Describe the difference between task analysis and error analysis (Ch6) correct answers − Task analysis is breaking down a task into different portions to determine which part the student is having difficulty with, while error analysis is analyzing a student's error pattern.
What are the main d...
Harty Exam 2 || All Correct.
Describe the difference between task analysis and error analysis (Ch6) correct answers − Task
analysis is breaking down a task into different portions to determine which part the student is
having difficulty with, while error analysis is analyzing a student's error pattern.
What are the main differences between summative and formative assessments? (Ch6) correct
answers Summative assessments are completed at the end of an instructional period (unit,
chapter), while formative assessments are ongoing throughout the instructional period and can be
done over different instructional periods
Which points would represent the beginning and end of the aimline given the graph below?
Draw the aimline. (Ch6) correct answers − Given the baseline is 50 and the goal is 100, the line
should be in a linear style from 50 to 100. The black line is approximately the line... my laptop
wouldn't let me put it exactly from 50-100.
What are 3 example items that can be a part of a portfolio for assessing literacy? (Ch6) correct
answers Samples of students writing, daily journals, and artwork.
Compare formal and informal assessment? (Ch6) correct answers Informal assessment is a
procedure obtaining information that can be used to make judgements about student learning
using means other than standardized assessment. Formal assessments tend to be more higher
stake and typical test format. There is no chance of revision on these tests.
How would you use task analysis in your classroom? (Ch6) correct answers Explain to students
the expectations of a task and the steps to achieve it.
Three criterion references tests are: (Ch6) correct answers Key Math -3, Woodcock Johnson
Tests of achievement IV, K-TEA-III
Woodcock Johnson Tests of achievement IV (WJ IV) correct answers Is an achievement
assessment that has three different batteries: cognitive, achievement, and oral language
Kaufman Test of Educational Achievement III (KTEA-3) correct answers Assess academic
achievement and has norms for ages of 4 to 25
Peabody Individual Achievement Test -4 (PIAT-R NU) correct answers The most used
achievement test with school psychologist and teachers
Wechsler individual Achievement Test -3 (WIAT -III) correct answers this is suppose to be used
with the Wechsler Intelligence scales
KeyMath -3 Diagnostic Assessment (KeyMath-3 DA) correct answers is used for ages 4 to 21 to
assess math strengths in an easel format
, Process Assessment of the Learner II- Diagnostic Assessment For Math (PAL-II-M) correct
answers assessing math skills nad related processing skills for grades K-6th
Test of Mathematical Abilities (TOMA -2) correct answers assess areas of math functioning that
might not be addresses in other assessment, normed for ages 8 to 18
Woodcock Johnson II Diagnostic Reading Battery (WJ III DRB) correct answers 10 subtests that
assesses ability to read
Woodcock Reading Mastery Test (WRMT -III) correct answers easel based tests with nine
subtests which assess reading skills
Process Assessment of the Learner Second Edition Diagnostic Assessment of Reading and
Writing (PAL -II-RW) correct answers assess the process used in initial and emerging reading
and writing skills
Gray Oral Reading Tests Fourth Edition (GORT- 5) correct answers measure oral reading skills
normed from ages 6 to 23
Peabody Picture VOcabulary (PPPVT-4) correct answers measure a students verbal
comprehension skills presenting by a series of four visual stimuli
Expressive Vocabulary Test- 2 correct answers Assesses receptive language from ages 2 to 90
Curriculum based Assessment (Ch6) correct answers is written by a teacher and focuses on
evaluating what a students learned from the instruction they were given in a specific course or
topic
CBM (Ch6) correct answers standardized assessment that has specific directions, is timed and
has scoring rules
CBMs are a criterion based measurement that measures the mastery of a skill.
The most important part of a CBM is that test what the student was specifically taught and
expected to learn.
Criterion-Referenced Assessment CRA (Ch6) correct answers compares the performance of a
student to a given criterion.
objective in a curriculum
IEP criterion
publisher criterion (i.e., Brigance)
may be teacher-made
Teacher-Made Criterion-Referenced Tests (Ch6) correct answers Allows the teacher to directly
link the assessment to the currently used curriculum.
Often use the scope & sequence chart to develop objectives and criteria.
Ensure that enough items are present for each domain to ensure mastery levels
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