Each of the following statements describes a rubric, except:
A. a set of criteria that students may be given before the activity that spells out what is expected in
process and/or product.
B. a scoring guide that helps teachers objectively grade student work.
C. a scoring guide that describes levels of achievement.
D. a checklist indicating if a behavior is observed but not how well it is accomplished.
D. a checklist indicating if a behavior is observed but not how well it is accomplished.
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The IEP document:
a. should be so comprehensive that it can be used as the entire instructional basis for the student. b. is intended to dictate what the student is taught and how instruction is delivered. c. should be individualized to meet the unique learning needs of the student. d. is best formulated by using computer-generated goals and objectives.
Discuss three characteristics of student-focused instruction
What will be an ideal response?
What action should a teacher take when, during seatwork, a primary student turns up the "sad face" on her desk?
a. Watch to see if she works out her difficulty. b. Stop at the desk and offer assistance. c. Deduct a point from her class participation grade.
Which screening assessment helps students link the new word to prior knowledge and experiences?
a. word maps b. vocabulary definition c. before-and-after word knowledge self-rating d. diagnostic vocabulary assessments