What are three legitimate uses of published test information? What are three inappropriate uses?
What will be an ideal response?
Perhaps the best use of published tests results is in instructional planning. Knowing how students did in a class, school, or school system can help educators make instructional modifications for the future. A second good use of test results is in reporting the results to parents in conferences. This information helps reinforce the teacher's message about the student reaching his or her learning goals. Finally, test results can be helpful in diagnosing or qualifying children for special education services or in identification of a learning disability. However, no published test should be used alone to accomplish any of these goals. In appropriate uses of published tests include using test results to give a student grades for a semester or marking period, using tests to evaluate teaching effectiveness, or assigning students to a remedial track or retaining them in a grade for the following academic year.
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A physical disability is
a. usually concurrent with an intellectual disability. b. a condition that incapacitates the skeletal, muscular, and/or neurological systems of the body to some degree. c. the same as a health impairment. d. a condition that is caused by an accident.
It's the first week of class, and you want to start off the school year on the right foot. Describe five different strategies that the textbook recommends for establishing a productive classroom—
one in which students are working consistently toward achieving your instructional objectives. Describe each of these strategies in a short paragraph, being specific and concrete as to what you might do.
Mental exercises like crossword puzzles and playing challenging games can help a person
A. dispute negative thoughts. B. reverse bad habits. C. create balance in their life. D. reduce stress.
Building the teacher-student relationship seems an important strategy to reaching students set on avoiding failure as well as for reaching uninterested or alienated students. How can teachers nurture this relationship with students?
What will be an ideal response?