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FTCE Exceptional Student Education K12 (Competency 3) Questions and Answers

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FTCE Exceptional Student Education K12 (Competency 3) Questions and Answers Formative Assessment ✔✔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 ✔✔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 ✔✔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 ✔✔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 ✔✔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 ✔✔Is like an experimental design except that there is NO random assignment to groups. Existing groups are used. WWC-What Works Clearinghouse ✔✔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 E

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