FTCE Exceptional Student Education K12 (Competency 3)
Formative Assessment Ans- Refers to this process of obtaining feedback that informs instructional plans
and modifications. They tend to be informal and provide qualitative information, although sometimes
they may yield quantitative scores....
FTCE Exceptional Student Education K-
12 (Competency 3)
Formative Assessment Ans- Refers to this process of obtaining feedback that informs instructional plans
and modifications. They tend to be informal and provide qualitative information, although sometimes
they may yield quantitative scores. In most cases, the assessments are relatively "low stakes," their main
purpose is not to judge student performance but rather to monitor it and identify ways that instruction
can be improved overall or tailored to specific students.
(Example-at the end of a review session, a math teacher poses questions to students about a particular
mathematical operation. If the student's answer incorrectly, the teacher revisits key aspects of the
review. If the students answer correctly, the teacher proceeds to a more advanced topic).
Summative Assessment Ans- The process of evaluating student achievement at the end of an
instructional period. Examples:
Scores on a quiz
Grades on a student's report card
Scores on a "high stakes," state achievement test administered at the end of the school year
RTI-Response To Intervention Ans- The ongoing role of assessment in instruction and intervention is
illustrated by this educational process. There are 3 levels of intensity, or tiers.
○ Tier 1:students who have been identified as at-risk receive additional, targeted instruction for several
weeks.
○ Tier 2: students who have not responded sufficiently to tier 1 interventions receive more intensive,
longer-lasting interventions.
○ Tier 3: students who have not responded to tier 2 interventions receive still more intensive,
individualized interventions.
, ○ Students who do not respond to tier 3 interventions will probably be referred for evaluation for
disability status, although referral may take place at any time.
SBR-Scientifically Based Research Ans- Is distinguished by a number of characteristics:
○ It relies on systematic, empirical (observation)methods. Can be distinguished from theorizing,
speculation, traditional beliefs, anecdotal evidence, and so on.
○ Relies on rigorous data analysis that justifies the conclusions that are drawn. Consists of more than
just casual observation. Data must be collected as well as carefully analyzed and interpreted.
○ Relies on methods that yield consistent data across measures and studies. Is grounded in replication,
results should not be trusted or applied in educational settings until they have been demonstrated more
than once across different approaches to measurement and different investigations.
○ Relies on clear, detailed reports of studies in peer-reviewed journals, books, and other sources, or
reports that are approved by panels of independent experts. Because replication is critical, clear and
detailed reportage is important as well.
Experimental Design Ans- An approach to gathering data that reflects several characteristics:
Participants are randomly assigned to groups.
Pre-test and post-test data are collected.
Quasi-Experimental Design Ans- Is like an experimental design except that there is NO random
assignment to groups. Existing groups are used.
WWC-What Works Clearinghouse Ans- An example of a U.S. government website that provides
information about scientifically based research of relevance to instructional practice. The WWC is part of
the Institute of Education Sciences, which is the research arm of the U.S. Department of Education.
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