Standardized assessment strategies used to determine how children are developing based on the development of their peers are referred to as:
a. formal assessment strategies.
b. informal assessment strategies.
c. documentation strategies.
d. developmental checklists.
a
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What are the implications of the research finding that African-American children are 2.6 times less likely to be identified as having ASD?
What will be an ideal response?
When followers are not challenged, the leader should adopt which leadership style?
a. participative b. achievement-oriented c. directive d. laissez-faire
Which of the following statements about goal-attainment grading is most defensible?
A. "Because students' effort plays such a pivotal role in a student's ultimate learning, all goal-attainment grading must include a provision for incorporating students' levels of effort." B. "Given its focus on students' mastery of curricular-targets, goal-attainment grading essentially precludes the possibility of teachers' measuring students' affective dispositions." C. "Because of the centrality of curricular aims in any goal-attainment conception of grading, the curricular targets being sought should be carefully described to students' parents and to students themselves at grading time." D. "If a teacher can collect defensible assessment evidence of a student's mastery of the teacher's designated curricular aims, then this evidence should be the only basis for goal-attainment grading."
Two researchers studied the effects of cell phone use on attention. Researcher 1 randomly assigned participants to watch a short video clip while holding a cell phone that was turned off or while talking on a cell phone with a confederate. Researcher 2 grouped participants based on whether they reported high or low cell phone use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? Two researchers studied the effects of cell phone use on attention. Researcher 1 randomly assigned participants to watch a short video clip while holding a cell phone that was turned off or while talking on a cell phone with a confederate. Researcher 2 grouped participants based on whether they reported high or low cell phone
use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? Two researchers studied the effects of cell phone use on attention. Researcher 1 randomly assigned participants to watch a short video clip while holding a cell phone that was turned off or while talking on a cell phone with a confederate. Researcher 2 grouped participants based on whether they reported high or low cell phone use, then had participants complete an attention-demanding task. Which researcher used a type of sampling that is commonly used in experiments? A. Researcher 1 B. Researcher 2 C. both researchers D. none of the researchers