During baseline, the student attempted to solve four word problems, resulting in two word problems solved correctly and two word problems solved incorrectly. The student applied one step out of five possible steps when solving. Word problem sessions (1-4) for the baseline are as follows: 0%, 0%, 20%, and 20%. The baseline data showed a range of 0% to 20% with a median of 10%.
Seven word problems were presented during the intervention testing sessions which were analyzed to assess the student independently and correctly applying the CUBES strategy steps (sessions 5-11). The student applied 60% of the strategy steps (three out of five steps) correctly to four of the seven word problems (sessions 5, 6, 8, and 11), applied 80% of the strategy
To improve Jarrod’s fluency scores a variety of instructional strategies will be employed. First, Jarrod will receive one on one fluency intervention at his instructional level. Jarrod will be given explicit instruction
The sudsy that wanted to examine the effectiveness of completion spelling assignment correctly using the IPAD as a reinforcement. The setting would be conducted at home, with a ten ear of client diagnosed with autism spectrum disorder. The dependent variable would be the completion of one homework assignment would be completing the given number of questions, and the independent variable would be the IPAD. The intervention would use the IPAD as a reinforcement to low the client to use when the client correctly solved the spelling questions. The behavior analysts determine that during the baseline was and average of three problems, then the intervention was set to five, seven, and ten in four consecutive sessions where criterion levels were met. The limitations could be that the reinforced us not used by other professionals and that generalization with other clients could may not be determined. However, it is appropriate ti use because spelling is already in the client repertoire, and provide a stepwise fashion
6 of the 12 teachers and 80 of the 160 students will be randomly chosen to participate in the research intervention. The intervention will last one week. During this week each of the 160 students participating in the research will receive two, two-hour blocks of Algebra instruction. In addition to these blocks of instruction, the students participating in the action research will have between four to six hours of total additional homework. Combining in-class instruction and homework each student participating in the action research will participate in eight to ten hours of total Algebra instruction in the intervention week. All students participating in the action research four assessment tests; one test will be administered before the intervention week has begun, a second test will be administered after the first block of instruction, a third test after the second block of instruction, and a final test one month after the third
The adjustments include multiple choice to eliminate choices; discussion and essays give the students a chance to label or draw pictures; matching helps to eliminate unfamiliar language matches; short answers consist of one-word answers; true/false clarify the unfamiliar words and fill in the blank provides two to three choices. In addition, accommodating grading can be easy to focus on and allow the student to feel relief, which includes grading completed items and only half of the number of items, while accepting pictures as answers rather than word use; grade and count the process not the product and homework and labs should be included in their final assessment (Fregeau & Leier,
... prevent the student from becoming frustrated (Scheuermann & Hall, 2012). This is appropriate for John because it has already been determined that he has a performance deficit and is not motivated to behave in math class due to his frustration that he does not understand the concepts. This method of instruction could ultimately help John improve his math skills rather than forcing him to continue to struggle with math. Since John is in an inclusion classroom with several other students, John’s teacher may not always have the opportunity to provide John with one-to-one instruction; therefore, other evidence-based interventions should be implemented when one-to-one instruction is not available.
As Jones (1979,p.50) believed that “ by following established procedures,it is possible to design a format for administering and scoring a valid and reliable language performance test”. However, it seems to be an exceedingly simplified opinion of performance testing given the complication of validity as well as reliability problems in assessment. Alderson et al. mention (2001) that someone can impossibly produce a good test or a good item. The writer realizes which item is focused on the test and find it uneasy to understand that in fact it can be testing either something different or addition to which is being concentrated. Additionally, Lado (1961) no test is a perfect measure, so it is always an important responsibility for testing researchers, teachers as well as markers to know how to design a test which assesses the best abilities of candidates. There are many issues involved in performance assessment and particularly validity, reliability, authenticity and backwash effects have made language testers as well as educators concern them. In regards, it is the purpose of commentary to briefly discuss validity, reliability, authenticity and backwash issues and then the given writing task with approaches described in it will be analyzed following these features above and some solutions to improve the effect and quality of this writing task will be also proposed in this essay. Finally, there are some main arguments and conclusions in the context of assessment.
The Rubik’s cube of life is a 6 sided puzzle that represents our lives as students. It shows that we have responsibilities as students. Throughout different grades, we had patterns or routines that helped us out. In worked for many of the grades we passed and really helped out in life. The Rubik cube shows that if we try to follow the same pattern or routine as 7th grade in 8th grade, it will not work. In fact, it might do the opposite, it might help out with one part of our lives as students but fail in others.
The method used was an experimental activity aimed at problem solving in dementia patients. The puzzle had 4 boards, _ cubes, and _cards. The goal of the puzzle was to see if a dementia patient could actually improve their problem solving ability if they were given a puzzle of the same difficulty to do in two different trails with a one minute interval. Their dementias
These subtests required Jasmine to examine and think about the information presented in blocks, geometric designs, and puzzles in order to solve nonverbal problems using hand-eye coordination, while working quickly with visual information. Jasmine’s demonstrated average to low average perceptual reasoning skills as evidenced by her standard score of 90 (25th%ile, 95% confidence level = 83-98). She displayed excellent skills in using puzzles to make a picture (Block Design) and to solve problems through looking at a matrix, whereas her performance on the Picture Concepts subtest was in the low average
At times it may be possible to modify the environment of the student by implementing preventive strategies. Some examples of these are teachers stating clear expectations, modifying seating arrangements, adapting the pace of instruction, avoiding exposing the student to long delays, providing a choice of activities, and allowing the student to take breaks. There are three types of alternative skill instruction. Replacement skills or behaviors must serve the exact same function as the problem behavior. More general skills alter the problem situations and help prevent the need for the problem behavior. These skills may include academic instruction if academic deficits are the main reason the student has behavioral issues. Coping and tolerance skills such as anger management are things the student learns to do when he or she is faced with difficult situations. Replacement Behaviors must serve the same function and have meaning for the student. It is important that the behavior be something the student is capable of doing and be socially acceptable in the context. The behavior must be immediately effective and tolerable to the
When formulating a plan, it is important to remember that students do not exist in a vacuum. What is a problem behavior in one class may not be a problem in another; problem behavior from the home may never manifest in school. A key means of decreasing the frequency and intensity of problem behavior and reducing the need for more intrusive intervention procedures is enhancing a student's quality of life.
I coached and gave curriculum-base assessments and observation assessments throughout the activities, because each activity was at a higher level and I had to make sure they were ready for the next activity, considering time limit. Example of activity 1, I wanted to give the students an activity that consisted of new learning so I could assess problem-solving by using scheme, adaptation assimilation, accommodation, and equilibration skill. The activity consists of reading a pie diagram, fraction of a whole and relating it to real live situation (paying monthly bills). They responded to three questions that related to the whole pie. I put a whole pie on the board and labeled it $100. I then put two-half of a pie on the board and labeled them $50. Then I put four equal pieces on the board and labeled them $25. I explained $100 is a whole. Counted the two pieces of pie and explained two $50 add up to $100. I then told the students we are going to pretend the pie and pieces of pie is money and you are going to pay bills with it. I drew pictures on index cards. A house was labeled $100 etc., groceries labeled $50 etc., light bulb for light bill labeled $25 etc. and gas bill labeled $25 etc. There were many bills to choose from and the bills mention is the example student chose. Students took turns paying bills to spend a $100. They could not go spend below or above a $100. If
Analysing an image is an important task to do when wanted to understand what is really happening in an image. When we see images we can create first impressions very easily that can be extremely false. While some images are easier to understand than others, it is important to know why the creator made the decisions they did when making an image. The image I chose to talk about is simplistic to the eye, but has a lot more behind the scenes. And while the image is easy to understand in meaning compared to some, that is not to say that there weren't hidden points and conclusions that were not so easy to come by.
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
...oing occurrence throughout the year. Small group station activities were adapted for independent practice and/or peer teaching during RTI. “Do Now’s” reviewing previously taught concepts were given in word problem format so that strategy use can be monitored in the classroom rather than homework. Incorporating various strategies and practices the team clearly put forth effort to ensure students received ample ‘advanced organizers’ and scaffolded instruction. The opportunity to apply their knowledge was provided through the textbook and its resources, teacher created materials, interactive notebooks and real world applications. Students demonstrated a desire to succeed because of the rapport the teachers had built and passion for mathematics instilled in them by their teachers. This is an added bonus to their differentiated instructional scaffolding strategies.