Explain the different ways that teachers can assess science for students with disabilities
What will be an ideal response?
A number of formative assessment techniques may be used in science to assess students with disabilities. They include curriculum-based measures, performance measures, portfolios, journals and learning logs, and other student-centered techniques. These techniques may be used to supplement or vary the traditional assessment (i.e., regular tests and quizzes that take place in many science classrooms).
Curriculum-based measurement (CBM) is used by teachers to find out how students are progressing materials learned. It generally consists of teacher-made tests that are in line with the curriculum being taught. Performance-based assessment is where the teacher employs the use of student activities, as opposed to formal tests, to assess how well students have mastered what is taught and what is expected of them. Portfolios represent a type of performance-based assessments. Portfolios usually involve the compilation of students’ work to show their progress. Journals and learning logs are used to help students maintain records of activities in which they have been involved.
Think-alouds facilitate the thought process that the student is expected to emulate for a specific task. The teacher carries out the action as she verbalizes her thoughts. That way the student is able to hear everything that goes on in the mind of the teacher as she does a particular task. The child is then able to model the same thought processes as he or she carries out similar tasks.
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A. basic skills B. critical thinking skills C. science D. social studies
Mrs. Everett sees that several of her students fail to recognize that exciting is an adjective, so she gives the students another passage in which some of the adjectives appear before the noun and others follow the noun. Then, when she assesses the students, she sees that nearly all of them are able to identify adjectives that appear before nouns as well as those that follow nouns
Of the following, which principle of cognitive learning theory best explains why the students would now have a better understanding of adjectives? a. Learning and development depend on learners' experiences. b. Learners construct knowledge with the support of more knowledgeable peers. c. Social interaction facilitates learning. d. Learning depends on practice and feedback.