The goal line in CBM is the line of
a. expected progress.
b. the baseline.
c. change.
d. none of the above
a
You might also like to view...
Which is not a benefit of longer wait time after asking a question?
A. appropriateness of the response B. increased cognitive level of the response C. pacing of the instructional method D. student confidence in his/her response
Which one of the following examples most clearly illustrates a cognitive apprenticeship?
a. A junior high school English class is reading Robert Frost's "Stopping by Woods on a Snowy Evening." At the end of each verse, the teacher describes the visual images and feelings that the poem elicits for him, and he encourages his students to do likewise. b. An elementary school teacher gives his students lots of practice doing addition, subtraction, multiplication, and division problems so that they will be able to solve word problems more effectively later in the school year. c. In a high school chemistry lab, a teacher clearly describes the steps she expects her students to complete as they conduct the day's laboratory experiment. She also lists the things that students should do when they clean up after the experiment. d. A middle school physical education teacher puts her students in pairs as they practice their forward and backward rolls. She asks the students in each pair to observe each other and give each other feedback about how to improve.
Mr. Turner plans to adhere to the National Agenda for the Education of Children and Youth with Visual Impairments, so within 30 days he must
A. adapt all classroom materials for the student with visual impairments. B. develop an IEP for the student with visual impairments. C. refer the student with visual impairments and her/his family to an appropriate educational program. D. assess the student with visual impairments to determine the disability level.
A main reason that an embedded formative assessment task should be built into a lesson or unit during planning is:
A. It enables teachers to identify the amount and type of scaffolding assistance needed by students during the lesson. B. It provides a basis for grades and accountability. C. A rubric can be developed during the planning process for the final summative assessment. D. Students’ progress towards understanding the learning goal can be determined before the end of the lesson so that feedback can be provided.