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ILTS 207 > Assessment and Instruction > Flashcards

Assessment and Instruction Flashcards

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1
Q

Standardized assesments

A

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

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2
Q

Two types of standardized exams?

A

norm-referenced and criterion-referenced

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3
Q

Norm-referenced assesments

A

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

typically reported in percentile ranking or as grade-equivalent scores

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4
Q

Percentile

A

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

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

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5
Q

Grade-equivalent scores

A

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

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6
Q

Achievement tests

A

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

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7
Q

Aptitude Test

A

measure leaned abilities like the SAT or ACT

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8
Q

Criterion-referenced tests

A

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

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

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9
Q

Standards-referenced testing / standards based test assesment

A

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

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

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10
Q

Formal assesments

A

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

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

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11
Q

Informal assessments

A

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

ex: observation, projects, presentations, oral check

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12
Q

Formative assessment

A

ongoing monitoring of student progress towards learning objectives

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13
Q

Summative assessment

A

designed to evaluate student learning at end of a unit

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14
Q

Benchmark assessment

A

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

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15
Q

Authentic assessment

A

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

ex: resume workshop

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16
Q

Diagnostic assessments

A

are use to determine what students already know

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17
Q

Peer assessment

A

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

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18
Q

Multiple-perspective assessment

A

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

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

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19
Q

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

A

A rubric

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20
Q

Rubric

A

assessment tools where teacher asssgn score to projects/merits

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21
Q

There are two kinds of rubrics?

A

Holistic and Analytic

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22
Q

Holistic rubrics

A

provide a grade based on the overall effectiveness of the product

ex: grade based on effectiveness of argument

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23
Q

Analytic

A

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

more useful that holistic

ex; seperatley score thesis, argument, etc.

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24
Q

Writing conferences

A

good for student feedback on their work

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25
Portfolios
good to see student work and growth over time
26
Content area standards
identify what students are supposed o learn throughout a given time period in a subject area content area learning tied to this
27
Content objectives
identify what students should be able to do at the end of a content area lesson and are related to the key concepts being taught
28
Language objectives
describe how students will learn and or demonstrate their mastery of materials by reading writing speaking or listening emphasize communicative skills of speaking and writing without neglecting reading or listening
29
Cognitive Strategies
help students remember and organize both content and language learning information, there are 5 types
30
5 types of cogntive strategies
Comprehension, Writing, Problem-solving, Reasoning, Self-regulation
31
Comprehension strategies
helps students remember and understand content
32
Writing stategies
helps students complete unstructured tasks and importance of planning and organizing ideas
33
Problem-solving strategies
help students see ways in which they can achieve a specific goal
34
Reasoning strategies
helps students determine what they believe to be true or false correct or incorrect
35
Self-regulation strategies
helps students monitor behaviors
36
Metacognitive strategies
are those that focus on thinking a about thinking involve knowledge of once own though process
37
6 Metacognitive strategies
Identifying what is know and not, Planning, Keeping a though journal
38
Identifying what is known and what is not
students recognize prior learning and then move forward in determing what they don't know what they need clarification on what knowledge has stuck with them
39
Planning
estimating time a task will take, organizng materials, etc
40
Keeping a though journal
logging own thoughts in journal
41
talking about thinking
model for students but reflecting on ones thinking
42
self-evaluating
checklists, conferences, student sees how to eval themselves
43
debriefing
implements awareness at closure
44
Always good to introduce vocabulary before content
TRUE
45
How to activate prior knowledge?
vocab, graphic organizers, brainstorming, asking questions
46
Second language acquistion
occurs through a series of stages (5 stages)
47
5 stages of Second language acquistion
Pre-production (silent) period, Early production, Speech Emergence, Intermediate fluency, Advanced fluency
48
Pre-production (silent) period
Listen and copy words, respond to visual cues like gestures/pics, may refrain from speaking
49
Early production
learners achieve a 1000 word receptive and active vocab and can produce single word and two-three word phrases and respond to questions
50
Speech emergence
learners have a vocabulary of about 3000 they are able to chunk simple words and phrases into sentences that may or may not be gramatically correct
51
Intermediate fluency
Learners have a vocab about 6000 can speak in more complex sentences and catch and correct many of their errors HAVE LARGES GAPS IN GRAMMAR AND SYNTAX
52
Advanced fluecny
learners achieve cognitive language proficiency in their learned language
53
Interlanguage
is the learners current understanding of the languge they are learning
54
Fossilization
is the point in second langugae acquisition when a learners growth freezes and development becomes unlieky
55
Parroting
student will repeat what they hear
56
Transfer
occurs when a student applies applies knowledge of a first language to another and can be + or -
57
Positive transfer
when students find similarities between native language and learning languagae
58
Cognates
visually similar words that like comprehend and comprender
59
False cognates
Look the same mean different "embarrased and emabarazada"
60
Negative transfer/interference
when student incorrectly applies rules of one language to another
61
code-switching
mix in words of first language with second
62
English Language Proficiency Standards (ELP)
help students develop language proficiencies across multiple subject areas and school enviornment
63
Sheltered classes
focus on content area and EL learning with an emphasis on developing langugae objective in cojunction with content area proficiency
64
lesson modification and strategies for ELs
pictures, eliminating portions where background knowledge need, peer tutors, pre teaching core vocab
65
Phonemic Awareness
english phonemes should be explicity taught this includes Systematic Phonics Instruction
66
Systematic Phonics Instruction
two step process: - teachers must give ELLs the tools to sound outs words
67
Important Acts related to disabilities
Elementary and Secondary Education Act 1965 (ESEA), Individuals with Disabilties Education Act (IDEA), No Child Left Behined (NCLB), Every Student Succeeds Act (2015)
68
(Indivudals with Disabilites in Education Act (IDEA)
supports early intervention services for students and famileis 0-21 THERE ARE SIX FOUNDATIONAL PRINCIPLES
69
IDEA PRINCIPLES
Free Appropriate Public Education (FAPE), Appropriate and nondiscriminatory evaluation, Individualized Education Program (IEP)), Least Restrictive Enviorment (LRE), parent and teacher particpation, procedualr safeguards
70
Individualized Education Program (IEP)
legal document developed by IEP TEAM (educator, special educator, admin, services) presents levels of performance and goals and related services and special instruction
71
Least Restrictive Enviorment
learning alongside nondisable peers as much as possible
72
IDEA 2004 included what?
504 plan
73
504 plan
if they do not qualify for IEP can do 504 and more form accomodation no age limits and through schools college work
74
Characteristics of Reading Difficulties and Disabilties
Specific word-reading difficulties (SWD), Specific reading comprehension difficulties (SRCD), and Mixed reading difficulties (MRD)
75
Reading Disabilities
are diagnose learning disabilities and includes: phonological deficiency and language based learning disability (LBLD),
76
phonological deficiency
occurs when students struggles with word recognition due to weak phonological processing
77
language based learning disability (LBLD)
a type of phonological deficiency like dyslexia
78
Processing speed/orthographic processing deficits
occur when students do not read quickly or accuratley
79
Specific comprehension deficits
describe challenges with vocab and language learning and can co-occur with other conditions like autism ex: hyperlexia
80
Scaffolding
refers to the supports used by teacher during classroom activites
81
Shaping
refers to provide incremental reinforcers in instructing students
82
PQ4R method
students preview reading material, generate questions, read/recite story LIKE SQ3R method
83
Accomodations
are changes to materials or instructional methodologies that allow students to learn alongside peers material (text speech software) v instructional (implementing frequent review)
84
Modifications
listed on IEP include changes like reduced number of questions or different grading criteria

ILTS 207 (6 decks)

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