Assessment and Instruction Flashcards
Standardized assesments
published assessment instruments which have standardized questions or criteria and are administered in a consistent manner
Two types of standardized exams?
norm-referenced and criterion-referenced
Norm-referenced assesments
measure an individual student against a group of other test-takers
typically reported in percentile ranking or as grade-equivalent scores
Percentile
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
Grade-equivalent scores
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
Achievement tests
such as Iowa Test of Basic Skill (ITBS) and The Peabody Individual Achievement Test measure what skills a student has mastered
Aptitude Test
measure leaned abilities like the SAT or ACT
Criterion-referenced tests
measure an individual’s performance as it relates to a predetermined benchmark or criteria
this can be those created by teacher, publisher, or state
Standards-referenced testing / standards based test assesment
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)
Formal assesments
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
Informal assessments
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
Formative assessment
ongoing monitoring of student progress towards learning objectives
Summative assessment
designed to evaluate student learning at end of a unit
Benchmark assessment
which is more formal that a formative but not as high stakes as a summative sometimes called interm assesment (check progress)
Authentic assessment
measures the student’s ability to use knowledge in a direct relevant, and real-world way
ex: resume workshop
Diagnostic assessments
are use to determine what students already know
Peer assessment
evaluation of student work by peers (offer specific feedback to partner)
Multiple-perspective assessment
used during cooperative learning activities involves collaboration of student, teacher, peers
ex: combination of teacher eval, peer assessment, and student self assesment
When assessing writing skills what is a good thing to always have?
A rubric
Rubric
assessment tools where teacher asssgn score to projects/merits
There are two kinds of rubrics?
Holistic and Analytic
Holistic rubrics
provide a grade based on the overall effectiveness of the product
ex: grade based on effectiveness of argument
Analytic
break the product down so that points are assigned by component part
more useful that holistic
ex; seperatley score thesis, argument, etc.
Writing conferences
good for student feedback on their work
Portfolios
good to see student work and growth over time
Content area standards
identify what students are supposed o learn throughout a given time period in a subject area
content area learning tied to this
Content objectives
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
Language objectives
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
Cognitive Strategies
help students remember and organize both content and language learning information, there are 5 types
5 types of cogntive strategies
Comprehension, Writing, Problem-solving, Reasoning, Self-regulation
Comprehension strategies
helps students remember and understand content
Writing stategies
helps students complete unstructured tasks and importance of planning and organizing ideas
Problem-solving strategies
help students see ways in which they can achieve a specific goal
Reasoning strategies
helps students determine what they believe to be true or false correct or incorrect
Self-regulation strategies
helps students monitor behaviors
Metacognitive strategies
are those that focus on thinking a about thinking involve knowledge of once own though process
6 Metacognitive strategies
Identifying what is know and not, Planning, Keeping a though journal
Identifying what is known and what is not
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
Planning
estimating time a task will take, organizng materials, etc
Keeping a though journal
logging own thoughts in journal
talking about thinking
model for students but reflecting on ones thinking
self-evaluating
checklists, conferences, student sees how to eval themselves
debriefing
implements awareness at closure
Always good to introduce vocabulary before content
TRUE
How to activate prior knowledge?
vocab, graphic organizers, brainstorming, asking questions
Second language acquistion
occurs through a series of stages (5 stages)
5 stages of Second language acquistion
Pre-production (silent) period, Early production, Speech Emergence, Intermediate fluency, Advanced fluency
Pre-production (silent) period
Listen and copy words, respond to visual cues like gestures/pics, may refrain from speaking
Early production
learners achieve a 1000 word receptive and active vocab and can produce single word and two-three word phrases and respond to questions
Speech emergence
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
Intermediate fluency
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
Advanced fluecny
learners achieve cognitive language proficiency in their learned language
Interlanguage
is the learners current understanding of the languge they are learning
Fossilization
is the point in second langugae acquisition when a learners growth freezes and development becomes unlieky
Parroting
student will repeat what they hear
Transfer
occurs when a student applies applies knowledge of a first language to another and can be + or -
Positive transfer
when students find similarities between native language and learning languagae
Cognates
visually similar words that like comprehend and comprender
False cognates
Look the same mean different “embarrased and emabarazada”
Negative transfer/interference
when student incorrectly applies rules of one language to another
code-switching
mix in words of first language with second
English Language Proficiency Standards (ELP)
help students develop language proficiencies across multiple subject areas and school enviornment
Sheltered classes
focus on content area and EL learning with an emphasis on developing langugae objective in cojunction with content area proficiency
lesson modification and strategies for ELs
pictures, eliminating portions where background knowledge need, peer tutors, pre teaching core vocab
Phonemic Awareness
english phonemes should be explicity taught this includes Systematic Phonics Instruction
Systematic Phonics Instruction
two step process:
- teachers must give ELLs the tools to sound outs words
Important Acts related to disabilities
Elementary and Secondary Education Act 1965 (ESEA), Individuals with Disabilties Education Act (IDEA), No Child Left Behined (NCLB), Every Student Succeeds Act (2015)
(Indivudals with Disabilites in Education Act (IDEA)
supports early intervention services for students and famileis
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THERE ARE SIX FOUNDATIONAL PRINCIPLES
IDEA PRINCIPLES
Free Appropriate Public Education (FAPE), Appropriate and nondiscriminatory evaluation, Individualized Education Program (IEP)), Least Restrictive Enviorment (LRE), parent and teacher particpation, procedualr safeguards
Individualized Education Program (IEP)
legal document developed by IEP TEAM (educator, special educator, admin, services) presents levels of performance and goals and related services and special instruction
Least Restrictive Enviorment
learning alongside nondisable peers as much as possible
IDEA 2004 included what?
504 plan
504 plan
if they do not qualify for IEP can do 504 and more form accomodation no age limits and through schools college work
Characteristics of Reading Difficulties and Disabilties
Specific word-reading difficulties (SWD), Specific reading comprehension difficulties (SRCD), and Mixed reading difficulties (MRD)
Reading Disabilities
are diagnose learning disabilities and includes: phonological deficiency and language based learning disability (LBLD),
phonological deficiency
occurs when students struggles with word recognition due to weak phonological processing
language based learning disability (LBLD)
a type of phonological deficiency like dyslexia
Processing speed/orthographic processing deficits
occur when students do not read quickly or accuratley
Specific comprehension deficits
describe challenges with vocab and language learning and can co-occur with other conditions like autism
ex: hyperlexia
Scaffolding
refers to the supports used by teacher during classroom activites
Shaping
refers to provide incremental reinforcers in instructing students
PQ4R method
students preview reading material, generate questions, read/recite story LIKE SQ3R method
Accomodations
are changes to materials or instructional methodologies that allow students to learn alongside peers
material (text speech software) v instructional (implementing frequent review)
Modifications
listed on IEP include changes like reduced number of questions or different grading criteria
