Download the PDF of this document here. Autumn 2017 Unpacking the Alternate Instructional Framework The alternate instructional framework uses a triangle to illustrate three key interconnected parts: curriculum, instruction, and assessment. At the base of the triangle is Communicative Competence, a set of behaviors that students must have to communicate what they know and to get […]
How often do you notice what has your attention? In particular, what has your attention when you are assessing children? For example, when you are completing a statewide assessment, or collecting day to day data, what has your attention? Is it whether or not children know their colors? Can count? Can rhyme? How about if […]
In part two of Measuring Up, Dr. Kristi Pretti-Frontczak discusses how adults give feedback to children and the impact it has on student assessment. Be sure to check back next week for part three which discusses effective tools for child led assessment. Dr. Pretti-Frontczak helps inspire educators re-invent early care and education from the inside out. […]
Dr. Pretti-Frontczak helps inspire educators re-invent early care and education from the inside out.
Many adults hear the term standardized test and they see bubble sheets and number two pencils, alongside a multitude of questions inside neat test booklets. Things have changed. Today, modern, computer-based tests are taken online and the new assessments – they’re not called tests anymore – tend to create a fair number of questions for […]
The only way to know if an assistive technology is making a difference for a student is to compare the student’s performance before using the new tool or strategy with the student’s performance while using that tool or strategy.
This course included an examination and exploration of formal assessment instruments and procedures diagnosing elementary through secondary students who are experiencing mild to moderate learning problems. Communicating assessment results to parents and teachers is also emphasized.
It is important to ensure that student performance is not unduly influenced by student disabilities or linguistic/cultural characteristics that are unrelated to the content being assessed. Here’s a few ways to help accommodate ELLs with disabilities.