FTCE Professional Education Test with Accurate Solution

FTCE Professional Education Test with Accurate Solution assessment - the process of collecting, quantifying, and qualifying student performance norm-Reference test (NRT) - used to classify student learners for homogenous groupings based on ability levels or basic skills into a ranking category criterion-referenced assessments - examine specific student learning goals and performance compared to a norm group of students performance-based assessments - used in a number of state testing programs to measure the learning outcomes of individual students in subject content areas formative assessment - sets targets for student learning and creates an avenue to provide data on whether students are meeting the targets diagnostic testing - used to determine students' skill levels and current knowledge normative assessment - establishes rankings and comparatives of student performances against an established norm group alternative assessment - nontraditional method of helping students construct responses to problem solving authentic assessment - Real life assessments that are relevant and meaningful in a student's life (for exa,[;e, calculating the dollar amount for a 20% discount on a pair of sneakers) performance-based assessment - Judged according to pre-established standards traditional assessment - Diverse selection of teacher assessment that either come with the textbooks or are directly created from the textbooks. objective test - Most will include: multiple choice questions, matching, and true/false questions that include a selection of choice. Answer can be found by simple process of elimination of decoy of incorrect answers. (SAT/ACT, State Assessments/Class Assessments) subjective test - Usually consist of short answer questions, essays, or problem solving questions that include critical thinking skills and require definite proof from short reading passages to support the answers identify appropriate techniques for leading class discussions - EX: listing, identifying relevant information, probing, drawing inferences, summarizing student comments, and redirecting engaging students in lessons - Direct lessons around things students find interesting and relevant. Students must feel they have the resources to complete learning tasks. Teacher has more enthusiasm, students increase on-task behavior group alert - Stating the question, pausing to allow the students to process the question and formulate an answer, and then call on someone to answer nonperfomers - all students not chosen to answer lower-achieving student - Teacher elicits partial answer from student, then takes focus off student to another student. Student will be more likely to participate next time amplifying response - Acknowledging and showing acceptance of student's answer academic praise - A group of specific statements that give information about the value if the response or its implication. EX: "That was an excellent analysis of Twain's use of the river in Huckleberry Finn." simple positive response - "That's Correct" redirecting students comments - Keeping students from feeling ridiculed are embarrassed when they give an incorrect answer. s with-in-ness - behavior that demonstrates to the student that the teacher what the student is doing. Ex: student asking to use the restroom when teacher is teaching ways to correct students errors - Feedback-Correctives-Redirections Ex-modeling, providing an explanation or additional information, or asking additional questions feedback - Language should be helpful and constructive Timely Specific correctives - When the teacher provides an explanation of the error and a correction Teacher leads student to the correct answer through a series of questions redirection - When the teacher asks a different student to answer the question or to react to the response Ex: "Tom, do you agree with Dan's answer?" non-verbal communication strategies - Strategies that promote student action and performance that are periodically reviewed Ex: posted classroom rules, procedures, tailored goals and IEP plans, transition procedures, success-oriented activities - Tasks that are selected to meet the individual needs of the students Mistakes are viewed as a natural part of the learning process activities that promote student success - -Based on useful, relevant content that is clearly specified & organized for easy learning -Allow sufficient time to learn skill & selected for their high rate of success -Allows student the opportunity to work independently, self-monitored, & set goals -Provide for frequent monitoring and corrective feedback -Include collaboration in group activities or peer teaching progress from directed to self-directed activity - As student progresses through the stages of learning, the teacher gradually decreases the amount of direct instruction and guidance and encourages the student to function independently. The ultimate goal: teach students how to be independent and apply their knowledge. stages of learning acquisition INITIAL ACQUISITION 1 - Teacher Activity: Provide rational Guidance/Demonstration - Modeling - Shaping - Cueing Emphasis: Errorless learning - Backward Chaining -Froward Chaining stages of learning acquisition ADVANCED ACQUISITION 2 - Teacher Activity: Feedback - Error Correction - Specific Directions Emphasis: Criterion Evaluation - Reinforcement and Reward For Accuracy stages of learning acquisition PROFICIENCY 3 - Teacher: Positive Reinforcement - Progress Monitoring - Teach Self-Management - Increased Teacher Expectations Emphasis: Increase Speed/Performance To Automatic Level With Accuracy - Set Goals - Self-Management stages of learning acquisition MAINTENANCE 4 - Teacher Activity: Withdraw Direct Reinforcement - Retention and Memory - Overlearning - Intermittent Schedule of Reinforcement Emphasis: Maintain High Level of Performance - Mnemonic Techniques - Social and Intrinsic Reinforcement stages of learning acquisition GENERALIZATION 5 - Teacher Activity: Corrective Feedback Emphasis: Perform Skill In Different Times and Places stages of learning acquisition ADAPTATION 6 - Teacher Activity: Stress Independent Problem Solving Emphasis: Independent Problem-Solving Methods - No Direct Guidance transitions - Changes in class activities that involve movement proactive planning for transitions - -Identify Specific Behavior Needs For Type of Transition -Develop A Set of Expectations & Teach To Students -Model The Appropriate Behavior -Have Student Practice Behaviors Independently nonverbal communication - -Positive Body Language -smiles, open body pasture, movement, eye contact Performance Measurement System Domain -Body Language - Teachers' facial or other behavior that expresses interest, excitement, joy and positive personal relations; boredom, sadness, dissatisfaction, or negative personal relations; or no clear message at all Increase On-Task Behavior - Teacher use strategies that encourage and motivate students. -build lesson plans around student's interests -Use interest to keeps students engaged- Q&A, Conversation, Challenging their thinking -Students Internal Motivation - Teacher's Enthusiasm attitude Piagean Theory Of Cognitive Development - Younger children (below 8) lack language competencies that would allow them to solve complicated theories. Older students have the ability to solve complex problems -Make instructions age appropriate Professional Development - -Traditional=Dist Workshops -National & State Workshops -150 hrs = 5 yr certification -Florida requires teacher inservice -Low cost to min cost to teacher Motivate students to learn - -involve students in own assessment -match assessments strategies to student's learning -consider thinking styles - use assessments to adjust classroom environment to enhance learning First Teacher Accomplished Practice Assessment Accomplished Level 1 - Teacher uses traditional & alternative strategies to develop as a learner First Teacher Accomplished Practice Assessment Professional Level 2 - -review and assess data collected from variety of sources (pre test, standardized test, portfolio, case studies, student services, cumulative records...) -develop the student's instructional plan (keep all student needs in mind ex: cognitive, social, linguistic, cultural, emotional and physical needs) First Teacher Accomplished Practice Assessment Pre-Professional Level 3 - -collects & uses data that are traditional & alternative strategies -identify & match students to meet their cognitive, social, linguistic, cultural, emotional and physical needs Curriculum - chosen by the district -> teacher teaches -> student meets benchmarks & standards Critical Thinking - Skill target teacher teach to help students develop and sustain learning within specific subject area, and can be applied to another Taxonomy - any classification of objects, individuals or group based on similarities of structure and purpose or origin Low-order Questioning - Questions that ensures student is focused on required info and understands what needs to be included in the thinking process Tool Kits For Students Academic & Emotional Growth - -portfolios -performance based assessments -graphic organizers