A good way to accommodate the differences in rates of student learning is to:
a. keep the amount of time given to learn something constant.
b. require slower students to learn less content.
c. provide extra time for slower students to master content before introducing new topics.
d. encourage faster learners to slow their pace while slower students catch up.
C
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When children are asked to pass out orange wedges for snack time, they
a. usually give more to their friends. b. ask an adult for help. c. have to strategize how to divide them equally. d. give more to themselves.
Many people with a physical disability prefer to use the term ________ to describe their condition?
a. physically challenged b. handicapped c. low incidence d. severely involved
Which one of the following is something a teacher should consider when deciding whether to use criterion-referenced scores or norm-referenced scores to reflect what students have learned on a classroom assessment?
a. Criterion-referenced scores are more useful when you need to compare students to one another. b. Criterion-referenced scores are more useful when you need to compare students' performance to the performance of "typical" students nationwide. c. Norm-referenced scores are more useful when you want to assess students' mastery of instructional objectives. d. Norm-referenced scores may be helpful when you need to assess a complex skill that is difficult to define in terms of mastery.
Functional assessments differ from traditional screening tests in that they
a. are more highly structured and prescribed. b. document behaviors in context. c. are outcomes oriented. d. work best when administered upon school entry.