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Question
Explain why all intelligence tests do not claim to assess the same constructs.Answer
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Related questions
Q:
These strategies are used in the Tier I RTI model and meet the needs of the majority of students.
A. Universal methods
B. Universal screenings
C. Interventions
D. Progress monitoring
Q:
The RTI process provides substantial information to the special education evaluation process in the event a student continues to be unsuccessful in the general education classroom.
Q:
IDEA 2004 requires the use of RTI when evaluating every child for special education services.
Q:
When using visual inspection to evaluate intervention effectiveness, progress is indicated only when a trend line is going in an upward direction.
Q:
Commercially available progress monitoring programs are complete and include everything you need to assess students on to ensure progress in the general education curriculum.
Q:
The use of research-based interventions is required of allteachers, not just special educators.
Q:
Only a certified teacher may provide interventions for a student under the Tier II RTI model.
Q:
The term universal methods is often used synonymously with interventions provided at the Tier I level of the RTI model.
Q:
Students who continue to have difficulty in Tier II would be considered for this.
Q:
When a teacher or the RTI team determines that a specific score or level of performance must be met to determine progress.
Q:
Measuring change with this method subtracts the mean intervention score from the mean baseline score and divides this by the mean baseline score.
Q:
This method of examining change uses the standard error of the difference to calculate student progress.
Q:
For interventions that are included in Tier II, the interventions must be different from Tier I interventions in ___ or ___.
Q:
The other two scores obtained to determine the baseline were 40 and 44. What is the baseline score?
Q:
What should teachers remember when establishing goals in reading using expected growth rates?
Q:
In this text, the pre-test and Part I, II, III, and IV tests are examples.
Q:
A third-grade language arts teacher uses curriculum-based measurement twice each week to determine if students are correctly sequencing the letters in the spelling words.
Q:
Describe the function of the trendline.
Q:
Explain how a teacher knows when they should adjust instruction for a student.
Q:
Describe how an aimline would be constructed for a progress monitoring graph.
Q:
Which of the following is not an example of a something you might find in a portfolio assessment?
A. artwork
B. journal entries
C. reading response log
D. None of the above
Q:
A student who is reading with 95% accuracy is at what level?
A. mastery
B. instructional
C. difficult
D. failure
Q:
With which of the following should the teacher become familiar in order to complete task analyses of students' work?
A. scope and sequence
B. grade criterion
C. error analysis
D. worksamples
Q:
To determine a baseline, teachers should administer three grade/instructional level probes and use the median score.
Q:
Portfolio assessment is a method of comparing a student with the performance of students in a national sample.
Q:
A teacher analyzes the classroom assignments of her students to determine what type of mistakes the students are making. This is an example of error analysis.
Q:
Portfolio assessments are a good standardized measure to be used as the sole criterion for eligibility in specialized programs.
Q:
A student who understands division problems when they are presented in class failed a teacher-made test. You want to determine the reason for the failure.
Method of assessment ___
Reason ___
Q:
To determine the specific skills applied in completing double-digit addition problems, the teacher can complete a(n) ___.
Q:
True and False Items
Compared to norm-referenced assessment and other types of assessment used in general and special education to assess the classroom performance of students, curriculum-based assessment may be more sensitive to assessing the current classroom performance of students.