectives

A

identify what students should be able to do at the end of a content area lesson and are related to the key concepts being taught

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28
Q

Language objectives

A

describe how students will learn and or demonstrate their mastery of materials by reading writing speaking or listening

emphasize communicative skills of speaking and writing without neglecting reading or listening

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29
Q

Cognitive Strategies

A

help students remember and organize both content and language learning information, there are 5 types

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30
Q

5 types of cogntive strategies

A

Comprehension, Writing, Problem-solving, Reasoning, Self-regulation

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31
Q

Comprehension strategies

A

helps students remember and understand content

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32
Q

Writing stategies

A

helps students complete unstructured tasks and importance of planning and organizing ideas

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33
Q

Problem-solving strategies

A

help students see ways in which they can achieve a specific goal

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34
Q

Reasoning strategies

A

helps students determine what they believe to be true or false correct or incorrect

35
Q

Self-regulation strategies

A

helps students monitor behaviors

36
Q

Metacognitive strategies

A

are those that focus on thinking a about thinking involve knowledge of once own though process

37
Q

6 Metacognitive strategies

A

Identifying what is know and not, Planning, Keeping a though journal

38
Q

Identifying what is known and what is not

A

students recognize prior learning and then move forward in determing what they don’t know what they need clarification on what knowledge has stuck with them

39
Q

Planning

A

estimating time a task will take, organizng materials, etc

40
Q

Keeping a though journal

A

logging own thoughts in journal

41
Q

talking about thinking

A

model for students but reflecting on ones thinking

42
Q

self-evaluating

A

checklists, conferences, student sees how to eval themselves

43
Q

debriefing

A

implements awareness at closure

44
Q

Always good to introduce vocabulary before content

A

TRUE

45
Q

How to activate prior knowledge?

A

vocab, graphic organizers, brainstorming, asking questions

46
Q

Second language acquistion

A

occurs through a series of stages (5 stages)

47
Q

5 stages of Second language acquistion

A

Pre-production (silent) period, Early production, Speech Emergence, Intermediate fluency, Advanced fluency

48
Q

Pre-production (silent) period

A

Listen and copy words, respond to visual cues like gestures/pics, may refrain from speaking

49
Q

Early production

A

learners achieve a 1000 word receptive and active vocab and can produce single word and two-three word phrases and respond to questions

50
Q

Speech emergence

A

learners have a vocabulary of about 3000
they are able to chunk simple words and phrases into sentences that may or may not be gramatically correct

51
Q

Intermediate fluency

A

Learners have a vocab about 6000
can speak in more complex sentences and catch and correct many of their errors
HAVE LARGES GAPS IN GRAMMAR AND SYNTAX

52
Q

Advanced fluecny

A

learners achieve cognitive language proficiency in their learned language

53
Q

Interlanguage

A

is the learners current understanding of the languge they are learning

54
Q

Fossilization

A

is the point in second langugae acquisition when a learners growth freezes and development becomes unlieky

55
Q

Parroting

A

student will repeat what they hear

56
Q

Transfer

A

occurs when a student applies applies knowledge of a first language to another and can be + or -

57
Q

Positive transfer

A

when students find similarities between native language and learning languagae

58
Q

Cognates

A

visually similar words that like comprehend and comprender

59
Q

False cognates

A

Look the same mean different “embarrased and emabarazada”

60
Q

Negative transfer/interference

A

when student incorrectly applies rules of one language to another

61
Q

code-switching

A

mix in words of first language with second

62
Q

English Language Proficiency Standards (ELP)

A

help students develop language proficiencies across multiple subject areas and school enviornment

63
Q

Sheltered classes

A

focus on content area and EL learning with an emphasis on developing langugae objective in cojunction with content area proficiency

64
Q

lesson modification and strategies for ELs

A

pictures, eliminating portions where background knowledge need, peer tutors, pre teaching core vocab

65
Q

Phonemic Awareness

A

english phonemes should be explicity taught this includes Systematic Phonics Instruction

66
Q

Systematic Phonics Instruction

A

two step process:
- teachers must give ELLs the tools to sound outs words

67
Q

Important Acts related to disabilities

A

Elementary and Secondary Education Act 1965 (ESEA), Individuals with Disabilties Education Act (IDEA), No Child Left Behined (NCLB), Every Student Succeeds Act (2015)

68
Q

(Indivudals with Disabilites in Education Act (IDEA)

A

supports early intervention services for students and famileis

0-21

THERE ARE SIX FOUNDATIONAL PRINCIPLES

69
Q

IDEA PRINCIPLES

A

Free Appropriate Public Education (FAPE), Appropriate and nondiscriminatory evaluation, Individualized Education Program (IEP)), Least Restrictive Enviorment (LRE), parent and teacher particpation, procedualr safeguards

70
Q

Individualized Education Program (IEP)

A

legal document developed by IEP TEAM (educator, special educator, admin, services) presents levels of performance and goals and related services and special instruction

71
Q

Least Restrictive Enviorment

A

learning alongside nondisable peers as much as possible

72
Q

IDEA 2004 included what?

A

504 plan

73
Q

504 plan

A

if they do not qualify for IEP can do 504 and more form accomodation no age limits and through schools college work

74
Q

Characteristics of Reading Difficulties and Disabilties

A

Specific word-reading difficulties (SWD), Specific reading comprehension difficulties (SRCD), and Mixed reading difficulties (MRD)

75
Q

Reading Disabilities

A

are diagnose learning disabilities and includes: phonological deficiency and language based learning disability (LBLD),

76
Q

phonological deficiency

A

occurs when students struggles with word recognition due to weak phonological processing

77
Q

language based learning disability (LBLD)

A

a type of phonological deficiency like dyslexia

78
Q

Processing speed/orthographic processing deficits

A

occur when students do not read quickly or accuratley

79
Q

Specific comprehension deficits

A

describe challenges with vocab and language learning and can co-occur with other conditions like autism

ex: hyperlexia

80
Q

Scaffolding

A

refers to the supports used by teacher during classroom activites

81
Q

Shaping

A

refers to provide incremental reinforcers in instructing students

82
Q

PQ4R method

A

students preview reading material, generate questions, read/recite story LIKE SQ3R method

83
Q

Accomodations

A

are changes to materials or instructional methodologies that allow students to learn alongside peers

material (text speech software) v instructional (implementing frequent review)

84
Q

Modifications

A

listed on IEP include changes like reduced number of questions or different grading criteria

ILTS 207 (6 decks)

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