Dapat Tandaan kag Intindihun Gd DAPAT DAPAT DAPAT Unit 4

Question 1

Formative assessment

Answer 1

The process of gathering evidence of students learning, providing feedback to students, and adjusting instructional learning strategies that enhance achievements

Question 2

Process of formative assessment

Answer 2

1.Gathering evidence of Learning

2.Evaluate evidence

3.Feedback to the students

4. Instructional adjustments

Question 3

Two types of formative assessment

Answer 3

1. Embedded formative assessment
2. Summative based formative assessment

Question 4

Embedded formative assessment

Answer 4

It is conducted in the context of day today, ongoing, real time instruction

It a curse as instruction and learning take
place

Question 5

Two types of embedded assessment

Answer 5

1. On-the-fly embedded formative assessment - occurs spontaneously as teacher interacts with student
2. Planned embedded formative assessment - use of prepared questions and task that are employed at particular points in instruction

Question 6

2. Summative-based formative assessment

Answer 6

Use of test, paper, project or homework

Formal and structured assessment to enhance student learning

Question 7

Three types of summative based formative assessment

Answer 7

1. Classroom summative based formative assessment - teacher designs and implemented typically focused on units chapter and relatively short correction of learning
2. Common assessment - used across classes or schools to access achievement over six or more weeks, in intervals during the year.
3. Large scale - test are typically standard based accountability assessment given at the end of a year or as benchmark or interim test every nine or so weeks.

Question 8

Informal observation

Answer 8

A way the teachers can collect qualitative data about the students progress and development, without relying on scores form their academic work or reports from other teachers

A. Assessing nonverbal behavior
B. Assessing voice related cue
C. Source of error in informal observation

Question 9

Assessing nonverbal behavior

Answer 9

A. Confirming or repeating
When nonverbal behavior is consistent with what is said verbally, the message is confirmed or repeated.

B. Denying or confusing

Nonverbal and verbal messages are often contradictory, suggesting denial or confusion

C. Strengthening or emphasizing
Nonverbal behavior can punctuated what is said by adding emotional color, feelings ang intensity.

Question 10

Specific nonverbal behavior

Answer 10

1. Facial expression
2. Body language
   Emblem(body gesture/cue)
   Illustrator (body gesture and verbal)
   Affect display (w/ emotions)
3. Regulator
4. Gestures

Question 11

B. Assessing voice related cue

Answer 11

Vocal cues
1. Loudness
2. Pitch
3. Rate
4. Quality

Question 12

C. Source of error in informal observation

Answer 12

1. Leniency or generousity
2. Primary effects
3. Recency effects
4. Halo effect errors
5. Biased sampling
6. Observer bias
7. Hawthorne effect
8. Student faking

Question 13

Informal oral question

Answer 13

Teachers rely heavily on how student answer questions during instruction to know if the student s understand what is presented or can performed targeted skills

Question 14

Questioning strategies (characteristics)

Answer 14

1. State question clearly and succinctly so that the intent of the question is understood
2. Match questions with learning targets
3. Involve the entire class
4. Allow sufficient wait time for student response
5. Give appropriate response to student answer
6. Avoid closed question
7. Use probes to extend initial answer
8. Avoid tugging, guessing and leading question
9. Avoid asking student what they think they know
10. Ask questions in an appropriate sequence

Question 15

Types of Feedback

Answer 15

1. Target- referenced
   Provides immediate information about your students’ progress toward achieving a specific learning goal or objective
2. Scaffolded
   Breaking a task down into smaller parts and interacting with students to help them learn each part sequentially to reach a learning target
3. Self-referenced
   Compares student work or expectations with previous performance
4. Standards- referenced
   Is a goal referenced, with an emphasis on helping students understand how their current performance relates to criteria that demonstrate targeted learning on established standards

Question 16

Types of Feedback based on complexity

Answer 16

1. Verification
   Informs students of the correctness of their answers
2. Correct Response
   Acknowledge student’s correct answer with no additional information
3. Try again
   Acknowledge student’s correct answer with no additional information
4. Error response
   Highlights errors in response without giving the correct answer or suggestions for improvement
5. Elaboration
   Include explanation about why an answer was correct or incorrect; may allow for additional time to relearn
6. Attribute isolation
   Presents central attributes of what is being learned
7. Response contingent
   Describe why an incorrect answer is wrong and why a correct answer is right
8. Hints
   Prompts or cue guiding the student in the right direction to learn the correct answer
9. Bugs
   Misconception are explained with error analysis and diagnosis
10. Informative tutoring
    Include verification feedback, error flagging, and strategic hints on how to proceed without providing the correct answer

Question 17

Determining the nature of the feedback

Answer 17

Amount
It best to determine where the most errors occur or what changes will be most helpful to the student

Timing
Feedback should be given during or immediately following student performance, or given with as small a delay as possible

Audience
Feedback is given to either individuals, small groups, and large group

Type of task
In giving feedback about what was learned, the focus is on knowledge and understanding, on content that needs to be mastered

Mode
For planned embedded formative assessment feedback is also typically oral, though some brief written comments can be used

Question 18

Characteristics of a good praise

Answer 18

1. Draws attention to student progress and performance in relation to standards
2. Accompanies other types of feedback
3. Focuses on student effort and internal attributions
4. Delivered as a spontaneous but accurate message with specific description
5. Simple and direct without dramatic words
6. Specific about what is being praised including recognition of effort
7. Well organized capturing major elements of performance and encouraging progress
8. Varied phrases to avoid the pairing insincere
9. Verbal phrase consistent with nonverbal behavior

Question 19

Characteristics of effective feedback

Answer 19

1. Relates performance to standard
2. Relates performance to strategies
3. Indicates progress
4. Indicates corrective procedures
5. Given frequently and immediately
6. Specific and descriptive
7. Focuses on key errors
8. Focuses on efforts attributions