Ed Psych Midterm/Final copy

seven skills teachers must have in order to fulfill their assessment responsibilities

1. Choose assessment methods appropriate for instructional decisions. 2. Develop assessment methods appropriate for instructional decisions. 3. Administer, score, and interpret the results of both externally and teacher-produced assessment methods. 4. Use assessment results when making decisions about individual students, planning instruction, developing curriculum, and recommending school improvements. 5. Develop valid grading processes. 6. Communicate assessment results to students, parents, and other educators. 7. Recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

Praxis series

1. Praxis I: Academic Skills--assessed basic read, writing, and math 2. Praxis II: Subject Assessments--intend to assess mastery of subject matter relevant to teachers; used by licensure exam for many states 3. Praxis III: Classroom Performance Assessment--requires teachers in their first year of teaching to be evaluated by a trained examiner

Joseph Renzulli's traits of giftedness

1. above-average abilitiy--general ability, the capacity to process and synthesize info or think abstractly, and specific ability, the capacity to acquire knowledge or skill in a specialized domain such as math, poetry, or science 2. high level of task commitment, or an individual's energy or passion for a particular task, problem, or domain; higher levels result in behaviors such as perseverance, endurance, hard work, practice, and self-confidence in one's ability to engage in a productive encounter 3. high levels of creativity, the ability to generate many interesting and feasible ideas with respect to a particular problem or domain

objective vs. subjective testing formats

1. amount of time to take the test. More objective items than subjective items in the same time period. 2. amount of time to score the test. Objective format tests is straightforward and faster 3. objectivity in grading. teachers can use a rubric for their grading

standardized tests

1. are created by testing experts at test publishing companies 2. all students are given the test by a trained examiner under the same (hence "standardized") conditions; for example, all students are given the same directions, test items, time limits, and scoring procedures

guidelines to help students develop successful intelligence

1. balance instruction so that over the course of a unit students are exposed to lessons that emphasize analytical, creative, and practical abilities; this enables students to capitalize on strengths and address weaknesses 2. be sensitive to individual differences in the way students represent information; individuals differ in their preferred way of representing content (verbally, quantitatively, spatially) and have preferred modalities for storying information (visual vs. auditory) and producing information (written vs. oral) ; should use different ways of assessing information 3. provide students with opportunities to shape their environment by choosing activities, paper topics, or portfolio items 4. teach in a "zone of relative novelty" where material is challenging but not too challenging; encourages students to develop their creative abilities and is consistent with Piaget's theory of cognitive development 5. encourage automaticity of information-processing skills such as reading and math, allowing individuals to engage more efficiently in analytical, creative, and practical thinking

4-stage approach to high-level practical skills

1. demonstrate skill at normal speed, little or no explanation 2. repeat more slowly, with full explanation 3. demonstrate the skill w/ learner providing the explanation of each step 4. learner carries out skill under close supervision and describes each step before it's taken learner shifts from consciously incompetent (realizing you can't do it) to consciously competent (being able to do it with great thought)

how to make rubrics effective

1. determine the criteria to be evaluated--make them align to the task and course objectives; specific and clear language in the rubric 2. determine the number of performance levels--create clear differences between achievement levels 3. define expectations clearly, beginning with the highest level of performance, and proceed with a description for each subsequent level

expert-recommended criteria for identifying students who are gifted

1. educators first identify the traditional schoolhouse giftedness using intelligence or achievement test scores; demonstration of above-average performance should not be measured solely by tests 2. teachers may nominate students who display behaviors not measured by tests, such as creativity, task commitment, interest, or special talents; students may show traits such as enthusiasm, self-confidence, goal-orientation, persistence, and freedom from inferior feelings; highly fascinated by a certain topic or subject matter and have a strong desire to achieve in a domain 3. a selection committee then considers students who do not qualify based on test scores or teacher nominations by evaluating alternative criteria, such as parent or peer nominations, self-nominations, tests of creativity, or evaluations of products like projects, grades, or portfolios 4. the selection committee also may consider nominations from previous-year teachers to prevent overlooking students who may not have been identified by present teachers

how to make sure portfolios are effective

1. establish the purpose of the portfolio (measure growth or progress, or showcase best work?) 2. involve the student in decisions about what to include (teachers may allow students to have a say, in which case students should write a reflective statement) 3. review the contents of the portfolio with the student (meet with each student, review progress, plan future work to include) 4. set precise criteria for evaluation

how effective teachers use time wisely

1. having materials ready in advance 2. selecting materials that are directly useful in instruction 3. using consistent routines for delivering information about assignments (e.g., having students copy assignments from the board into an assignment notebook) 4. reminding students that class time is for work-relevant activities, that they are aware of what students are doing, and that students will be held accountable for their work

problems with NCLB

1. inconsistencies exist between states because of different AYPs; a passing score in one state may be a failing score in another 2. every school and student has to meet a single mean proficiency level, but differences in average scores among students, especially young ones, usually reflect cognitive skill and background differences 3. using mean score differences is biased against high-poverty schools 4. the implementation of NCLB has done little to improve the achievement of poor-performing students in high-poverty schools or to improve the achievement gap between White and Black students

three stages of comprehensive instructional planning

1. long-range plans, which determine how much time is to be spent on each unit of the curriculum and what state standards will be met by the end of the school year 2. unit plans, which decide how much to accomplish in a given time period; more specific than long-range plans 3. daily lesson plans, which are completed last

3 parts to a good learning objective (Mager's 3-part learning objective)

1. measurable verb= performance 2. condition (if any) under which performance is to occur 3. criterion of acceptable performance

4 stages of most creative projects

1. preparation--gathering all the facts and existing ideas related to a problem and churning ideas around in one's mind 2. incubation--the relaxation period in which the problem does not go away but the person can play, sleep, and do things to relax 3. illumination--the "ah-ha" moment that hits a person when he or she least expects it 4. verification--the process whereby the person manifests, evaluates, and verifies his or her new discovery

three distinctive characteristics of classroom management

1. preventive rather than reactive in nature 2. integrates behavioral management methods with effective instruction to facilitate achievement 3. focuses on the group dimensions of classroom management rather than the behavior of individual students

purposes of assessment in education

1. provide feedback on students' progress and level of achievement 2. guide and motivate students in their learning 3. improve the general effectiveness of instruction 4. identify modifications that will better meet the needs of individual students

say-show-check

1. say--intro rule, reasoning, say it, encode verbally, state in the positive 2. show--student demonstrates the rule/model 3. check--demonstrate incorrect, ask/show another demonstration of correct, praise/feedback

how to develop positive teacher-student relationships

1. show a high level of trust in students 2. show students that they care about them as individuals 3. create a supportive learning environment in which students feel comfortable taking risks

recommendations for scoring, interpreting, and using the results of performance assessments

1. the connection between the score or grade and the scoring rubric should be immediately apparent 2. the results of the performance assessment should be used to improve instruction and the assessment process

how to make sure projects as a form of assessment are effective

1. the project must focus on learning goals that are clearly communicated in advance via instructions or a rubric; require application of a wide range of abilities and knowledge 2. students have equal access to the resources needed to create an excellent final product; limit the allowed resources if students vary widely in resource access 3. for long-term projects, set intermediate deadlines, require regular progress reports, and help students overcome obstacles hat might derail their work 4. each student must do his or her own work; for groups, individual roles and responsibilities should be clearly defined

performance assessment guidelines

1. the selected performance should reflect a valued activity 2. the completion of performance assessments should provide a valuable learning experience 3. the statement of goals and objectives should be clearly aligned with the measurable outcomes of the performance activity

Terman's longitudinal study

1500 children with IQ of 130 1954--successful adults good health, normal personalities, less likely to be divorced, not major creators 1986 (age 74)--more regrets of inaction rather than action

anxiety disorder

GAD, OCD, panic disorder, specific phobia, social phobia, separation anxiety disorder involve distressingly unpleasant and maladaptive feelings, thoughts, behaviors, and physical reactions experience impairments in academic and social functioning; perform below ability level

theory of multiple intelligences

Gardner's theory; proposes we have 8 intelligences 1. linguistic 2. logistical-mathematical (reasoning, perceiving patterns in numbers, using numbers effectively) 3. Spatial 4. Bodily-kinesthetic (having expertise in using one's body) 5. Musical 6. Interpersonal 7. Intrapersonal 8. Naturalistic (recognizing and classifying living things, sensitivity to features of the natural world) not supported by strong research evidence

why the single-test score criterion approach for giftedness is flawed

IQ scores have the potential to discriminate against students from minority groups by restricting their access to gifted programs teachers often overlook students from different ethnic backgrounds in favor of White, middle-class students because those conditions match teachers' expectations students with learning disabilities who also are gifted typically are overlooked for gifted programs because their giftedness may be "masked" by their disability girls are underrepresented in gifted programs, especially in high school;

highly qualified teacher

NCLB specifies this kind of teacher has earned a bachelor's degree or higher, has completed the state's certification and licensure requirements, and has demonstrated subject matter expertise in the content area he's teaching in currently has little meaning because certification varies by state

IQ test examples

Stanford-Binet Intelligence Scale-V Weschler Intelligence Scale for Children-IV--measures verbal comprehension, working memory, perceptual reasoning, processing speed WPPSI-IV (Weschler Preschool and Primary Scale of Intelligence)--fall 2012, ages 2.5-7.5, measures working memory, processing speed, and inhibitory control

PISA--Program for International Student Assessment

U.S. does well in districts with money, not well in districts without money

emotional disturbance

a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: A. an inability to learn that cannot be explained by intellectual, sensory, or health factors B. an inability to build or maintain satisfactory interpersonal relationships with peers and teachers C. inappropriate types of behavior or feelings under normal circumstances D. a general pervasive mood of unhappiness or depressions E. a tendency to develop physical symptoms or fears associated with personal or school problems

intellectual disability

a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills; originates before age 18

Section 504 of the Rehabilitation Act of 1973

a federal antidiscrimination law protecting the rights of individuals with disabilities or disorders who participate in any program or activity that receives federal funds from the U.S. Department of Education, including public schools

Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)

a federal law that provides special education funding for 13 categories of disability

normal distribution

a frequency distribution that is symmetrical and bell-shaped mean, median, and mode are all equal and appear at the midpoint so that half the scores are above and half below about 68% of scores occur within one standard deviation above and below the mean two standard deviations above and below the mean include about 95%; three SDs accounts for 99%

students at risk

a group of students considered to be at risk for not meeting standard achievement levels at school identified by 4 factors: a mother with less than high school education, a family using food stamps or another form of public assistance, a single-parent household, and a home where the parents' primary language is not English

norm sample

a large group of individuals who represent the population of interest on characteristics such as gender, age, race, and socioeconomic status used for nationally standardized tests

grading model

a model for assigning grades

IEP team

a multidisciplinary team consisting of the student's parents and sometimes the student, teachers, the school psychologist, and other relevant members (e.g., speech-language pathologist, occupational therapist, reading specialist) who determines eligibility and develops and annually revises the IEP

ADHD

a neurological condition that impairs self-regulation as compared with same-age peers

Flynn effect

a phenomenon in which IQ scores for all types of intellifent tests, especially for non-verbal patterns questions, have increased over successive generations throughout the world (about 3 IQ points per decade since the 1930s) an example of the effect of environment on cognitive abilities possible explanations: better nutrition, increased schooling, greater parental education level, fewer childhood diseases, improved parent-child interactions, greater familiarity with test-taking, and minor changes in content, instructions, and IQ test administration from one version to another; more access to school

Individual Education Plan (IEP)

a plan outlining curricula, educational modifications, and provision of services intended to enhance or improve the student's academic, social, or behavioral skills

routine

a predictable schedule or course of action

formal assessment

a preplanned, systematic attempt to discover what students have learned may include tests, quizzes, homework assignments, and projects announced ahead of time to give students times to prepare often not necessary, especially in elementary levels

item analysis

a process of collecting, summarizing, and using information from student responses to make decisions about each test item teachers can evaluate how well test items function by using this includes an item difficulty index and item discrimination index

exhibition

a public performance that serves as the culmination of a series of performances in a particular area, usually a graduation-level exercise or final class project demonstrate what has been learned over the course of a unit or program of study and may require a combination of reading, writing, speaking, and listening examples: preschoolers exhibiting finger painting, middle schoolers exhibit science fair projects, high school students exhibit and race vehicles they designed and built in an engineering class

measurement

a quantitative or descriptive number assigned during the process of assessment to describe the extent to which someone possesses a certain attribute or skill

deviation IQ

a score that indicates how far above or below the average a student scored on the IQ test compared to same-age individuals

criteria for deficiency in adaptive behavior

a score that is 2 standard deviations below average on a standardized instrument of adaptive behavior in one of the three dimensions (conceptual, social, or practical) an overall score on the instrument that is 2 standard deviations below the average, which indicates that the individual is functioning substantially below the norm

range

a simple measure of variability calculated as the difference between the highest and lowest scores

theory of identical elements

a specific view of transfer; transfer will occur between two learning tasks if the new skill or behavior contains elements that are identical to a skill or behavior from the original task

differential item functioning (DIF)

a statistical measure of how difficult an item is for one group versus another group if this suggests that an item is more difficult for one group than another, construct validity is questionable

decoding

a strategy of applying sounds to printed letters, or sounding out words

experiment

a student plans, conducts, and interprets the results of research allows teachers to assess whether a student can use inquiry skills and methods

useful, appropriate, valid test information that standardized tests do well

a student's individual relative strengths and weaknesses among subjects and within subjects (though this doesn't always work out, because you'd need a sample of like 40 items for meaningful analysis) student's growth over time in an area

portfolio

a systematic collection of student work can include many items--wriitng samples, artwork, graphs, diagrams, photos, audio or video, teacher or peer comments, works in progress, revisions, student self-assessment

principle of least intervention

a teacher should react in the least intrusive way possible when dealing with misbehavior in the classroom to minimize disruption to the instructional process if the least intrusive strategy does not work, the teacher then moves up a level to a more intrusive approach until an effective strategy is found

systematic desensitization

a technique based on the assumption that anxieties and fears are a condition response to certain stimuli--combines relaxation training with gradual exposure to the anxiety-provoking stimulus

curriculum compacting

a useful tool for streamlining the material that needs to be covered with students who are gifted evaluating students' existing knowledge of the content in an instructional unit through a pretest and then teaching only material aimed at those instructional objectives not met by the student reduces boredom and redundancy

class meetings

a widely used format for participatory classroom management in which teachers and students make joint decisions about class rules and consequences, room arrangement, and preferred activities provide a way for establishing a caring, supportive, cooperative climate in which students are taught skills such as listening, taking turns, considering different points of view, negotiating, thinking critically, and problem solving form a circle and teacher identifies a problem or issue on the day's agenda; students then take turns expressing opinions and concerns, brainstorming possible solutions, and/or making decisions a class meeting early in the year can allow students to figure out what rules should exist, suggest the creation of procedures about getting ready for lunch, explain class organization

Culturally Responsive Classroom Management (CRCM)

a) recognition of one's own ethnocentrism b) knowledge of students' cultural backgrounds c) understanding of the broader social, economic, and political context d) ability and willingness to use culturally appropriate management strategies e) commitment to building caring classrooms

instructional materials and supplies

accessibility of materials and efficient storage make it possible to begin and end instructional activities promptly and to minimize time wasted on transitions

four basic principles of NCLB

accountability--requires states to implement a system of accountability covering all public schools and all students; reading, math, and science tests for grades 3-8 and once for students 10-12; states must report test results; states can develop their own tests to match standards or choose a national test; must report participation rates across demographics expanded parental choice--students at Title I schools, which receive federal funding due to many students from low-income households, can transfer to a better public school if their school doesn't meet AYP for two consecutive years expanded local control and flexibility--provides states with greater flexibility in the use of federal funds reading first--wants to make sure every student can read by third grade

enrichment

activities that allow students to broaden and deepened their knowledge beyond the regular curriculum

test fairness

addresses the ethical issue of how to use tests appropriately includes aspects of test bias, equal treatment in the testing process, equal treatment of outcomes, and equal opportunities to learn the material presented on standardized achievement tests

doctrine of formal discipline

advocated a general view of transfer in which the study of subjects such as Latin and geometry could improve individuals' logical thinking

autism spectrum disorder

affects social interaction, communication, and behavior in the following ways: impaired social interactions as the result of nonverbal behaviors, lack of social or emotional reciprocity, difficulty sharing interests, or failures to establish developmentally appropriate peer relationships impairment in communication skills may range from a delay or lack of development of spoken language to lack of spontaneous pretend play, repetitive use of language, or inability to engage in or sustain conversations repetitive patterns of behavior such as hand flapping or rocking, lining up of toys, self-injurious behavior, or preoccupation with parts of objects must occur prior to age 3 to be considered autism spectrum disorder face academic challenges in the general education classroom

when did the first wave of high-stakes testing begin?

after the Soviet Union launched Sputnik and politicians began to question the rigor of American education

logical consequences

allow students to make right what they have done wrong--cleaning up a mess, repairing a broken item are specific to the misbehavior itself and serve a corrective rather than punitive function

graphic rating scales

allow the rater to mark a point on a line or a continuum that reflects degrees of performance (never, seldom, sometimes, usually, always)

advantages of performance assessment

allows students to use prior knowledge to build new knowledge structures, engage in active learning through inquiry and exploration, and construct meaning for themselves; can be designed to give students an opportunity to engage in self-assessment can give teachers an opportunity to assess the processes students use, as well as their final products; assess students' ability to do things, not simply their ability to talk about or answer questions about how to do things, so in some cases they may provide a more valid assessment of students' skills give parents an opportunity to see their children's strengths in areas that a traditional testing format might not capture; offer parents an opportunity to share their own interests, hobbies, and experiences with their children as parent and child discuss possible options and gather necessary resources

testwiseness

an ability to use test-taking strategies, clues from poorly written test items, and prior experience in test taking to improve one's score

project

an activity, usually completed over a course of time, that results in a student product of some kind, like a model, a functional object, a substantial report, or a collection of related artifacts

contingency contract

an agreement, preferably written, between the teacher and student that provides the following information: a) specification of appropriate student behavior, b) specification of inappropriate student behavior, c) description of consequences for appropriate and inappropriate behaviors

adequate yearly progress

an annual measurable achievement goal chosen by each state to indicate movement toward proficiency; those schools that meet the goal are rewarded with publicity, and cash is given to teachers; schools that do not meet the standards can face consequences--"in need of improvement" rating and eventually corrective action then restructuring or being taken over or converted to a charter school

Developmentally Appropriate Practice

an approach to teaching grounded in theory and research on child development: 1. learning objectives 2. methods (resources, activities) 3. assessment

action zone

an area in which the teacher is most likely to interact with students

test blueprint

an assessment planning tool that describes the content the test will cover and the way students are expected to demonstrate their understanding of that content

rubric

an assessment tool that provides preset criteria for scoring subject responses, making grader simpler and more transparent a means of scoring a performance assessment in which multiple criteria are being assessed and the quality of the product of performance is important

Detect-Practice-Repair

an automaticity training method to help students with math test to determine which facts are not yet automatic, repetitions of these facts in five, and a timed assessment and graphing of scores to show progress

environmental competence

an awareness of how the physical environment affects learning and an understanding of how to manipulate the environment to reach behavioral goals

alphabetic principle

an awareness that letters are represented by sounds children with reading disabilities fail to acquire this

analogical transfer

an example of high-road transfer; creating or using an existing analogy to aid in understanding a new concept (orbit of a planet like orbit of an electron) form of inductive reasoning transfer transfers better if you figure it out yourself

situational interest

an immediate interest in a particular lesson can be created using enthusiasm, novelty, and surprise; however, this may not help with transfer in the long run

theory of successful intelligence

an individual defines success according to personal goals, which may be focused on career, extracurricular activities, personal interests, or community service supported by research evidence

individual interest

an intrinsic interest in a particular subject or activity; students with this are more likely to use deep-level processing in learning content

stereotype threat

an unconscious, automatic activation of prior knowledge about a stereotype that hinders performance on cognitive tasks

performance assessment

any form of assessment that requires students to carry out an activity or develop a product in order to demonstrate skill or knowledge requires students to demonstrate proficiency rather than simply answer questions about proficiency and asks students to perform, create, produce, or do something that involves the use of higher-level problem-solving skills

misbehavior

any student behavior that disrupts the learning environment in the classroom, including behavior that interferes with teaching, interferes with the rights of others to learn, is psychologically or physically unsafe, or destroys property

how teachers can stimulate creative thinking

ask divergent, puzzling, or open-ended questions encourage students to question assumptions and redefine problems, because creative thinking involves knowing what questions to ask and how to ask them rather than learning answers to questions encourage students to generate and evaluate their own ideas, because deciding which projects are worth pursuing is part of being creative gives students choices in their learning, such as having them choose their own topics for papers or choose how to solve a problem

recognition tasks

ask students to recognize correct information among irrelevant or incorrect statements alternate response (like true/false), matching items, multiple choice

personality test

assess an individual's characteristics (interests, attitudes, values, and patterns of behavior) limited in their educational use--mostly useful for 18+

standardized achievement tests

assess current knowledge (learning outcomes and skills either in general or specific domains) don't necessarily match any district or school's curriculum; identify strengths and weaknesses of students and school districts

standardized aptitude tests

assess future potential in general or in a specific domain used for admission or selection purposes to place students in particular schools, classrooms, or courses includes standardized intelligence tests

career or educational interest inventories

assess individual preferences for certain types of activities help students plan their postsecondary education or plans

standards-based tests

assesses skills students should have before going to the next level

low-road transfer

automatic, perceptually similar, spontaneous

stanine scores

based on percentile rank but convert raw scores to a single-digit score from 1 to 9 that can be easily interpreted using the normal curve statistical mean is always 5 and comprises the middle 20% of scores, though 4, 5, and 6 are all considered average stanines of 1,2,3 are considered below average; 7,8,9 above average based on percentile rank; do NOT provide better comparisons across scores than do z-scores and T-scores

grade-equivalent scores

based on the median score for a particular grade level of the norm group often misused; a reading achievement score of 5.2 for a second grader doesn't mean that she reads on a fifth grader level, but rather that she's above average for her age group

how to make practice effective

be reflective rather than rote occur in a variety of contexts involve overlearning

principles that should guide teacher planning and decision making at the start of the school year

be sensitive to student uncertainty in the first days of school and plan ways to help students become oriented to the teacher, their classmates, and the demands of the classroom plan activities and assignments for the first few days of class that ensure maximum student success so students can begin the year on a positive footing be available, visible, and in charge begin to assess the range of student abilities and tailor instruction to meet individual needs clearly communicate rules, procedures, and expectations on the first day of school closely monitor student compliance with rules and procedures and intervene quickly to correct problem behaviors

positive outcomes of parent in children's education

better attendance more positive student attitudes and behavior a greater willingness to complete homework, and higher levels of academic achievement

some potential reasons for student misbehavior

boredom, feelings of powerlessness, unclear limits, a lack of appropriate outlets for their feelings, and attacks on their sense of dignity developmental factors (adjusting to new social situations and environments), physical factors (lack of sleep, poor nutrition, inadequate exercise, allergy, or illnesses; ADHD and related disorders; vision and hearing loss, etc.), psychosocial networks (including social networks in which the student is embedded), environmental factors (seating arrangement, traffic flow, quality of lighting, etc.)

who gets into gifted programs?

bright, white, cooperative

challenges for test creation

can't assess entire content area differentiation occurs to create a normal curve--best items are answered correctly by half of the sample or half of the time test-creation eliminates items that 80% score well on, but these represent the central curricular content items

accommodations

changes in the way standardized tests are administered or scored that do not change what is being measured not always appropriate (not appropriate to have a test read aloud when the test is measuring reading comprehension)

semantic memory subtype of math disability

characterized by a persistent and stable deficit in the automatic retrieval of math facts from long-term memory students with this retrieve fewer arithmetic facts from long-term memory, commit many more errors when using fact-retrieval as a strategy, overuse counting strategies rather than retrieval, and exhibit variability in retrieval rates of some math facts

predominantly inattentive ADHD subtype

characterized by symptoms of inattention, such as difficulty sustaining attention, forgetfulness, or difficulty organizing tasks

Piaget's 3rd stage: concrete operations

children form mental representations that accurately reflect possible actions and events in the physical world 2-way thinking conservation reverse operations no longer center on a single aspect conservation of length--emerging concrete conservation of number--early concrete conservation of liquid--middle concrete conservation of classification--upper concrete

near transfer

classroom learning to application setting; applying prior knowledge to similar situations

far transfer

classroom learning to non-classroom context; applying prior knowledge to a context that is very different from the learning context

Bloom's Taxonomy

cognitive domain--not attitudes or skills 1. Knowledge 2. Comprehension--explain, summarize, psychomotor skills 3. Application--solve problems, apply concepts 4. Analysis--analyze relationships, recognize assumptions, identify fallacies 5. Synthesis--integrate learning from multiple areas to solve problems, research proposal, reconstruct, plan, generate 6. Evaluation/creation--conclude, justify, support

conceptual skills

cognitive skills that are necessary to function in society, such as reading, writing, understanding currency, and communication skills such as following instructions, listening skills, asking questions, and providing information about oneself

T-score

common standardized score based on the number of standard deviations, but with a mean of 50 and an SD of 10 used more for personality tests, not so much for standardized or aptitude tests

norm-referenced tests

compare the individual test-taker's performance to the performance of a group of similar test takers, called the norm sample items are designed to differentiate between individual test-takers to the greatest degree possible

judgmental review panel

comprises memories of a minority group who independently rate each item for bias, sometimes following up with a group discussion; an item is deleted if a specific number of reviewers not bias in the item based on a preset criterion

the rights of students and parents with an IEP

confidential records parents or an assigned surrogate have a right to examine all relevant records of their child and to participate in every decision related to the identification, evaluation, and placement of their child parents must be included in the meetings to develop IEPs and may bring an advocate to the meeting parents must approve the plans before they go into effect for the first time parents may obtain an independent educational evaluation if they wish parents have the right to challenge or appeal any decisions related to ID, evaluation, and placement of their child, and they are protected by due process parents must receive written notices in their native language before evaluations or changes to their child's placement occur when the IEP meeting involves decisions related to transition, the student must be invited to the meetings so their preferences and interests can be accounted for school districts are not required to assess students for determining eligibility for services in post-school environments, but they are required to facilitate students' transition from school to post-secondary education or employment

high-road transfer

conscious, effortful, mindful; deliberation and reflection; abstract rule applies to a new situation

combined ADHD subtype

consists of both inattentive symptoms and hyperactivity-impulsivity

Torrance Tests of Creative Thinking

consists of relatively simple verbal and figural tasks that involve skills such as divergent thinking and problem solving like asking questions, product improvement, unusual uses, and expanding circles into more drawings can be scored according to originality or to fluency (how much info produced)

continual assessment

constantly collecting data, online program

group administered IQ tests

contain objective items, such as multiple choice, and are administered in a group setting using a paper-and-pencil format

process portfolios

contain work from different stages to show a student's progress or achievement over time

multiple-choice item

contains a stem and response alternatives recognition tasks used to assess many learning goals can address factual information and higher-order thinking more equal playing field for students who aren't good writers the distractor a student chooses can give insight into a student's thought process but don't assess writing skills, self-expression, or synthesis of ideas or in situations where you want students to demonstrate their work can be superficial or trivial

how to create good essay questions

cover the appropriate range of content and learning goals create essay questions that assess application of knowledge and higher-order thinking, not simply recall of facts make sure the complexity of the item is appropriate to the student's developmental level specify the purpose of the task, length of response, time limits, and evaluation criteria

ambience

creates a warm, inviting atmosphere; attention to physical comfort and safety, sense of order,personal touches that give students a sense of ownership and connection (display of student work or photographs)

aspects of a caring teacher

demonstrate democratic communication to elicit student participation and input develop expectations for student behavior and performance in reaction to different abilities model a caring attitude and interest in their instruction and their interpersonal dealings with students s provide constructive rather than harsh and critical feedback

discriminant validity evidence

demonstrates that a test score is not related to another test score that assesses a different construct; a reading test would not be expected to correlate with a test of mental rotations

percentile scores

derived by listing all raw scores from highest to lowest and providing information on the percentage of test-takers in the norm sample who scored below or equal to that raw score

rules

describe those behaviors necessary to ensure a safe and productive learning environment such as "respect other people's property" or "always do your best work" should reflect the purpose of enhancing work engagement, promoting safety and security, preventing disturbance to others or to ongoing classroom activities, or to promote acceptable standards of courtesy and interpersonal relations should be reasonable, necessary, and consistent with school-wide policies

item discrimination index

describes the extent to which a particular test item differentiate high-scoring students from low-scoring students calculated as the difference between the proportion of the upper group (highest scores) who answered an item correctly and the proportion of the lower group (lowest scorers) who answered the same item correctly index ranging from -1 to +1 for a well constructed test, all items should be positively discriminating (high scorers get it right, low scorers get it wrong) value of zero--doesn't discriminate at all negative value--total score does not provide useful information

licensure

designed to protect the public; determined by government regulations that must be followed in order to practice a profession like law or medicine

principles that help to foster transfer

develop automaticity of skills promote meaningful learning teach metacognitive strategies motivate students to value learning

limitations of intelligence tests

different intelligence tests--different scores impact of temporary factors test items reflect skills valued in Western cultures limited language proficiency impact unfamiliarity w/ tasks--lower performance

visuospatial subtype

difficulties with the spatial representation of numerical information, such as omitting numbers, rotating numbers, misreading operation signs, misaligning digits in multicolumn problems, and having difficult using place value and decimals

internalizing disorders

disorders that include emotional states and cognitive distress such as fear, anxiety, and depression

externalizing disorders

disorders that include more behavioral characteristics such as impulsivity and aggression

developmental disorders

disorders that include symptoms in which a child does not meet expected levels of basic skills, most often related to communication and socialization skills

characteristics of creativity

divergent thinking seeking out challenge and complexity--question assumptions, redefine problems, allow themselves to make mistakes and take risks domain-relevant knowledge--need to have info about a field to make advances in it curiosity and intrinsic motivation

mean

divide the sum of all the scores by the total number of scores to find the mean

enhancing assessment validity

don't rely on unvalidated measures use multiple indicators employ multiple assessment modalities--tests, papers, portfolios, in-class performance, informal, authentic

fixed features

doors, windows, closets, electrical outlets, and lab stations influence teacher planning and organization

point grading system

each test, quiz, assignment, or project is given a certain number of points depending on its overall importance

compliant engagement

easy--1,2,3 eyes on me SLANT--sit up, listen, ask and answer questions, nod your head, track the speaker

No Child Left Behind Act of 2001 (NCLB)

education act

response-to-intervention (RTI)

educators can choose the identification method used for determining special education eligibility using a multi-disciplinary report

acceleration

either moving students quickly through grades (i.e., skipping grades) or providing instruction above grade level in one or two subjects and allowing students to remain with same-age peers for other students

how to motivate students to value learning

encourage students to set mastery goals capitalize on students' natural interests when teaching new topics use techniques to create situational interest encourage students to acquire critical dispositions (attitudes and values) about thinking and learning

how to ensure that low-road transfer occurs

engage in reflective and deliberate practice rather than rote memorization

actions to take to build community and supportiveness in the classroom

establish norms for cooperation, altruism, and social responsibility provide increased opportunities for students to interact with and work with one another during the school day highlight group achievements foster the development of friendships through activities that include cooperations and collaboration or through rituals that involve all members of the class

guidelines for using test scores for grade promotion and graduation

evidence the students had the opportunity to learn the content and skills covered on the test that decides promotion evidence that the test is related to other achievement-related outcomes decisions about grade promotion or graduation should not be based on a single test score student should have multiple opportunities to succeed on tests used for grade promotion or graduation

developmental delay

evident when a student's performance is poorer than that of same-age peers but similar to younger students, indicating that the student acquires cognitive skills in the same way as other students but at a slower rate

considering effort in assessment

experts recommend against basing grades on effort effort is assessed subjectively best to reward effort in informal assessment

how to construct effective matching items

explain the intended basis for matching use short lists of responses and premises arrange the list in a logical order (chronological if necessary) identify premises with numbers and responses with letters construct items so that longer phrases appear in the premise list and shorter phrases appear in the response list create responses that are plausible items for each premise avoid "perfect" one-to-one matching by including one or more responses that are incorrect choices or by using a response as the correct answer for more than one premise

specific determiners

extraneous clues to the correct multiple choice answer such as always, never, all, none, only, usually, mau

why might lower income students perform more poorly?

fewer resources, poor nutrition, poorer health care, and strained parent-child relationships due to high levels of parental stress

median

find the middle score in a series of scores listed from smallest to largest

mastery goals

focus on mastering a task, growing intellectually, and acquiring new skills and knowledge more likely to engage in meaningful learning, use metacognitive strategies, and show high levels of effort

systematic phonics instruction

focuses on teaching children to recognize and manipulate phonemes and to apply that knowledge to letter-sound correspondences and decoding

g's two secondary abilities

general crystallized intelligence (Gc), our overall knowledge base resulting from formal and informal education (an individual's pool of knowledge or facts) general fluid intelligence (Gf), abilities that allow us to reason, think, and learn new things (think of it as an individual's potential for learning)

Gronlund's deductive approach

general--> specific start with a general statement and provide specific examples of topics to be covered or behaviors to be observed

cross-grade grouping

gifted students are assigned to classes for reading or math with other students at different grade levels who have similar achievement levels

three-ring conception of giftedness

giftedness is represent as the overlapping shared area in the Venn diagram of above-average ability, task commitment, and creativity

group-administered vs. individually administered tests

group tests are easy to administer and score individually administered (personality and IQ tests) require expert training, time to administer, and time to score, making them more expensive

academic socialization

has the strongest positive relationship with middle school achievement when parents communicate their achievement expectations, their value for education, and learning strategies

objective testing

have one correct answer

formative assessments

help both the teacher and the student determine progress, check for understanding, and make adjustments to improve students' learning while it is still in progress often informal guides student learning and informs instructional efforts used to plan for instruction and to monitor progress during instruction throughout the grading period purpose is to improve student performance by providing feedback in the moment

summative assessments

helps the teacher evaluate students' progress as well as the effectiveness of instructional methods at the end of a unit or grading period often written documentation such as tests, quizzes, papers, scores on rating scales, or a student portfolio to determine progress toward achieving speciic goals in class document achievement assess achievement at the end of an instruction period

traffic areas

high-traffic ares should be kept free of clutter; students should be seated away from congested areas so they're not easily distracted

seductive details

highly interesting segments of a text conveying nonessential information activate prior knowledge unrelated to the material, making it less likely that students will deeply process the important points

procedures

how to accomplish activities in the classroom

predictive validity

how well the test score matches another variable to be assessed in the future

variability

how widely the scores are distributed

use of IQ test in school

identify intellectual and learning disabilities and determine gifted program eligibility

word recognition

identifying individual words in text

validity

if you do what you said you were gonna do not a property of the test, but relates to the meaning of the score--interpretation must be valid

advantages of standards-based testing

improved performance more time teaching subjects tested high expectations for all students ID of poor performers (children, teachers, districts) improved confidence "college and career readiness"

best work portfolios

include a carefully selected combination of materials that showcase examples of a student's best work and serve as a final summative assessment

ways to ensure the validity of performance assessments

include content that is representative and relevant represent thinking processes and skills show evidence of consistency with other assessments is part of multiple assessments across the course of a grading period

criterion-referenced tests

include items based on relevance to specific academic skills and curricula state mastery tests, or the tests that you need to take to become licensed for a certain profession

assessment plan

includes the following elements: learning objectives a time frame types of assessment (ex: in-class assignments, homework, tests, quizzes, self-assessments) types of evaluation (ex: scoring rubric, weight given to each assessment)

distractors

incorrect alternatives in a multiple choice question

deficit

indicates a "breakdown" in a specific domain that does not affect a student's general cognitive functioning the student acquires skills in a qualitatively different way

negative outcomes of high-stakes testing/sources of test score pollution

instructional environment--more teaching to the test test preparation--some teachers unethically will provide their students with previous tests test administration--certain students are given extended time limits or given other special concessions that not all students receive; students systematically decide who will be the 5% of the school who doesn't have to participate in the tests cheating--students cheat or educators cheat to help students emotional characteristics--emotionality influences academic performance students at risk--students with disabilities, limited English proficiency, students living in poverty

flexibility

instructional needs change, so design should be flexible enough to be easily modified for different activities and grouping patterns

inclusion

integrating all students within the general education classroom, even those with severe disabilities (with the assistance of paraprofessionals) for most or all of the school day

multimodal interventions

interventions that combine more than one approach

practical abilities

involve applying knowledge to real-life contexts, implementing options and solutions, and making them work students who are practical learners are better able to learn information if they can see its relevance to their own lives

major depressive disorders

involve at least two weeks of depressed mood or loss of interest, along with at least four additional depressive symptoms; can last about two months linked to lower academic performance as well as higher dropout rate

creative abilities

involve generating novel ideas for solving problems people with these abilities are risk takers, genetating ideas that are initially unpopular and must convince others of the value of their ideas assessing creative intelligence involves evaluating how well people deal with novelty

analytical abilities

involve identifying and defining a problem, choosing a strategy for solving the problem, and monitoring the outcome involve analyzing, evaluating, judging, or comparing and contrasting

deliberate practice

involves an intrinsic motivation to engage in extensive and long-term repetition with the goal of learning the skill and improving performance, not just "going through the motions" of practicing

growth-based grading

involves assigning grades by comparing students' performance with the teacher's perception of their capability objective measures of capability should be used can be an effective tool in formative assessment when the purpose is to provide feedback about how much progress a student has been made

reflective practice

involves developing a conceptual understanding

contingency management

involves the use of consequences that are tied to specific behaviors exhibited by students

questions to consider when choosing test format

is the format relatively easy to construct and not too time-consuming to grade? could the time spent using the testing format be better spent on teaching? could another format meet assessment goals more efficiently?

subjective testing

items where the scoring is more open to interpretation

evidence that American-born ethnic groups are not at a disadvantage on well-constructed standardized intelligence and aptitude tests

judgmental reviews are unreliable tests appear to have predictive validity DIF analyses of aptitude test indicate a lack of group differences in difficulty level, providing support for construct validity differences in environment (minority differences are less likely to have high-quality instruction) likely account for differences

forward-reaching transfer

learning a principle or strategy so well that an individual selects it quickly and easily when it is needed in future situations

"magic triangle"/triangle of effective learning

learning outcomes, learning activities, assessment

restricted response essay

limit the content of students' answers as well as the form of their responses example: "List the three parts of the memory system and provide a short statement explaining how each part operates"

discipline hierarchy

lists generic consequences in increasing order of severity

debate over public education

manufactured--real issue is between the haves and the have-nots it's about household income, not low achievement

individually administered IQ tests

measure individuals' cognitive abilities with a battery of subtests that require no reading and are administered one-on-one by a trained examiner

what all test items should do

measure required skill or knowledge focus on important, not trivial, subject area content contain accurate information, including correct spelling be clear, concise, and free of bias be written at an appropriate level of difficulty and an appropriate reading level

readiness tests

measure young children's current level of skill in various academic and nonacademic (motor and social skills) domains and make placement and curricular decisions in the early elementary grades

authentic assessment

measures important abilities using methods that stimulate the application of those abilities to real-world intellectual problems, roles, or situations may require students to carry out an activity or develop a product in order to demonstrate skill or knowledge present students with problem-solving tasks that allow them to use their knowledge and skills in a meaningful way

rote memorization

memorization without understanding leads to discrete bits of information or skills in long-term memory that are not meaningfully connected and that fade over time, making transfer less likely

oral presentations

might include interviews, speeches, skits, debates, or other dramatizations in which students are required to verbalize their knowledge and use their oral communication skills

categories of misbehavior

mild misbehaviors--generally related to a student being off-task moderate misbehaviors--arguing or clowning around, slightly more serious and likely to disrupt the learning of others intolerable misbehaviors--involve dangerous or immoral actions that absolutely will not be tolerated under any circumstances

guidelines to make classrooms easier for students with disabilities

minimize auditory and visual distractions provide a daily schedule so students know what is expected of them throughout the day provide transitioning cues at the beginning and end of activities designate a specific place for turning in completed assignments establish clear physical and visual boundaries that indicate how different areas of the room are to be used keep clutter to a minimum and establish a definite place for materials

social and emotional problems in gifted students

moderately gifted advantageous place to be socially social isolation, rejection, loneliness, isolation not because they are gifted but because of society's response to them exceptionally gifted 160-179--hard to find peers

task-specific rubric

modifies the generic framework to match the specific learning goals of a particular task

self-regulation

monitor and manage own behavior

frequency of testing

more frequent testing leads to better information retention tests are more effective at promoting learning if students are tested soon after they have learned the material and then retested on the same material later the use of cumulative questions is key to effective learning

concerns with multiple choice questions

negative phrasing can be difficult partial-sentence stems not as good as question stems MC tests can become reading ability tests if the questions or options are too wordy or unclear no human decisions in scoring hard for young students with not so good working memory to hold the stem in their minds each reading of an incorrect answer provides a memory instance of incorrect knowledge

Eisner's expressive objects

not all instructional objectives should focus on outcome; some should focus on the learning process itself e.g., students will use multiplication in everyday activities; students will attend a live symphony performance

backward-reaching transfer

occurs when an individual deliberately looks for strategies or principles learned in the past to solve a current problem or task

rating scales

offer a way to attach an indication of quality to the various elements of a process or product ex: rate the performance of a skill on a scale of one to ten, with ten as the best score

Section 504 plan

outlines the type of education (general classroom or special education) and services for allowing the student to function as adequately as nondisabled students

stem

part of a multiple-choice item; the introductory statement or question

response alternatives

part of a multiple-choice item; the list of choices

transfer source

past experience

performance vs. authentic assessment

performance task may not be authentic because even if it requires performance of a skill, it's not grounded in any meaningful, real-world context

congruent communication approach

positive communication strategies; teachers acknowledge student feelings, avoid sarcasm, focus on misbehavior without damaging self-esteem, and express anger appropriately

what "causes" low test scores?

poverty--in households, can cause problems of health care, nutrition, economic security; in districts, less funding, etc.

characteristics of gifted children

precocity--early skills, seemingly effortless learning march to their own drummer--require less scaffolding, resist instruction a passion to master--internal motivation asynchronous--ahead in one facet of development but not ahead in another preoccupied with own ideas, appears bored, will have poor attention if they're bored highly motivated when task relates to personal interest, but lack of persistent interest when task seems irrelevant curiosity question rules and descriptions struggle with authority sensitive, but judgment may lag behind intellectual development advanced moral reasoning

attributes of authentic tasks

present messy problems similar to the roles and challenges students encounter in the real world simulate ways students should use combinations of knowledge, skills, and abilities in the real world require the development of complete and well-justified responses, performances, or products may have multiple correct solutions (but the tasks clearly specify standards and criteria for determining the possible range of correct answers)

transfer target

present, novel situation

four types of accommodations

presentation format--different directions, assistive devices, English translator response format--student with a motor impairment provides oral responses to a scribe timing or scheduling--student given more time or more sessions to take the test; particularly necessary if other accommodations (like translator) take more time setting--separate room or special seat

alternate-choice item

presents a proposition that a student must judge and mark as either true or false, yes or no, right or wrong recognition tasks optimal when the subject matter lends itself to an either/or response

matching exercise

presents students with directions for matching a list of premises and a list of responses useful for assessing a student's ability to make associations or see relationships between two things (words and definitions, individuals and their accomplishments, events in history and dates)

positive transfer

previous learning facilitates learning on new tasks

zero transfer

previous learning has no effect on the performance of a new task

negative transfer

previous learning hinders learning on new tasks

proactive classroom management

promotes high academic achievement and prevents off-task and disruptive behavior 3 hallmarks: 1. preventive, rather than reactive 2. instruction and management are integrated 3. focus on group, rather than individuals

academic engagement rate

proportion of instruction time spent on learning activities paying attention, working on assignments, participating in discussion

descriptive rating scales

provide a description rather than simply a number or a single term for each level of performance ex: rate a student's organizational skills on a project using the descriptors exemplary (ideas and info well organized), proficient (some flaws in organization interfere with understanding), or deficient (project is haphazard, with no apparent organization)

general guidelines for making accommodations

provide accommodations routinely given during classroom assessments provide accommodations only when needed and promote independence when possible continue to evaluate the need for accommodation and alter or cease the accommodation when necessary

computer-based writing program purposes

provide critical support or scaffolding for young writers to help them do tasks they couldn't do on their own allow students to compose longer and more complex stories and worry less about making mistakes help students gain confidence in their writing and increase their motivation to write more

narrative progress reports

provide detailed, written accounts of each student's learning and performance in class

generic rubric

provides a standard format that the teacher uses throughout the year to evaluate a set of assignments scoring guidelines that apply to many different tasks

theory-based validity evidence

provides information that the test scores are consistent with a theoretical aspect of the construct (older students score higher than younger students on an achievement test)

admissions

purpose of assessment: choosing students to be admitted into various programs--for example, determining eligibility for a gifted and talented program, special education referrals, identifying candidates for admission to specific organizations such as National Honors Society

certification

purpose of assessment: determining mastery of specified criteria, such as satisfying the requirements to advance from one grade level to the next or to graduate from a program

guidance and counseling

purpose of assessment: helping students make appropriate educational and vocational decisions that match their skills and interests

placement

purpose of assessment: matching students to appropriate levels of instruction, as in determining whether to place a student in a beginning or advanced reading group or class

diagnosis

purpose of assessment: monitoring students' strengths, weakenesses, and progress in specific areas

numeric rating scales

quantify results 1=a behavior never occurs, 3=it sometimes occurs, 5=it always occurs works best when it is set up so that the highest value is assigned to the desired response

short-answer/completion items

question variety--presents a direct question, usually an answer of one word of phrase completion variety--presents an incomplete sentence and requires students to fill in the blank association variety--AKA identification variety; presents a list of terms, symbols, labels, and so on for which students have to recall the corresponding answer easy to score objectively

acceleration

radical acceleration (2+ years) much better than 1 year of acceleration don't give gifted students extra work or make them a tutor to other kids

convergent thinking

reaching one conclusion or right answer

skills needed for successful transfer

recognition--need to recognize when analogous solutions are available abstraction mapping--making connections between the original problem and the new problem

content validity

refers to evidence that a test accurately represents a constant domain--or reflects what teachers have actually taught related questions: do the test questions emphasize the same things that were emphasized in day-to-day instruction? do the test questions cover all levels of instructional objectives included in the lesson(s)? does the weight assigned to each type of question reflect its relative value among all other types? the extent to which test items accurately represent all possible items for assessing the variable of interest

interaction procedures

refers to rules for talking specify when talking is permitted in the classroom and how it should occur procedures teachers and students use to gain one another's attention (raising hands to be called on, teacher using a phrase or hand signal)

movement management

refers to the ability to keep a lesson moving at an appropriate pace, to maintain smoothness (logical organization and sequencing) of instruction, and to successfully manage transitions from one activity to the next

withitness

refers to the ability to remain aware of and responsive to students' behaviors at all times teacher with this skill scan the room frequently, read student facial expressions, interpret the class's mood, and know when the class is losing interest

creative-productive giftedness

reflects an individual's ability to generate creative ideas students with this enjoy engaging in exploration, creating, and problem solving

schoolhouse giftedness

reflects skill in the performance of academic tasks students with this have high overall cognitive ability and school achievement, excel in a particular domain, or are very efficient at processing information and learning new things

item difficulty index

reports the proportion of the group of test-takers who answered an item correctly, ranging from 0 to 1 moderate test diffculty should be between .3 and .7 items that are too easy don't discriminate between the students who know the material well and those who do not, which is one purpose of assessing student performance

predominantly hyperactive-impulse ADHD subtype

represented by symptoms of hyperactivity or impulsivity such as fidgeting, constant physical activity, excessive talking, and difficulty playing quietly

recall tasks

require students to generate the correct answers from memory short answer/completion (fill in the blank) essay itesm

demonstrations

require students to show that they can use knowledge or skills to complete a well-defined, complex task closed-response task; one correct way or a best way to complete the task e.g., preschoolers tying a shoelace, middle school students using a microscope to view slides, high school students driving a car

extended response essay

requires students to write essays in which they are free to express their thoughts and ideas and to organize the information as they see fit typically poor scoring reliability time-consuming process

holistic rubric

requires the teacher to score the overall product as a whole, without judging the component parts separately provide less feedback than other rubric types

giftedness

scores above 132 (top 2%) or 135 (top 1%) teacher nominations

conduct disorder

shows behaviors like aggression toward people and animals, destruction of property, deceitfulness or theft, and serious violation of rules three or more symptoms over a 12-month period

concurrent validity evidence

shows whether the test score is related to another measure of the construct; for example, a new test designed to measure intelligence should be correlated with a score on an established intelligence test

how to teach metacognitive strategies

simple cuing or explicit instruction

behavior setting

situations that coerce children who enter them to behave in relatively homogenous ways, regardless of the children's individual characteristics can be identified by examining physical and social features of a physical environment and asking "what is it appropriate to do here?"

test bias

some type of systemic error in a test score that may or may not be a function of cultural variations

accommodation of students with disabilities

space to move without obstruction, or placement near to the teacher if necessary

features of good learning objectives

specific--use active language--verbs (identify, assess, and interpret) don't use vague words like "know, understand, discuss, be aware of"--use "state, list, explain" instead are realistic, not aspirational (all passing students should be able to do it--the learning objective sets the standards for the course/activity) focus on application and integration of knowledge and skills (how will knowledge/skill be used?)--transfer!

Family Educational Rights and Privacy Act (FERPA)

specifies that children under 18 years of age may review the student's school records; however, the school must have parents' written permission in order to release information about a student's educational record to other sources

factors that disadvantage students from diverse cultural and linguistic backgrounds during testing

speededness (the inability to complete all items on a test as a result of prescribed time limitations) test anxiety and testwiseness differential interpretation of questions and foils unfamiliar test conditions

internal consistency

split-half--even-odd-->fatigue when front/back

cultural test bias hypothesis

states that standardized tests and testing procedures were designed in such a way to have a built-in bias against groups categorized by some aspect such as gender, ethnicity, race, or socioeconomic status

environmental cues

stimuli that suggest appropriate behavior examples: color-coded materials for different subject areas, posted instructions to indicate how a particular area of the room is to be used, a checklist of assignments due, a green/yellow/red traffic light system to indicate acceptable levels of noise during an activity

sources of error on tests

student has knowledge and skill, but score does not reflect that internal to the student--motivation, health, anxiety, hunger external--testing conditions, poorly constructed items, poor sampling of info, inefficient scoring

procedural subtype of math disability

student performance is similar to that of younger, normally achieving children use developmentally immature procedures for solving arithmetic problems students with this make frequent errors when counting, executing math procedures, and calculating multistep problems

home-based reinforcements

students are given rewards and sanctions at home based on their behavior at school improve student behavior, classroom attentiveness, and academic productivity

overlearning

students engage in continued practice after they have demonstrated mastery; skills continue to improve even after completing mastery

KWL

students list Knowledge about a topic, What they want to know, and what they Learned from instruction

equivalence

students past and present, or students in the same course but different class periods, are required to known and perform tasks of similar (but not identical) complexity and difficulty in order to earn the same grade)

specific learning disabilities

students who had learning disabilities but were not eligible for special services under already existing categories such as mental retardation

least restriction environment

students with disabilities should be placed in the general education classroom to the maximum extent appropriate

mainstreaming

students with special needs are placed with nondisabled peers when appropriate

lesson-running procedures

support instruction by identifying the specific behaviors required in order for teaching and learning to happen collecting homework, completing makeup work, transitioning between learning centers, and distributing materials

productive learning environment

system w/ 3 primary components: 1. physical layout of environment 2. relationships between teacher and student and among students 4. routines and procedures

disadvantages of performance assessments

take a great deal of students' time assessments are difficult to design poorly defined tasks may not provide a valid assessment of what students have learned

how to encourage meaningful learning

take inventory of students' prior knowledge before beginning a new lesson or topic require students to construct relationships between new information and their prior knowledge encourage the use of question-answering and self-explanation strategies use manipulatives teach by analogy use worked-out examples for practice in problem-solving use multiple examples or similar concepts in multiple contexts

instructional consequences

teach students how to correct the behavior and provide examples of how to behave properly students who shove in line are asked to return to their seats and then reminds the students how to line up using one student to demonstrate how to do the procedure properly

guiding principles to maximize learning opportunities for students with intellectual disabilities

teach using direct instruction focus on overlearning, or practicing a skill past the point of mastery encourage hands-on learning foster generalization (provide immediate feedback, practice the skill several times, provide reinforcement, reteach the same skills in different contexts, and require students to decide whether a skill or strategy could be used to solve a problem)

authentic engagement (John Hattie)

teacher-student relationships Piagetian programs classroom discussion growht mindset

accountability

teachers and school districts are held responsible for students' performance

percentage grading system

teachers assign grades based on what percentage of information a student has answered or completed correctly

consensual assessment technique

teachers collect samples of students' creative work and then rate its creativeness

cognitive-behavioral treatment (CBT)

teaches students to regulate their own behavior using a series of instructions that they memorize, internalize, and apply to different school tasks goal: self-management through the development of new thinking patterns and good decision-making skills includes self-monitoring, self-assessment, self-evaluation, and self-reinforcement

pendulum task

tests Piaget's formal operational three lengths of string, three weights, three angles--which variable causes the greatest rate of oscillation formal operations: isolate each variable, organized way

high-stakes tests

tests that have significant consequences for students, teachers, administrators, or schools examples of high stakes: publication of results in newspapers; pass or fail decisions; merit pay or bonuses for teachers; allocation of funding to school districts; basing decisions about teachers' employment on students' standardized test scores using tests in a way that has significant consequences for the student

overlapping

the ability to deal with misbehaviors without interrupting the flow of an ongoing lesson or activity keeping the main activity going while dealing with problem behaviors

group focus

the ability to keep as many students as possible actively engaged in appropriate activities doesn't focus too much on one student

divergent thinking

the ability to think outside of the box generating multiple solutions to a problem, expressing unusual thoughts, experiencing the world in novel and original ways, and effecting significant changes in culture

measurement error

the accumulation of imperfections that are found in all measurements can result from item selection, test administration, individual factors like anxiety or illness, or issues with test-scoring like subjectivity

standard error of measurement

the amount of error expected on a given test AKA margin of error

collective self-efficacy

the belief that a teacher can have a positive impact on student learning by working together when teachers have this, students make greater academic progress

reliability

the consistency of test results tests with more items are more reliable

reliability

the consistency of the measure; ranges from 0 to 1 .9 is highly reliable between .8 and .9 is good below .8 is questionable

keyed alternative

the correct answer to a multiple choice question

mindful abstraction

the defining feature of high-road transfer; the process of retrieving meaningful information and applying it to a new learning context; guided by metacognition

inter-rater reliability

the degree of consensus or similarity of ratings given by two independent raters

standard deviation

the degree of variability in a group of scores

validity

the degree to which a test measures what it is intended to measure

fairness

the degree to which all students have an equal opportunity to learn material and demonstrate their knowledge and skill

construct validity evidence

the degree to which an unobservable, intangible quality or characteristic (construct) is measured accurately

objectivity

the degree to which two or more qualified evaluators agree on what rating or score to assign to a student's performance

practicality

the extent to which a particular form of assessment is economical and efficient to create, administer, and score essay questions are less time-consuming to create but more time-consuming to score

criterion-referenced letter grades

the grade represents the degree to which learning objectives have been met criteria for each grade are usually specified in advance all students could earn an A if they met the criteria appropriate for giving students feedback about how close they are to meeting learning goals and can also be used for documenting students' accomplishment of a particular learning goal or standard at the end of a marking period

transfer

the influence of prior knowledge, skills, strategies, or principles on new learning fundamental goal of education process and extent to which past experiences affect performance in a present, novel situation

why content validity is questionable when comparing group performance on tests

the information presented in an item is group-specific or offensive to one group the wording of the item is unfamiliar to some cultural groups and thus not understood well the scoring unfairly penalizes or favors one cultural answer over equally acceptable answers in other cultures

possible issues when an item doesn't function as expected

the item itself is flawed--poorly functioning distractors, ambiguous alternatives, random guessing, keyed incorrectly student performance--may have misread or misunderstood or misinterpreted teacher performance--low item difficulties may mean a teacher's performance needs to be improved

checklist

the least complex form of scoring system appropriate when you are looking for specific elements in a product or performance and all elements are weighted the same mark off each item as it occurs and assign a score based on the total number of items checked

norm-referenced letter grades

the main influence on a student's grade is comparison with other students in the class e.g. "grading on the curve" often use when class average is low in order to increase number of students receiving high grades can damage relationships among students and teachers and diminishes motivation not appropriate when assessment is viewed as an integral part of a standards-based program because it does not reflect mastery of knowledge

mode

the most frequently occurring score in the group

class-running procedures

the nonacademic routines that help the classroom run smoothly taking attendance, sharpening pencils at the beginning of class, using a hall pass when going to the restroom

standing pattern of behavior

the norms and expectations associated with the classroom setting, through clear communication of rules and expectations in the first days of school

raw scire

the number or percentage of right answers

test layout

the physical appearance of a tests can affect the validity of the test results tests should be typed so that each students has a printed copy (unless dictated) test should begin with clear directions at the top of the first page or on a cover page with the number of items and allotted time test items should be grouped by format (all multiple choice in one section, all true/false items in another) and usually in increasing level of difficulty to decrease test anxiety

IQ-achievement discrepancy

the primary method for determining special education eligibility for a learning disability based on the notion that students with LD have a learning problem that is not due to low intelligence students are IDed as learning disabled if their achievement in one or more academic areas is below what their IQ would predict

evaluation

the process of making value judgments about the worth of a student's product or performance; often takes the form of assigning letter grades subjective judgment or interpretation of a measurement or test score

assessment

the process of obtaining information to be used for making decisions about curricula, students, programs, and educational policy alternately, the actual tools (tests, papers, projects, etc.) used to gather information

confidence interval

the range in which the individual's true score (i.e., true ability) lies

visibility

the room arrangement should allow a clear line of sight between teacher and students, allowing the teacher to see when a student needs assistance and provide supervision and minimize behavior problems or time off-task

central tendency

the score that is typical or representative of the entire group

frequency distribution

the simple list of all scores for a group

informal assessment

the spontaneous, day-to-day observation of how students behave and perform in class involves techniques such as listening, observing students' interactions, and asking questions

special education eligibility under IDEIA

the student's disability must persist over a long period of time, exist to a marked degree, and adversely affect academic performance

skewness

the symmetry or asymmetry of a frequency distribution tells how the test is working positively skewed--the test has too many difficult questions negatively skewed--scores are piled up at the high end

analytic rubric

the teacher scores separate components of the product or performance first and then sums the individual scores to obtain a total score allows the teacher to provide more detailed feedback about the strengths and weaknesses of the work

criterion-related validity evidence

the test score is related to some criterion--for example, aptitude tests used to predict college success should be related to subsequent GPA in college

academic learning time

the time students spend engaged in meaningful, appropriate tasks

two-factor theory of intelligence

the two factors of intelligence are g, which is our overall ability to perform on a variety of cognitive tasks and s, which refers to specific skills such as vocabulary and mathematical skills

conventional consequences

those commonly practiced in today's classrooms, such as time out, loss of privileges, removal from the room, and suspension from school tend to be applied in a generic fashion and are intended to serve as a form of punishment that deters future misbehavior

tiers of the typical RTI model

tier 1--preventive, screening of all students tier 2--small group, short-term, and intensive interventions, targets about 15% of students tier 3--one-on-one, about 5% of students

what parents want out of parent-teacher communication

to be kept well-informed about their children's progress in both academic and nonacademic areas informed about the perceived strengths and weaknesses of their children provided with pertinent and constructive advice about how they can support their children's learning

automaticity training

training to recognize words that helps the reading skills of students with reading disabilities

how to ensure consistency in scoring essays

use a set of anchor essays that represent different levels of scoring rubric score each question one by one rather than scoring one student's test and then another's score subject matter content apart from stuff like spelling or neatness score essays anonymously provide effective feedback

how to develop effective short-answer items

use the question variety because it's the most straightforward be sure items are clear and concise put the blank toward the end of the line limit blanks within a short-answer question to one or two specify the level of precision (a word, a phrase, a few sentences) expected in the answer so students understand how much to write in their response

dual discrepancy method

used to identify a student as needing more intensive and more frequent instruction 1) student's academic performance should be below average compared with grade-level expectations and 2) the student should show a slow rate of improvement toward benchmarks such that the gap between the benchmark and performance widens

standard scores

used to simplify score differences and more accurately describe them than percentiles or grade-equvalent scores can

four facets to just the quality of tests

validity reliability fairness and equivalence practicality

concerns with validity of high stakes testing

validity of inferences drawn from results if scores go up, what does that mean? school and teacher quality and school reform should not be based on testing

observational learning

watching and imitating the behavior of a model; an efficient and effective way to develop skills and behaviors

problem-solving transfer

we recall a general strategy or principle that we have learned from solving one type of problem and apply it to solve another type of problems

automaticity

when a person performs a skill very quickly, very accurately, and with little attention or other cognitive load

table of specifications

when a test blueprint is presented in a table format

conditions under which assessment facilitates student learning

when teachers use classroom assessments as a tool to help them become more aware of the knowledge and skills students bring to a task, as well as skills students fail to use or use inaccurately use this knowledge as a starting point for new instruction monitor students' changing perceptions and understanding as instruction proceeds

test score pollution

when test scores are systematically increased or decreased due to factors unrelated to what the test is intended to measure

Kounin's four main areas in which effective classroom managers were highly skilled

withitness, overlapping, group focus, and movement manageness

z-scores

z= (raw score - mean)/SD distribution always has a mean score of 0 and an SD of 1