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complete review for c365 WGU Exam with verified answers
complete review for c365 WGU Exam with verified answers
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complete review for c365 WGU Exam withverified answers
Standards |- |correct |answer |-Set |of |goals |for |each |discipline.
Assessment |- |correct |answer |-Provides |data |necessary |for |effective |instruction.
Authentic |Assessment |- |correct |answer |-reflect |actual |learning |and |instructional |activities.
Summative |Assessment |- |correct |answer |-Summarizes |student |progress |at |the |end |of |a |unit |or |
semester.
Formative |Assessment |- |correct |answer |-Ongoing |and |used |to |inform |instruction |during |learning.
Informal |Reading |Inventory |- |correct |answer |-(IRI)- |used |to |determine |students' |reading |levels. |
Consists |of |word |lists, |reading |passages, |and |comprehension |questions. |Can |also |include |silent |
reading |passages |in |some |instances.
Independent |Reading |Level |- |correct |answer |-free-reading |level, |students |can |read |on |their |own |
without |teacher |assistance. |96-100% |accuracy
Instructional |Reading |Level |- |correct |answer |-Students |need |assistance, |should |be |level |of |materials
|used |for |instruction. |90-95% |accuracy
Frustration |Reading |Level |- |correct |answer |-Text |is |too |difficult. |Less |than |90% |accuracy
Word |Lists |for |IRI |- |correct |answer |-Given |first |to |determine |where |reading |passages |should |begin.
Miscues |- |correct |answer |-Errors |student |makes |while |reading.
,Self-Correct |Errors |- |correct |answer |-Child |corrects |mispronounced |word- |does |not |count |as |an |
error.
Quantitative |Errors |- |correct |answer |-Errors |that |change |the |text |and |affect |comprehension. |Errors |
that |are |countable |- |everyone |can |agree |that |it |is |an |error |(objective).
Qualitative |Errors |- |correct |answer |-Errors |that |change |how |a |student |reads, |but |may |not |affect |
comprehension. |These |do |not |count |as |errors. |These |are |subjective |errors.
Fluency |- |correct |answer |-Reading |rate |usually |recorded |as |words |per |minute.
Miscue |Analysis |- |correct |answer |-Process |of |analyzing |miscues |in |order |to |determine |which |cueing |
systems |or |combination |of |cueing |systems |the |student |is |using.
Cueing |Systems |- |correct |answer |-Syntactic |(how |language |sounds), |semantic |(meaning |of |the |
sentence |or |passage), |phonic |(graphophonic) |(phonics).
Syntactic |- |correct |answer |-Grammatical |makeup |of |language.
Semantic |- |correct |answer |-Meaning |of |the |sentence |or |passage.
Phonic/Visual |- |correct |answer |-Phonics.
Running |Record |- |correct |answer |-Students |read |aloud |to |determine |whether |reading |materials |are |
appropriate |and |to |obtain |information |about |the |word-recognition |processes |students |are |using. |
Can |be |100 |words |or |a |2 |minute |reading.
Developmental |Reading |Assessment |- |correct |answer |-(DRA)- |Commerical |Running |Record- |assesses
|fluency |and |decoding |skills.
, Qualitative |Reading |Inventory |5 |- |correct |answer |-(QRI-5)- |Commercial |IRI |which |includes |lengthy |
content |area |passages |and |think |alouds.
Degrees |of |Reading |Power |- |correct |answer |-(DRP)- |Assesses |overall |reading |ability |by |having |
students |choose |from |among |five |options |the |one |that |best |completes |a |portion |of |the |passage |
from |which |words |have |been |omitted.
Scholastic |Reading |Inventory |- |correct |answer |-(SRI)- |uses |modified |cloze |procedure |(like |the |DRA)- |
yields |lexile |scores.
STAR |- |correct |answer |-(Advantage |Learning |Systems)- |administered |and |scored |by |computer- |uses |
a |modified |cloze |procedure. |Adaptive |testing |- |changes |with |the |student.
Word |List |Tests |- |correct |answer |-only |assesses |ability |to |pronounce |words-
Screening |Measures |- |correct |answer |-Designed |to |indicate |possible |difficulties |or |problems.
Benchmark |- |correct |answer |-An |expected |level |of |performance |on |a |task.
Curriculum |Based |Measures |- |correct |answer |-(CBM)- |General |outcome |assessments- |measure |
overall |indicators |of |proficiency |rather |than |mastery |of |specific |skills. |Standardized |tests.
Oral |Reading |Fluency |- |correct |answer |-CBM- |measure |how |many |words |a |student |can |accurately |
read |in |a |minute.
Maze |Passages |- |correct |answer |-Measure |basic |comprehension. |Modified |cloze |procedure.
Rubrics |- |correct |answer |-Written |description |of |what |is |expected |from |students |in |order |for |them |
to |meet |a |certain |level |of |performance.
Adaptive |Tests |- |correct |answer |-Tests |taken |on |a |computer |which |increase |in |difficulty |as |student |
gets |items |correct.
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