Assignment Prompt & Instructions
see attached
– ## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx
– ## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx
– ## EdPsyccluster14.pdf
– ## EdPsyccluster15.pdf
**## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx**
Read Cluster 14 in your text as well as the cluster 14 power point. Then submit your typed response to the Homework assignment by the due date listed.
Homework Yes or No
Do you think homework should be assigned? Whether you say yes or no, provide an explanation as to why you feel that way. Then provide 1 reason for the other side of the argument (so if you said no to homework and explained yourself, I want you to also include why someone else may say yes).
**## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx**
Read Cluster 15 in your text as well as the cluster 15 power point, then submit your typed responses to TESTING… in canvas by the due date. Please number the responses 1-6. I only need the responses.
TESTING…
1. Name one condition of a standardized test
2. Provide an example of a classroom assessment other than a quiz/test/exam.
3. Explain what it means if a student scores in the 76th percentile on the science portion of a standardized test.
4. What is the mode in the following list of scores? 62,75,75,83,94,94,94,99
5. What is the mean of the following list of scores? 62,77,81,82,95
6. Is this test that you are taking right now SUMMATIVE or FORMATIVE?
**## EdPsyccluster14.pdf**
Teaching Every Student
Cluster 14
Effective
Teaching
Clear Learning Goals
Effective Use of Time
Proactive and Caring Classroom
Management
Clear Explanations with Examples
Providing Guided and Independent
Practice
Frequent Checks for Understanding
with Immediate Feedback
Planning
Several levels- year, term, unit, week
and day
Reduces but does not eliminate
uncertainty in teaching
Must allow flexibility
Need wide-range knowledge about
students’ interests, abilities and
about the subject
Collaboration with other teachers is
best
Direct
Instruction
Systematic instruction for mastery
of basic skills, facts and information
Characterized by high levels of
explanation, demonstration and
interaction with students.
Effective
Direct
Instruction
Use a number of examples
Organize lessons- outline, objectives
Plan for difficult parts- anticipate student
problems, think of analogies
Strive for clear explanations- avoid vague
words, be specific, focus on one idea at a
time
Signal transitions- “now we will turn to”
Communicate enthusiasm- tell students
why the lesson is important
HOMEWORK
YES
Why do you think
homework should
be given?
NO
Why do you think
homework should
not be assigned?
Assign the right kind
Students must see the value in it
They must understand the
assignment
Must be held accountable for the
hmwk- check it
Seatwork
Often overused
Should follow up a lesson and give
students supervised practice with
feedback
Students should see the connection
between the seatwork and the lesson
“Does doing this seatwork help students
learn anything that matters?
Questioning
and Response
Time
All students should have experience
with thought-provoking questions
Helps them master critical thinking
and problem-solving skills
Teachers should wait 3-5 seconds
after posing a question
Wait time leads to longer answers,
more students likely to participate
Calling on everyone?
– Slide 1: Cluster 14
– Slide 2: Effective Teaching
– Slide 3: Planning
– Slide 4: Direct Instruction
– Slide 5: Effective Direct Instruction
– Slide 6: HOMEWORK
– Slide 7: Homework
– Slide 8: Seatwork
– Slide 9: Questioning and Response Time
**## EdPsyccluster15.pdf**
Classroom Assessment, Grading and Standardized Testing
Cluster 15
Standardized
Tests
Nationwide tests given under uniform
conditions and scored according to
uniform procedures.
Classroom
Assessments
Many forms: unit tests, essays,
portfolios, projects, presentations,
etc.
Formative
Assessments
Ungraded testing used before or
during instruction to aid in planning
and diagnosis.
Supports learning
Ex. Pre-test- Assesses readiness
Summative
Assessments
Testing that follows instruction and
achievement
Reports learning
Ex. Final exam
Reliability
Consistency of test results.
About the same score from one
occasion to the next.
Validity
Degree to which a test measures
what it intends to measure.
Informal
Assessments
Ungraded formative assessments that
help teachers make decisions.
Ex. Exit tickets and journals.
Scoring
Rubrics
Rules that are used to determine the
quality of a student’s performance.
Measures of
Central
Tendency
Typical score for a group of scores
Mean Arithmetical Average
Median
Middle score in a group of scores
Mode Most frequently occurring score
Standard
Deviation
Measure of how widely scores vary from
the mean.
The smaller the standard deviation, the
more the scores are clustered around the
mean.
Normal
Distribution
The most commonly occurring
distribution in which scores are
distributed evenly around the mean.
Percentile
Rank
Percentage of those in the sample
scoring at or below an individual’s score.
– Slide 1: Cluster 15
– Slide 2: Standardized Tests
– Slide 3: Classroom Assessments
– Slide 4: Formative Assessments
– Slide 5: Summative Assessments
– Slide 6: Reliability
– Slide 7: Validity
– Slide 8: Informal Assessments
– Slide 9: Scoring Rubrics
– Slide 10: Measures of Central Tendency
– Slide 11: Mean
– Slide 12: Median
– Slide 13: Mode
– Slide 14: Standard Deviation
– Slide 15: Normal Distribution
– Slide 16: Percentile Rank
**## EdPsyccluster15.pdf**
Classroom Assessment, Grading and Standardized Testing
Cluster 15
Standardized
Tests
Nationwide tests given under uniform
conditions and scored according to
uniform procedures.
Classroom
Assessments
Many forms: unit tests, essays,
portfolios, projects, presentations,
etc.
Formative
Assessments
Ungraded testing used before or
during instruction to aid in planning
and diagnosis.
Supports learning
Ex. Pre-test- Assesses readiness
Summative
Assessments
Testing that follows instruction and
achievement
Reports learning
Ex. Final exam
Reliability
Consistency of test results.
About the same score from one
occasion to the next.
Validity
Degree to which a test measures
what it intends to measure.
Informal
Assessments
Ungraded formative assessments that
help teachers make decisions.
Ex. Exit tickets and journals.
Scoring
Rubrics
Rules that are used to determine the
quality of a student’s performance.
Measures of
Central
Tendency
Typical score for a group of scores
Mean Arithmetical Average
Median
Middle score in a group of scores
Mode Most frequently occurring score
Standard
Deviation
Measure of how widely scores vary from
the mean.
The smaller the standard deviation, the
more the scores are clustered around the
mean.
Normal
Distribution
The most commonly occurring
distribution in which scores are
distributed evenly around the mean.
Percentile
Rank
Percentage of those in the sample
scoring at or below an individual’s score.
– Slide 1: Cluster 15
– Slide 2: Standardized Tests
– Slide 3: Classroom Assessments
– Slide 4: Formative Assessments
– Slide 5: Summative Assessments
– Slide 6: Reliability
– Slide 7: Validity
– Slide 8: Informal Assessments
– Slide 9: Scoring Rubrics
– Slide 10: Measures of Central Tendency
– Slide 11: Mean
– Slide 12: Median
– Slide 13: Mode
– Slide 14: Standard Deviation
– Slide 15: Normal Distribution
– Slide 16: Percentile Rank
**## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx**
Read Cluster 14 in your text as well as the cluster 14 power point. Then submit your typed response to the Homework assignment by the due date listed.
Homework Yes or No
Do you think homework should be assigned? Whether you say yes or no, provide an explanation as to why you feel that way. Then provide 1 reason for the other side of the argument (so if you said no to homework and explained yourself, I want you to also include why someone else may say yes).
**## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx**
Read Cluster 15 in your text as well as the cluster 15 power point, then submit your typed responses to TESTING… in canvas by the due date. Please number the responses 1-6. I only need the responses.
TESTING…
1. Name one condition of a standardized test
2. Provide an example of a classroom assessment other than a quiz/test/exam.
3. Explain what it means if a student scores in the 76th percentile on the science portion of a standardized test.
4. What is the mode in the following list of scores? 62,75,75,83,94,94,94,99
5. What is the mean of the following list of scores? 62,77,81,82,95
6. Is this test that you are taking right now SUMMATIVE or FORMATIVE?
**## EdPsyccluster14.pdf**
Teaching Every Student
Cluster 14
Effective
Teaching
Clear Learning Goals
Effective Use of Time
Proactive and Caring Classroom
Management
Clear Explanations with Examples
Providing Guided and Independent
Practice
Frequent Checks for Understanding
with Immediate Feedback
Planning
Several levels- year, term, unit, week
and day
Reduces but does not eliminate
uncertainty in teaching
Must allow flexibility
Need wide-range knowledge about
students’ interests, abilities and
about the subject
Collaboration with other teachers is
best
Direct
Instruction
Systematic instruction for mastery
of basic skills, facts and information
Characterized by high levels of
explanation, demonstration and
interaction with students.
Effective
Direct
Instruction
Use a number of examples
Organize lessons- outline, objectives
Plan for difficult parts- anticipate student
problems, think of analogies
Strive for clear explanations- avoid vague
words, be specific, focus on one idea at a
time
Signal transitions- “now we will turn to”
Communicate enthusiasm- tell students
why the lesson is important
HOMEWORK
YES
Why do you think
homework should
be given?
NO
Why do you think
homework should
not be assigned?
Assign the right kind
Students must see the value in it
They must understand the
assignment
Must be held accountable for the
hmwk- check it
Seatwork
Often overused
Should follow up a lesson and give
students supervised practice with
feedback
Students should see the connection
between the seatwork and the lesson
“Does doing this seatwork help students
learn anything that matters?
Questioning
and Response
Time
All students should have experience
with thought-provoking questions
Helps them master critical thinking
and problem-solving skills
Teachers should wait 3-5 seconds
after posing a question
Wait time leads to longer answers,
more students likely to participate
Calling on everyone?
– Slide 1: Cluster 14
– Slide 2: Effective Teaching
– Slide 3: Planning
– Slide 4: Direct Instruction
– Slide 5: Effective Direct Instruction
– Slide 6: HOMEWORK
– Slide 7: Homework
– Slide 8: Seatwork
– Slide 9: Questioning and Response Time
**## EdPsyccluster15.pdf**
Classroom Assessment, Grading and Standardized Testing
Cluster 15
Standardized
Tests
Nationwide tests given under uniform
conditions and scored according to
uniform procedures.
Classroom
Assessments
Many forms: unit tests, essays,
portfolios, projects, presentations,
etc.
Formative
Assessments
Ungraded testing used before or
during instruction to aid in planning
and diagnosis.
Supports learning
Ex. Pre-test- Assesses readiness
Summative
Assessments
Testing that follows instruction and
achievement
Reports learning
Ex. Final exam
Reliability
Consistency of test results.
About the same score from one
occasion to the next.
Validity
Degree to which a test measures
what it intends to measure.
Informal
Assessments
Ungraded formative assessments that
help teachers make decisions.
Ex. Exit tickets and journals.
Scoring
Rubrics
Rules that are used to determine the
quality of a student’s performance.
Measures of
Central
Tendency
Typical score for a group of scores
Mean Arithmetical Average
Median
Middle score in a group of scores
Mode Most frequently occurring score
Standard
Deviation
Measure of how widely scores vary from
the mean.
The smaller the standard deviation, the
more the scores are clustered around the
mean.
Normal
Distribution
The most commonly occurring
distribution in which scores are
distributed evenly around the mean.
Percentile
Rank
Percentage of those in the sample
scoring at or below an individual’s score.
– Slide 1: Cluster 15
– Slide 2: Standardized Tests
– Slide 3: Classroom Assessments
– Slide 4: Formative Assessments
– Slide 5: Summative Assessments
– Slide 6: Reliability
– Slide 7: Validity
– Slide 8: Informal Assessments
– Slide 9: Scoring Rubrics
– Slide 10: Measures of Central Tendency
– Slide 11: Mean
– Slide 12: Median
– Slide 13: Mode
– Slide 14: Standard Deviation
– Slide 15: Normal Distribution
– Slide 16: Percentile Rank
**## ReadCluster14inyourtextaswellasthecluster14powerpoint.docx**
Read Cluster 14 in your text as well as the cluster 14 power point. Then submit your typed response to the Homework assignment by the due date listed.
Homework Yes or No
Do you think homework should be assigned? Whether you say yes or no, provide an explanation as to why you feel that way. Then provide 1 reason for the other side of the argument (so if you said no to homework and explained yourself, I want you to also include why someone else may say yes).
**## ReadCluster15inyourtextaswellasthecluster15powerpoint.docx**
Read Cluster 15 in your text as well as the cluster 15 power point, then submit your typed responses to TESTING… in canvas by the due date. Please number the responses 1-6. I only need the responses.
TESTING…
1. Name one condition of a standardized test
2. Provide an example of a classroom assessment other than a quiz/test/exam.
3. Explain what it means if a student scores in the 76th percentile on the science portion of a standardized test.
4. What is the mode in the following list of scores? 62,75,75,83,94,94,94,99
5. What is the mean of the following list of scores? 62,77,81,82,95
6. Is this test that you are taking right now SUMMATIVE or FORMATIVE?
**## EdPsyccluster14.pdf**
Teaching Every Student
Cluster 14
Effective
Teaching
Clear Learning Goals
Effective Use of Time
Proactive and Caring Classroom
Management
Clear Explanations with Examples
Providing Guided and Independent
Practice
Frequent Checks for Understanding
with Immediate Feedback
Planning
Several levels- year, term, unit, week
and day
Reduces but does not eliminate
uncertainty in teaching
Must allow flexibility
Need wide-range knowledge about
students’ interests, abilities and
about the subject
Collaboration with other teachers is
best
Direct
Instruction
Systematic instruction for mastery
of basic skills, facts and information
Characterized by high levels of
explanation, demonstration and
interaction with students.
Effective
Direct
Instruction
Use a number of examples
Organize lessons- outline, objectives
Plan for difficult parts- anticipate student
problems, think of analogies
Strive for clear explanations- avoid vague
words, be specific, focus on one idea at a
time
Signal transitions- “now we will turn to”
Communicate enthusiasm- tell students
why the lesson is important
HOMEWORK
YES
Why do you think
homework should
be given?
NO
Why do you think
homework should
not be assigned?
Assign the right kind
Students must see the value in it
They must understand the
assignment
Must be held accountable for the
hmwk- check it
Seatwork
Often overused
Should follow up a lesson and give
students supervised practice with
feedback
Students should see the connection
between the seatwork and the lesson
“Does doing this seatwork help students
learn anything that matters?
Questioning
and Response
Time
All students should have experience
with thought-provoking questions
Helps them master critical thinking
and problem-solving skills
Teachers should wait 3-5 seconds
after posing a question
Wait time leads to longer answers,
more students likely to participate
Calling on everyone?
– Slide 1: Cluster 14
– Slide 2: Effective Teaching
– Slide 3: Planning
– Slide 4: Direct Instruction
– Slide 5: Effective Direct Instruction
– Slide 6: HOMEWORK
– Slide 7: Homework
– Slide 8: Seatwork
– Slide 9: Questioning and Response Time
**## EdPsyccluster15.pdf**
Classroom Assessment, Grading and Standardized Testing
Cluster 15
Standardized
Tests
Nationwide tests given under uniform
conditions and scored according to
uniform procedures.
Classroom
Assessments
Many forms: unit tests, essays,
portfolios, projects, presentations,
etc.
Formative
Assessments
Ungraded testing used before or
during instruction to aid in planning
and diagnosis.
Supports learning
Ex. Pre-test- Assesses readiness
Summative
Assessments
Testing that follows instruction and
achievement
Reports learning
Ex. Final exam
Reliability
Consistency of test results.
About the same score from one
occasion to the next.
Validity
Degree to which a test measures
what it intends to measure.
Informal
Assessments
Ungraded formative assessments that
help teachers make decisions.
Ex. Exit tickets and journals.
Scoring
Rubrics
Rules that are used to determine the
quality of a student’s performance.
Measures of
Central
Tendency
Typical score for a group of scores
Mean Arithmetical Average
Median
Middle score in a group of scores
Mode Most frequently occurring score
Standard
Deviation
Measure of how widely scores vary from
the mean.
The smaller the standard deviation, the
more the scores are clustered around the
mean.
Normal
Distribution
The most commonly occurring
distribution in which scores are
distributed evenly around the mean.
Percentile
Rank
Percentage of those in the sample
scoring at or below an individual’s score.
– Slide 1: Cluster 15
– Slide 2: Standardized Tests
– Slide 3: Classroom Assessments
– Slide 4: Formative Assessments
– Slide 5: Summative Assessments
– Slide 6: Reliability
– Slide 7: Validity
– Slide 8: Informal Assessments
– Slide 9: Scoring Rubrics
– Slide 10: Measures of Central Tendency
– Slide 11: Mean
– Slide 12: Median
– Slide 13: Mode
– Slide 14: Standard Deviation
– Slide 15: Normal Distribution
– Slide 16: Percentile Rank
– 1
– 2
– 3
– 4