Assessment Chapter 3 Overview of the CBE Process of Inquiry 2023/2024 passed

Assessment Chapter 3 Overview of the CBE Process of InquiryPhase 1: Fact Finding - correct answer Problem Identification and Validation; Find the level at which the problem exists and the difference between how the student should be performing and how they are. Action 1.1 - correct answer Concern about learning; parent concern or universal screening data may identify the student as performing well below criterion. Take seriously either way. Suggests some discrepancy. Action 1.2 - correct answer Define the Problem; make concern into a statement or a series of questions that can be used as a foundation for the rest of the CBE process. If this doesn't get done right, the whole process is off. Most common mistake in CBE process. Action 1.3 - correct answer Collect Existing Information; relevant data can be direct measure of the area of concern or involve ruling out of other potential areas that might lead to the difficulty. Collect information that can be aggregated across students to make decisions about instruction, curriculum, and setting related characteristics that might affect learning. Action 1.4 - correct answer Summarize Information; combine information from multiple sources, different types of data, and judgements using varying standards. Should align with the definition of the problem in order to answer Question 1. Question 1 - correct answer "Is there a confirmable problem?" If there isn't a confirmable problem that is agreed on it is a challenge. Go back to phase one to better define. If this question can be answered move on. Phase 2: Summative Decision Making - correct answer Finding what in the process of learning is breaking down and keep the student from learning the material we want him/her to learn. Action 2.1 - correct answer Generate Assumed Causes; need to explicitly state about observable and measurable characteristics that are assumed causes of problems with learning so that it is easier to make a plan to assess and verify them. Action 2.2 - correct answer Plan Assessment; Turn assumed causes into questions and determine how to answer them and the assessment plan turns into a guide for answering these questions. Other into is known and some unknown and both help guide the plan for assessment. Action 2.3 - correct answer Assess (As Needed); If there is already enough information known because it was generated from assumed cause questions, then maybe don't need to assess, but if info has come from a single source, it is not very reliable, or was collected with questionable fidelity then it is important to confirm that info. Action 2.4 - correct answer Summarize Results; Answer the evaluation questions that were generated. Make sure that the info collected is relevant and aligned enough to answer the questions we know we need to answer. Question 2 - correct answer Were the Assumed Causes Verified? If not go back to 2.1 and reconsider assumed causes generated. If new info brought to light, maybe there is a problem with reading that wasn't noticed before, need to go back to 1.4 to generate and verify a different assumed cause. Phase 3: Formative Decision Making - correct answer Problem solutions Action 3.1 - correct answer Write Goals; find current state of things and make clear expectations of where headed Action 3.2 - correct answer Design Instruction; Find evidence-based strategies that have been validated for the SPECIFIC needs of the student. (consider: intensity, duration, grouping and other scheduling concerns of SPECIFIC student) Action 3.3 - correct answer Implement Instruction; Teach! and have a method of checking the reliability of implementation. Action 3.4 - correct answer Monitor Progress; Consistently, Don't wait til the end. Question 3 - correct answer Is the Program Working?? If not, appraise info and troubleshoot CBE process.