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GACE
| Question | Answer |
|---|---|
| Reliability | The consistency of an assessment’s results |
| Validity | The degree to which an assessment measures what it is supposed to measure |
| Bias | Unfair advantage or disadvantage for some students on an assessment |
| Formative assessment | Assessment during instruction used to guide next teaching steps |
| Summative assessment | Assessment after instruction used to measure learning outcomes |
| Screening assessment | Assessment used to identify students who may be at risk |
| Progress monitoring | Repeated assessment over time to track student growth |
| Disaggregated data | Data broken into groups to identify trends and performance gaps |
| Assessment alignment | Matching the assessment to the learning goal or standard |
| Instructional effectiveness | How well instruction helps students learn and meet standards |
| Multiple measures | Using more than one data source to get a fuller picture of student learning |
| Standard-level data | Data showing student performance on individual standards |
| Item analysis | Reviewing specific test items to identify patterns of student strengths and weaknesses |
| Performance gap | A difference in achievement between students, groups, or standards |
| Strengths and needs | What students can do well and what they still need support with |
| Reteaching | Teaching a concept again in a different or more targeted way based on data |
| Enrichment | Extending learning for students who have already demonstrated mastery |
| Feedback | Timely and specific information that helps students improve |
| Self-assessment | Students evaluating their own learning and progress |
| Peer assessment | Students giving feedback to each other about learning |
| Data-driven decision-making | Using assessment evidence to plan instruction and improve outcomes |
| Formal assessment | Structured assessment such as tests, benchmarks, or state exams |
| Informal assessment | Flexible checks for understanding such as questioning, observation, or exit tickets |
| Quantitative data | Numerical data such as scores, percentages, and growth rates |
| Qualitative data | Descriptive data such as observations, comments, reflections, or student work analysis |
| Trend data | Data reviewed over time to identify patterns in performance |
| Outcome data | Data that show student achievement results |
| Context data | Data that provide school background, demographics, or schoolwide performance information |
| Instructional practice data | Data from walkthroughs or observations showing what instruction looks like |
| Teacher perception data | Data from surveys or reflections showing what teachers think needs improvement |
| Common formative assessment | A shared assessment used by teachers to monitor learning on the same standard |
| Monitoring instructional effectiveness | Checking whether teaching strategies are improving student learning |
| PLC data review | Teachers collaboratively analyzing student data to plan next instructional steps |
| Instructional goal | A specific learning target based on student data and standards |
| Student growth | Improvement in student performance over time |
| Mastery | Student understanding or proficiency on a skill or standard |
| Proficiency | Meeting the expected level of performance on a standard |
| Standards-based instruction | Teaching aligned directly to learning standards |
| Assessment adaptation | Adjusting assessments to support students with different strengths and needs |
| Valid and reliable data | Assessment results that accurately measure learning and do so consistently |
| School improvement data | Data used to guide changes in curriculum, instruction, and assessment practices |
| A teacher gives an exit ticket during a lesson to decide what to reteach tomorrow | Formative assessment |
| A final unit project given at the end of instruction | Summative assessment |
| A repeated skill check used every week to track growth | Progress monitoring |
| A test that measures reading ability more than math reasoning on a math test | Validity problem |
| An assessment that gives very different results each time without reason | Reliability problem |
| A test item that disadvantages certain student groups unfairly | Bias |
| Teachers review results by standard to find weak areas | Standard-level data |
| Teachers review which questions students missed most often | Item analysis |
| Teachers use student scores and observations to plan next steps | Data-driven decision-making |
| A school breaks results into subgroups to find patterns | Disaggregated data |
| Students who already mastered the skill receive more challenging work | Enrichment |
| Students who struggled receive small-group support on the weak standard | Reteaching |
| Teachers use one shared standards-based quiz across classes | Common formative assessment |
| Teachers meet to review results and adjust instruction together | PLC data review |
| The leader checks whether student scores improve after instructional changes | Monitoring instructional effectiveness |
| Outcome data | Data that show student achievement or performance results |
| Context data | Data that show the school setting, demographics, or broad trends |
| Instructional practice data | Data that show what teachers are doing in classrooms |
| Teacher perception data | Data that show teacher reflections, surveys, or self-reported needs |
| Problem data | Data that show the student learning issue |
| Cause data | Data that suggest why the problem may be happening |
| School profile | Context data |
| Student progress by standard | Outcome data |
| Walkthrough summary | Instructional practice data |
| Teacher self-reflection | Teacher perception data |
| What is the biggest concern in the data | The main problem, gap, or weakness |
| What does this data show | The story or message of the data |
| How would a leader use this data | To make instructional decisions, set goals, and plan support |
| What should happen next | An action such as reteaching, differentiation, coaching, or monitoring |
| Context, problem, cause | A quick way to classify what an artifact is telling you |
| A strong assessment response should do what | Identify the data, explain what it shows, recommend action, and explain how progress will be monitored |
| What should a strong response include | Specific educational language, direct response to the prompt, and explanation of why the strategy works |
| Why use multiple assessment methods | To gain a fuller and more credible picture of student learning |
| Why disaggregate data | To identify subgroup trends and performance gaps |
| Why align assessment to instruction | To ensure the assessment measures the intended learning goal |
| Why provide feedback | To help students understand progress and improve performance |
| Why monitor progress | To see whether instructional changes are helping students grow |
| Why use formative assessment | To guide next instructional steps during learning |
| Why use summative assessment | To measure outcomes after instruction |
| What should teachers do after analyzing data | Reteach, differentiate, provide intervention, or extend learning |
| Skinner | Operant conditioning; behavior is shaped by reinforcement and consequences after the behavior |
| Pavlov | Classical conditioning; a cue or signal becomes associated with an automatic response |
| Thorndike | Law of Effect; behaviors followed by successful or satisfying outcomes are more likely to be repeated |
| Piaget | Cognitive development and developmental readiness; students move from concrete to abstract thinking |
| Bruner | Discovery learning and spiral curriculum; students build understanding through guided exploration |
| Vygotsky | Social constructivism; students learn through scaffolding, support, and interaction with others |
| Gagné | Structured instructional sequence; effective teaching follows organized lesson steps |
| Dewey | Experiential learning; students learn through meaningful real-world experiences and reflection |
| Gardner | Multiple intelligences; students learn and demonstrate understanding in different ways |
| Maslow | Hierarchy of needs; students’ basic needs must be met before learning can fully happen |
| Operant conditioning | Behavior is shaped by what happens after the behavior; associated with Skinner |
| Classical conditioning | A cue or signal becomes linked to a learned response; associated with Pavlov |
| Law of Effect | A behavior that leads to success is more likely to happen again; associated with Thorndike |
| Developmental readiness | Whether students are cognitively ready for a type of learning; associated with Piaget |
| Discovery learning | Students build understanding by exploring patterns and ideas; associated with Bruner |
| Spiral curriculum | Important ideas are revisited over time at deeper levels; associated with Bruner |
| Structured instructional sequence | A lesson moves through organized steps such as attention, objectives, guided practice, feedback, and assessment; associated with Gagné |
| Scaffolding | Temporary support that helps students complete a task until they can do it independently; associated with Vygotsky |
| Zone of Proximal Development | The space between what a student can do alone and what they can do with help; associated with Vygotsky |
| Experiential learning | Learning through authentic experience and reflection; associated with Dewey |
| Multiple intelligences | The idea that students have different strengths and ways of learning; associated with Gardner |
| Hierarchy of needs | The idea that safety, belonging, and emotional needs affect readiness to learn; associated with Maslow |
| Skinner memory trick | See it, reward it, repeat it |
| Pavlov memory trick | Cue first, response second |
| Thorndike memory trick | If it worked, do it again |
| Piaget memory trick | Concrete before abstract |
| Bruner memory trick | Discover it |
| Vygotsky memory trick | Learn with help |
| Gagné memory trick | Teach it in steps |
| Dewey memory trick | Learn by doing |
| Gardner memory trick | More than one way |
| Maslow memory trick | Needs before learning |
| Which theorist is most associated with reinforcement | Skinner |
| Which theorist is most associated with a cue and automatic response | Pavlov |
| Which theorist is most associated with the Law of Effect | Thorndike |
| Which theorist is most associated with developmental readiness | Piaget |
| Which theorist is most associated with discovery learning | Bruner |
| Which theorist is most associated with scaffolding and ZPD | Vygotsky |
| Which theorist is most associated with a structured lesson sequence | Gagné |
| Which theorist is most associated with experiential learning | Dewey |
| Which theorist is most associated with multiple intelligences | Gardner |
| Which theorist is most associated with needs before learning | Maslow |
| A teacher uses praise and a point system to increase on-task behavior | Skinner |
| Students respond automatically when they hear a chime | Pavlov |
| A student repeats a study strategy because it improved quiz scores | Thorndike |
| A teacher uses concrete models before abstract reasoning | Piaget |
| Students discover a concept by noticing patterns in examples | Bruner |
| A teacher provides sentence stems and guided support during discussion | Vygotsky |
| A lesson follows a hook, objective, modeling, guided practice, and assessment | Gagné |
| Students complete a real-world project and reflect on what they learned | Dewey |
| A teacher allows students to show learning through a presentation, model, or essay | Gardner |
| A student who feels unsafe or disconnected struggles to engage in learning | Maslow |
| Skinner vs Pavlov | Skinner is consequence after behavior; Pavlov is cue before response |
| Skinner vs Thorndike | Skinner is reinforcement shaping behavior; Thorndike is success making behavior more likely to repeat |
| Piaget vs Bruner | Piaget is developmental readiness; Bruner is guided discovery |
| Bruner vs Vygotsky | Bruner is discovery learning; Vygotsky is scaffolding and social support |
| Piaget vs Vygotsky | Piaget is readiness; Vygotsky is support within the Zone of Proximal Development |
| Bruner vs Gagné | Bruner is discovering the concept; Gagné is structuring the lesson |
| Dewey vs Bruner | Dewey is learning through experience; Bruner is learning through guided discovery |
| Gardner vs Maslow | Gardner is different ways to learn; Maslow is needs before learning |
| Skinner key words | reinforcement, operant conditioning, immediate feedback, desired behavior, routines |
| Pavlov key words | classical conditioning, cue, signal, automatic response, association |
| Thorndike key words | Law of Effect, success, satisfying outcome, repeated behavior |
| Piaget key words | cognitive development, developmental readiness, concrete, abstract |
| Bruner key words | discovery learning, guided exploration, pattern finding, spiral curriculum |
| Vygotsky key words | scaffolding, ZPD, guided support, social learning, peer interaction |
| Gagné key words | lesson sequence, structured instruction, guided practice, feedback, assessment |
| Dewey key words | experiential learning, authentic tasks, reflection, real-world learning |
| Gardner key words | multiple intelligences, varied entry points, multiple ways to show learning |
| Maslow key words | safety, belonging, emotional readiness, needs before learning |
| PRIDE points system | Skinner |
| Daily reminder cue before activity | Pavlov |
| Students repeat successful group-work behaviors | Thorndike |
| PhET sandwich model before abstract chemistry | Piaget |
| Notice and wonder or inquiry warmup | Bruner |
| Scaffolded warmup with sentence stems | Vygotsky |
| Warmup to modeling to guided practice to check for understanding | Gagné |
| Hands-on lab with real observation and reflection | Dewey |
| Choice board, presentation, model, or essay | Gardner |
| Safe, predictable classroom environment before learning | Maslow |
| How would I use Skinner in a written response | Use when discussing reinforcement, immediate feedback, classroom routines, and increasing desired behavior |
| How would I use Pavlov in a written response | Use when discussing cues, signals, routines, and automatic learned responses |
| How would I use Thorndike in a written response | Use when discussing repeated behavior because a strategy or action led to success |
| How would I use Piaget in a written response | Use when discussing developmental readiness and moving from concrete to abstract learning |
| How would I use Bruner in a written response | Use when discussing discovery learning, inquiry, guided exploration, and pattern finding |
| How would I use Vygotsky in a written response | Use when discussing scaffolding, guided support, collaboration, and the Zone of Proximal Development |
| How would I use Gagné in a written response | Use when discussing structured lesson design, sequencing, guided practice, feedback, and assessment |
| How would I use Dewey in a written response | Use when discussing hands-on learning, authentic tasks, and reflection on experience |
| How would I use Gardner in a written response | Use when discussing multiple ways to engage students and multiple ways for students to demonstrate learning |
| How would I use Maslow in a written response | Use when discussing safety, belonging, emotional readiness, and the importance of meeting student needs before learning |
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