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39 Cards in this Set
- Front
- Back
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What two things did IDEIA-04 do?
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It changed, in part, the way in which struggling students can be diagnosed as learning disabled (LD)
It requires new, formative approach to student testing that must be implemented in the regular ed. classroom by the regular ed. teacher |
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Define RTI
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Tiered system to integrate instruction, assessment and data-based decision making to improve educational outcoms for all students in both regular and special ed. classrooms
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Is RTI mandated in elementary schools?
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Yes
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Is RTI proactive or reactive?
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Proactive
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What does RTI help to identify?
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Students with SLDs
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What type of formative assessments dos RTI used to inform instructional decision making?
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CBMs
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What are the four components of RTI?
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Tiered, integrated research-based intervention system
Universal screening Progress monitoring Data-based decision making |
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Describe Tier 1 of RTI
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Primary intervention
Meets needs of about 80% of students To ensure difficulties aren't due to inadequate instruction All students receive high quality, research-based instruction from regular ed. teacher |
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Describe Tier 2 of RTI
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Secondary intervention
Needed by about 15-20% of students Intensity varies as does level of training of professionals involved for students non-responsive to Tier I Instruction Small group setting plus regular CR Usually not longer than grading period or on to Tier 3 services More frequent data collected than Tier I More individualized |
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Describe Tier 3 or RTI
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Tertiary (Intensive) Intervention
Needed by about 5% of students Individually administered to target deficit areas Frequent monitoring Usually in sp. ed. CR w/sp. ed. teacher If not adequate progress, then referred for comprehensive evaluation and possible sp. ed. services under IDEIA-04 |
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What is the purpose of universal screening?
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to identify students who are struggling and who may need specific interventions
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How often does universal screening take place? What the screenings like?
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They take place at least 3 times a year.
They might be 5-10 minute screening or benchmark tests |
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What is progress monitoring?
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The use of daily or weekly brief, formative assessments (CBM) to provide information for decision making or to adjust level of instruction or intervention
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How often does data-based decision making take place?
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Often (at least weekly)
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What is the Standard Protocol (SP) approach to RTI?
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It is 1 specified Tier 2 research-based intervention for academic difficulty
It is delivered according to specified guidelines and procedures The same interventions provided for all struggling students |
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What is the Problem Solving (PS) approach to RTI?
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It used team approach to identify and analyze learning problems
It is more individualized intervention It is more challenging for CR teachers |
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IS Standard Protocol or Problem Solving used more as an approach to RTI? Why?
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Standard Protocol, because it is easier to implement
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Advantages of T/F
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Format that covers the most material
takes shortest time to construct easy scoring |
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Disadvantages of T/F
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best for knowledge level items
high degree of guessing |
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Advantages of Matching Items
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easy to construct and score
good for measuring associations between facts more efficient than MC reduces effects of guessing |
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Disadvantages of matching items
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tends to ask trivial info
emphasizes memorization limited to 5 options with answer sheets |
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Advantages of MC items
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can use with all levels
covers much material in short time scoring is objective reduces effect of guessing good for item analysis |
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Disadvantages of MC items
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time consuming to write
hard to write good distractors |
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Advantages of Completion Items
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relatively easy to construct
eliminates guessing quicker to complete than multiple choice |
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Disadvantages of Completion Items
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encourages relatively low level responses
can be difficult to score tends to measure recall |
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What should you avoid with all test formats?
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Gender and racial bias!
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What is an essay?
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tests complex cognitive skills
requires organizing, integrating, and or synthesizing knowledge may require solving novel problem should indicate what an appropriate answer is |
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Extended response essay item
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student determines length, more flexibility
most useful at synthesis and evaluation levels more valuable to assess communication ability than achievement |
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Restricted response essay item
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specific question or problem, page limit
mostly for knowledge, comprehension, and application levels |
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Advantages of essay items
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no guessing
easy to construct higher levels of thinking |
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Disadvantages of essay items
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time for scoring
unreliable scoring bluffing limited sample of content test security |
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How to score essay items reliably
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Write essay items for 1/2-2 page responses
Use predetermined scoring scheme and use it consistently Score blindly Score each answer to same question and then go to next item Keep scores of previous items hidden Re-evaluate before returning |
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Criteria for high-level essay items
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Content
Organization Process |
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9 Steps to Assembling the Test
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group similar formats together
arrange from easy to hard space items for easy grading keep items and options on same page keep illustrations near questions avoid patterns in answers name and date space, direction proofread photocopy so readable; make extras |
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9 Steps to Administering the Test
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maintain positive attitude
maximize achievement motivation equalize advantages avoid surprise, simple rules rotate distribution explain procedure for collecting and what to do when finished monitor appropriately minimize distraction state penalties |
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6 Steps for Scoring the Test
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prepare an answer key
check the answer key score blindly check machine-scored answer sheets check scoring record scores |
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6 Steps in Debriefing the Test
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discuss problem items
listen to reaction avoid on-the-spot decisions be equitable with changes have them check your arithmetic make notes about problem questions |
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Quantitative Item Analysis
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identify good and bad distractors
use with MC can look for miskeying, guessing, ambiguity, other problems if good discriminator, then more students who do well on the test get the item correct than those who do poorly |
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Qualitative Item Analysis
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refers to the quality of the test item: read and make sure is content valid, clear, and unambiguous
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