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Consumer Behavior: Buying, Having, Being13th EditionMichael R Solomon 449 solutions Michael is a student with a disability who is having a hard time identifying the differences between nouns, adjectives, verbs, and adverbs. His teacher works with him every day on grammar skills. The teacher gives Michael 40 words and asks him to classify them as nouns, adjectives, verbs, and adverbs. On Monday, Michael successfully identified 10 words, Tuesday he successfully identified 8 words, Wednesday he successfully identified 12 words, and Thursday he successfully identified 11 words. Which of the following steps should the teacher consider as the next step in Michael's instruction? During her morning opening, Mrs. Martin sings a welcome song with the class. Mrs. Martin says, "Good Morning, Good Morning, Jill, how are you?" While she sings, she claps along with each word. The student she calls on is expected to reply, "Good morning, I'm (insert feeling), How are you (insert another
student's name)," and clap for each word she speaks. Then the student Jill calls will repeat the reply, clapping along with his response. Ellie is a student in Ms. Lee's prekindergarten class. She is exploring a set of blocks with a friend at one of the classroom centers. Ms. Lee observes Ellie as she lines up seven blocks in a row. Ellie looks at the blocks and says, "One, two, three, four,
five, six, seven, eight, nine. I have nine blocks!" Rick pulled a card at random from a normal deck, noted it, replaced it, shuffled, and drew again. His draws were as follows: 10, J, 10, K, 1, 2, 6, 10, 11, 4 Mr. Burke is a second-grade teacher working on counting sets of coins with a small
group of students. Students are each given a set of play coins and asked to find the total. Mr. Burke watches one student, Elijah, as he counts a set of 3 dimes, 2 nickels, and 2 pennies. Elijah separates the coins into two sets: a row of dimes and nickels and a separate row of pennies. He then begins counting the row of dimes and nickels by saying, "five, ten, fifteen, twenty, twenty-five." Next, he moves to the pennies and continues to count on, saying "twenty-six, twenty-seven." identification, assessment, admission, and dismissal. - A general or special education teacher, caretaker, or parent observes the student's lack of progress in the general education curriculum, or in social or behavioral interactions based on all assessment data. - The general education teacher follows the response to intervention (RtI) process. RtI is a scientifically research based instructional intervention delivered in the general education classroom. It is a process to monitor and measure student progress in the general education curriculum. - If both the instructional and behavioral interventions are not sufficient for the student to progress in the general education curriculum, the special education teacher observes the student's progress in the classroom. Based on that observation and review of the assessment data, the special education teacher begins the initial process of evaluation. - The Admission, Review, and Dismissal (ARD) committee determines the eligibility for specialized services based on the assessment of the data. The assessment data determines the disability. If a disability and an educational need for specialized services are determined, then with parental consent, the student is eligible to receive specialized services (i.e. special education). - The ARD committee then designs the Individualized Educational Plan (IEP). The purpose of the IEP is to note the student's present level of performance, measurable annual goals including local education agency (LEA), and the district and state assessments to determine and monitor progress within the general education curriculum as supported by the modifications. The ultimate goal of the IEP is student progress within the general education curriculum as set forth by Texas Essential Knowledge and Skills (TEKS). The implementation of the IEP is a collaborative effort between the general and special education teacher. - Every 12 months there must be an ARD meeting to evaluate a student's progress towards goals. A meeting can be called at any point by any member of the committee, but it must occur at least once per year. - Every three years, there is a review of existing data (REED), where the ARD committee determines if dismissal from the specialized services is appropriate. A student may meet their goals and continue to need services or new goals for the next school year and would remain in special education. They may also have mastered the skills needed to function independently in a general classroom and can be dismissed. The REED is a mandated review of all existing evaluation data including the initial evaluation, any re-evaluations, classroom observations and standardized testing to determine if dismissal of services is necessary. What is the primary reason for formative assessments?The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work.
Which of the following is the primary purpose of assessment?The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgments about their learning process.
What is the primary purpose of assessments quizlet?The primary purpose of assessment is to evaluate student achievement, make decisions pertaining to instruction, and review instructional programs.
Which statement best describes the primary purpose of formative assessments?The purpose of formative assessments is to determine what students know about what they just learned. They are intended to be administered frequently throughout learning, not at the end. The teacher should use this information to change and improve instruction.
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