Within a given item format, the items of a test should be arranged by:

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Liberty University EDUC 606 Quiz 6

Course

201840 Fall 2018 EDUC 606-B06 LUO

Test

Quiz 6

Due Date

10/7/18 11:59 PM

Status

Completed

Attempt Score

18 out of 20 points

Time Elapsed

30 minutes out of 1 hour

Instructions

·         Time limit: 1 hour

·         10 multiple-choice questions

·         Open-book/open-notes

·         Do not hit the BACK button as this will lock you out of the quiz.

·         The timer will continue if you leave this quiz without submitting it.

Results Displayed

Submitted Answers, Feedback

·         Question 1

2 out of 2 points

Within a given item format, the items of a test should be arranged by:

·         Question 2

2 out of 2 points

Each mark in a course should be assigned and interpreted as:

·         Question 3

2 out of 2 points

What is meant by “a given test item is highly discriminating?

·         Question 4

2 out of 2 points

Given the following item analysis data, with the correct answer marked with an asterisk, what is the difficulty level of this item?

·         Question 5

2 out of 2 points

Which of the following would require the greatest amount of teacher time?

·         Question 6

2 out of 2 points

All other things being equal, which of the following marking practices results in the most reliable grades?

·         Question 7

2 out of 2 points

The item discrimination index is used in test construction to ensure that there is:

·         Question 8

2 out of 2 points

Which of the following is a recommendation to help prepare students for a test?

·         Question 9

0 out of 2 points

Use the following set of data from a criterion-referenced test; which item is probably too difficult?

·         Question 10

2 out of 2 points

Which one of these factors should determine the weights assigned to various components of a final mark?

Benchmark – Collaboration And Communication Action Plan

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Read the case study to inform the assignment that follows.

John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year.

As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.

After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John’s parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.

Use the “Collaboration and Communication Action Plan Template” to complete this assignment.

Part 1: Action Plan

Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a 750-1,000 word action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal.

For each short-term goal, identify the following information related to implementation:

  • At least 1-2 implementation activities/strategies
  • Resources needed
  • Timeline: To include measuring progress and implementing strategies
  • Persons Responsible: To include measuring progress and implementing strategies
  • Evidence of Success: How is this measured, or the desired outcomes to demonstrate success

Keep in mind the following when you outline your goals and implementation steps:

  • John’s abilities and interests, the learning environments, and cultural and linguistic factors.
  • How you will incorporate collaboration to help the action plan be successful.
  • Your role as a coach and resource for John and Ms. Griedl.

Part 2: Rationale

Support your action plan with a 500-750 word rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families.

Your rationale should address the following considerations:

  • Theories or elements of effective collaboration you utilized in your action plan.
  • How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
  • The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.

Support your findings with 2-3 scholarly resources.

Collaboration and Communication Action Plan Template

Part 1: Action Plan

Background on Student Concern:

 

Long-term Goal:

 

Short-term Goal 1:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

 

Short-term Goal 2:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

 

Short-term Goal 3:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

Short-term Goal 4:

· Implementation Activities/Strategies:

· Resources:

· Timeline:

· Persons Responsible:

· Evidence of Success:

 

Part 2: Rationale

 

 

References

© 2018. Grand Canyon University. All Rights Reserved.

A Worksheet That Is Related To Arizona State University.

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FSE 100, Fall 2016 ____________________________Undergraduate Research and Safety

 

Undergraduate Research

1. Describe what you believe to be the 3 biggest challenges humanity faces today. Be descriptive when describing these challenges and make sure to indicate why you think

they are such large issues.

 

2. Choose one of the challenges you outlined in Question 1, and describe some specific hurdles that need to be overcome in order to address these challenges.

 

3. Explain what role research has in overcoming these hurdles. Give specific examples of some of the research being done to overcome the hurdles you described in Question 2.

 

4. Use the ASU website and the information provided in the “Undergraduate Research Workshop” presentation to identify some faculty members at ASU who are working on

the challenges/hurdles you described.

 

 

 

Safety

 

1. What ASU guidance document provides you response instructions during an emergency?

2. What information do Safety Data Sheets (SDS) provide?

3. Every chemical container in a lab must be labeled with _____________?

4. Hazardous waste should be poured into what?

5. What are the minimum pieces of Personal Protective Equipment (PPE) required to be worn at all times while working in a laboratory unless differently stated in a lab’s PPE

Safety Plan?

. Creating the Environment for Learning

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This will be 3 seperate presentations.. 1 for each chapter listed below. READ the INSTRUCTIONS carefully!!! I do not care which method you choose to present teh work as long as it follows the criteria outlined below.

 

The text we will use for this is: Classroom Instruction That Works, or simply CITW. This book is conveniently arranged into three main parts and associated chapters.

Introduction –

1. Creating the Environment for Learning
Chapter 1 – Setting Objectives and Providing Feedback
Chapter 2 – Reinforcing Effort and Providing Recognition

4. Putting the Instructional Strategies to Use

Chapter 10 – Instructional Planning Using the Nine Categories of Strategies

Expectations for research and posting –
  • Let’s move beyond text and use some of the presentation tools that are available to help our students engage and interact with the content.
  • One presentation per assigned chapter. I do not want to place limits on size, but if you are using more than about 10 slides per chapter, then consider revising. Short, summaries, not explicit instructional guides.
  • You can use prezi, glogster, adobe presenter, powerpoint, or other similar types of software as long as all students can have access. Provide links and or attachments.
  • Scholarship and APA format (at least a reference page) are still expected. This can be included directly in the presentation or as a separate attachment.
  • Please provide some introductory comments in your post if you are relying on an attachment. Do not just write something like “attached”. Kind of like an “abstract”.
  • The objective is to provide enough vital information so that your peers can learn about the strategy/information without needing to read the entire text.