Authentic Assessment
Chapter 5
Study Guide 1
Authentic assessment is a process through which schools developed instructions to enhance study and accountability for disabled clients. Therefore, the mode of applying diverse assessments procedures in my classroom are outlined below.
curriculum based assessment(CBA)
I will ensure that students get the right instructions depending on their writing, reading and spelling performance in class.
ecological assessment
Using this assessment mean that the students needs be evaluated to determine specific functions in relations to existing environment. For example, setting up a curriculum for student with physical challenges that will facilitates their usage of basic facilities such as the library.
personal centered assessment
This method lay emphasize on personal attributes and relationship with others. Thus, I will make sure that we develop a formidable plan together with the students. This initiative will oversee the utilization of available assessment procedures.
portfolio assessment
Student with moderate disabilities will be assessed through this model to ascertain their stronghold. Student ability will be applied to advance individual performance in designated curriculum activities.
Group Activity II
A task analysis of getting a cold drink from a vending machine involves the following steps. The steps are as follows:
Codes
√=perform independently
Y=needs reminder
F=physical demonstration
M =needs extreme demonstration
Student Name:
Getting a cold drink from a vending machine
Date:
Skills (steps)
Performance
Teaching decision
1. Locating the vending machine
2. Approaching the machine
3. Opening the door to locate the drink
4. Selecting the right drink from all varieties provided
5. Removing the drink from the machine
6. Locating the opener
7. Opening and sipping the cold drink
Chapter 6
Study Guide 3
Annual goals and short terms objectives need to have measurable evaluation criteria due to the reasons outlined below.
First, these goals intend to improve student performance within a short period of time. Therefore, resources and material required for the activities hitherto must be provided. Thus, goals should clearly outline specific steps to be followed.
Second, these short terms targets contribute to the overall achievement set by an institution for individual performance or group performance. Measurable goals ensure that individuals work in stages. Assessment is carried out after completing preceding stage. It assists develop procedures and goals to improve performance in case of low grades/outcomes.
Lastly, short term goals must be achieved within limited a time frame.
Small Group Activity II – PLP statement 6
Shawanda
A senior student at Belkay High School.
She seems to grapple with the following problems in relation to her progress in academic.
· difficult reading written materials
· not paying attention
· talk during lessons
· lateness
· play during class time
· unable to socialize- have few friends
· fails to follow instructions
However, she is able to do the following
· reading large letters or prints
· recognize familiar people
· distinguish shapes
· recognize sight words
Therefore, an IEP programs will facilitates her studies and skills to work in this environment.
IEP goals and objectives
Annual Goals
By Dec
· be able to read and write
· concentrate in class by following instructions
· paying attention during class time
· doing class and home assignments
Objectives
By April
· increase the number of friend in school also at home
· improve participation in class and cooperate with student
By July
· recognize all letter and manage her work
· complete assignments on time
By Dec
· working together with other classmate without making noise
Evaluation Procedure and Criteria
To evaluate Shawanda performances the following criteria will be applied to ensure that she develop her skills in a progressive manner.
1. 4 out of 5: Able to follow instruction and complete assignment within stipulated time.
2. 3 out of 5: Slightly able to recognize letters. Yet to mastered all the skills of writing and reading. Follows instructions half-way and unable to socialize well with friends
3. 3 out of 5: recognize word but cannot write/read
4. 1 out of 5: neither do assignments nor follows instructions.
Chapter 7
Study Guide 3
The four Karp’s resistance categories include the block, still, reserve and sidestep. To deal with these resistances, a number of strategies will be adopted. Each of the four types of resistance will be discussed below.
Block resistance calls for the creation of a collaborative team. In addition, grouping students in the right class enhances participation.
My action is to encourage students to perform duties on time and discouraging still behaviors.
Reserved people seem very corporative in meeting; at the same time hesitate to actualize their plans. Motivating these people influences the way they behave and carry out various projects.
The selection process for disabilities student will take place through a rigorous process. Individual asked to sidestep will do so upon explanations from the panel trusted with the selection process. The people asked to step aside should not be segregated because it will affect them psychologically.
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