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Praxis 5354 IV
Assessment
| Question | Answer |
|---|---|
| What are the different ways of recording observations? | Narratives Time Sampling Event Sampling Modified Child Study Techniques |
| a chronological record of individual children's behavior, made after the behavior occurs; used to provide information about children whose behaviors the teacher needs to understand more fully. Examples: aggressive, avoiding, compliant, disruptive | Diary description |
| a descriptive narrative, recorded after the behavior occurs; used to detail specific behavior for children's records and for teachers' planning, conferencing, etc. | Anecdotal record |
| a sequential record over a given time, recorded while the behavior is occurring; used to document what children are doing in the particular situation (with a focus on social or pre-academic activity); used for teachers' planning for individual or groups | Running record |
| detailed notes on an identified situation, recorded while the behavior is occurring; often with the aid of video or audio recordings; used to y discover cause-and-effect relationships in individual children's behaviors, to analyze classroom mng, etc. | Specimen description |
| a recording of brief details about each child in the group, usually made after the behavior occurs; used to describe the status and progress of every child in the group over time. | Log or journal |
| an observation of what happens within a given period of time, coded with tallies or symbols while the behavior is occurring; used to document the frequency of specific behaviors. | Time Sampling |
| an observation of an event that has been defined in advance and what happens before and after, recorded briefly while it is taking place; used to observe and record children's social-perspersonal interactions with the teacher and other children as a bas | Event Sampling |
| a variety of techniques originally used in child study research, adapted for use by teachers | Modified Child Study Techniques |
| a list on which the teacher (or parent or other adult) checks the behaviors or traits observed before, during, or after the behavior occurs. | Checklist |
| a list of behaviors made into a scale, using frequency of behavior, level of mastery, etc., which the observer checks before, during, or after the behavior. | Rating Scale |
| Why do teachers construct their own tests? | They assess what is exactly being taught in the classroom. |
| What might be included in a portfolio assessment of a student and which skills can be assessed using portfolios? | Contains a purposefully selected subset of student work. Students are asked to reflect on their own work to engage in self-assessment and goal setting. Provide an excellent vehicle for consideration of process and the development of related skills |
| When may test practices be considered discriminatory? | They do not take into consideration of external factors of the test taker. They could be having a bad day, have text anxiety, etc. |
| How do teachers use assessment measures as a means for developing appropriate, individualized instruction? | An assessment enables the teacher to know what the student is able to do and what he or she still needs to learn. |
| What types of tests do teachers use for assessments? | Formative assessment Summative assessment Criterion referenced/Curriculum based assessment Norm referenced assessment |
| Assesses the student’s knowledge about the subject is being taught, pretests homework quizzes. | Formative assessment |
| At the end of a unit. Observation. A good way of doing formative assessment for behavior. | Summative assessment |
| Follow the curriculum being taught. | Teacher created assessments |
| The students score will therefore report not how many questions he or she answered correctly, but rather how the student has performed compared to others of their age, grade. | Norm referenced assessments |
Created by:
Nheier