True/False Questions
Write whether the following statements are true or false.
1. Adaptive behavior scales measure how well or how bad students are doing in class.
2. Aptitude test are instruments that are used to test the success or failure a student will have in one area.
3. Diagnostic test are used to determine which areas a student has trouble in.
4. The basal level is established when students mark six item wrong in a row.
5. On the Math subtests in the Standard Battery, the math problems are given to students online, so that the students can use the online calculator.
Multiple Choice Questions
Choose the best answer for the following questions.
1. In order to start an essay, you need to understand the language concepts of which
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(1992). The Nature and Development of Curriculm-Based Measurment. Preventing School Failure 36(2) Retrieved from http://files.eric.ed.gov/fulltext/EJ967727.pdf
Curriculum-Based Measurement (CBM) has become a very effective means for assessing children. Because research has shown there is a lack of clarity about essential student outcomes, needs for vital signs of student growth, and problems with achievement tests, CBM is needed. Most students will be able to grow without CBM, but those students who struggle and are at risk will likely fail in reading. Teachers are not able to see how a child has progressed using only achievement test. Information about a child’s growth is needed to identify the areas a child is struggling in. Test scorers have tried to modify achievement test by adding grade equivalents, but the scores still tend to be unreliable. CBM shouldn’t be mistaken for Curriculum Based Assessments. Curriculum Based Assessments refers to a range of approaches that rely on gathering info on performance in the curriculum. While CBM stand for the specific approach that is used to measure a skill students are learning. CBA involves the testing of different steps and items while CBM is more consistent. CBM measures equivalent forms of the same task. It also helps teachers test the effects the curriculum has on students when the program setting is changed to another
Improved Assessment Literacy: Unlike the current education system that treats assessment more separated from teaching, the core teaching standards recognize that teachers need to have greater knowledge and skill on how to develop a number of assessments, how to balance use of formative and summative assessment as
The word curriculum can mean something different to different people, even to different teachers who use the term almost daily (Manning & Butcher, 2012). However, it boils down to curriculum being what a student learns, both in terms of core subject content, as well as though social activity and elective/activity courses. However, there has often been a disconnect between different states and districts over what exactly should be in the curriculum for various grades and what is needed to prepare students for life beyond school, as well as providing little basis for comparing the US to other countries. That’s where Common Core State Standards (CCSS) come in. According to Teaching in the Middle School (2012), the Common Core standards were created in an attempt to provide curriculum standards that are “rigorous, internationally benchmarked, and aligned with college and work expectations”. Since its implementation in 2009, 42 US states and the District of Columbia have integrated the standards into their curriculums. (Core Standards, 2015)
Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and
Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school
It is common place for a screening to take place prior to commencing the learning programme in order to identify whether learners may need additional support, as a result a diagnostic test will then identify specific areas of literacy, and numeracy learners may need to work on to achieve their main learning goals. Diagnostic testing helps to determine learning targets, and teaching/ learning strategies appropriate to ensure the learner achieves the learning outcomes.
[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –
Starting Points, Basal and Ceiling Levels: The starting points are based on the child’s chronological age (shown in Table 2.1). The basal consists of the highest five consecutive items that are answered correctly. All
national curriculum. If the children werenâ€TMt assessed then how would the teachers check their understanding in all areas of the curriculum and be able to report back to the parents what progress was being made by their child.
This artifact portrays the ability of students to self and peer assess during learning activities. “Self-assessment is more accurately defined as a process by which students 1) monitor and evaluate the quality of their thinking and behavior when learning and 2) identify strategies that improve their understanding and skills (McMillian and Hearn, 2008).” This particular activity was part of a larger learning target.
Based on George’s current age and level of performance, I will be using a Spelling Curriculum Based Measurement (CBM), adapted from Hosp, Hosp, & Howell, 2007. The Spelling CBM will require George to listen to a list of words given by the teacher and do his best to spell the correctly. The first list of words given will be grade level. Depending on the results, the next list may be altered. The results of this test will indicate which grade level George is at in this specific academic area.
Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.
“No issue in the U.S. Education is more controversial than (standardized) testing. Some people view it as the linchpin of serious reform and improvement, others as a menace to quality teaching and learning” (Phelps). A tool that educators use to learn about students and their learning capabilities is the standardized test. Standardized tests are designed to give a common measure of a student’s performance. Popular tests include the SAT, IQ tests, Regents Exams, and the ACT. “Three kinds of standardized tests are used frequently in schools: achievement, diagnostic, and aptitude” (Woolfolk 550). Achievement tests can be used to help a teacher assess a student’s strengths and weaknesses in a
Although testing has been around for a long time, I instinctively believe that testing doesn’t give a clear picture of student’s achievement. Thus, I make strong connection to the following quote: “A central question has been whether accountability policies and standardized testing helping or harming those children the polices are most often designed to serve” (Skrla, p.11). For instance, when I analyzed and interpreted the TAPR of Richard J Wilson Elementary school, I found valuable information that all teachers should know at the beginning of every school year. Specifically, when I examined the categories of testing and the students’ performance on individual TEKS. This practice would allow teachers to have a clear picture of what exact skills and content knowledge students are expected to achieve throughout the school year.
Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.
Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.