Chapter+3-+Assessing+Students+for+Instruction

=**Chapter Three- Assessing Students for Instruction**=

__**Learning Stages:**__
(Textbook: Teaching Students with Learning Problems, Page 84-850
 * Acquisition Stage- learners rang is from 0 to 90 or 100, instructional goal focuses on helping student perform skill or accuracy. (using demonstrating and model to teach in beginning stage)
 * Proficiency Stage- learner attempts to learn skill at almost automatic level. (Using goal setting and teacher expectations)
 * Maintenance Stage- Maintain high level of performance. (Using periodic practice and mnemonic techniques)
 * Generalization Stage- Learner performs skill in different times or situations. (Maintaining functional use of learned response)
 * Adaption Stage- Learner applies previous learner skill to a new application. (Problem solving after student masters multiplication)

**__Data Collection__**:
Observational Recording Techniques (define each and one line on when you would use it)
 * Direct Measurement
 * Focuses on relevant classroom behaviors (e.g., oral reading rate or math computation rate).
 * Repeated Measurement
 * Requires that a behavior be counted and recorded over a period of time.
 * Event recording
 * Record each observed occurrence of behavior. (I would use this to record how many assignments a student is completing in a day)
 * Interval recording
 * Divide observation into equal intervals 30 seconds or less, in each interval place + or – on whether behavior occurred or not. (Record attending to seat work at interval times)
 * Time sampling
 * Divide specified observation period into equal intervals of several minutes, observe at end of each + or – on behavior occurrence. (Record if student is on-task at these times)
 * Duration recording
 * Record amount of times student is engaged in activity during observation period. (Record amount of engaged times student spent on math activity)
 * Latency recording
 * Record amount of time it takes student to begin activity once signals given. (Record amount of time it took student to get reading book out and join the group)
 * Anecdotal recording
 * Record all behaviors of a student during specified times periods. (Record labors during science lab)
 * Permanent product recording
 * Collect assignments and provide feedback on correct and incorrect responses. (Collect papers and return with percentage on top)

__Grading Alternatives:__

 * Individualized educational program grading approach- determines grades on basis of students progress on goals and objectives.
 * Pass/fail systems- System has pass or fail criteria for course achievement
 * Mastery level/criterion systems- Coursework is split into sub categories and when one is mastered they move onto the next.
 * Point systems- Points assigned to different activities and the amount of point earned is what the grade is.
 * Contract grading- student sign contract saying what work needs completed, how it will be graded, and when it needs to be completed by.
 * Multiple grading- Teacher grades student in many areas including effort, achievement, and ability.
 * Shared grading- Grading based on team teaching observation.
 * Student self-comparison- students and teachers meet to set goals and grading is based off of progress of these goals
 * Level grading- Grading based on a level difficulty of the work.
 * Descriptive grading- Writing descriptive comments based on student’s performance.



Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)