Term
|
Definition
| measure of student learning based on student work, which may include a variety of work |
|
|
Term
|
Definition
| A measure of a student's Zone of Proximal Development |
|
|
Term
|
Definition
| A process that measures how a student functions in various settings of environments |
|
|
Term
| Learning Styles Assessment |
|
Definition
| also know as learning style inventories: assesses an individual's preference regarding learning |
|
|
Term
|
Definition
| measures a student's learning based on specific outcomes to increase improvement |
|
|
Term
|
Definition
| a method that allows for evaluation of sequential steps in a process |
|
|
Term
|
Definition
| aluate how well a student has learned the content taught at the end of an instructional unit. Units comprise of several lessons, usually taking place over the course of a few/several weeks |
|
|
Term
|
Definition
| occur throughout a unit to test current student knowledge, and inform the teacher of the overall class progress |
|
|
Term
| Examples of Formative assessments |
|
Definition
| Bell ringers, Morning work, Exit tickets, Classwork, Graphic Organizers, Questioning, discussion, think/pair/share |
|
|
Term
| Examples of Summative assesments |
|
Definition
| Midterms , final project, chapter tests, standardized test |
|
|
Term
|
Definition
| disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written. |
|
|
Term
| Idea learning disability can effect |
|
Definition
| ability y to listen, think, speak, read, write, spell, or to do mathematical calculations, |
|
|
Term
| conditions that could be caused from IDEA |
|
Definition
| ceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. |
|
|
Term
|
Definition
| a developmental disability significantly affecting verbal and nonverbal communication and social interaction |
|
|
Term
|
Definition
| hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated |
|
|
Term
|
Definition
| a hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or withoutamplification, |
|
|
Term
|
Definition
| ) An inability to learn that cannot be explained by intellectual, sensory, or health factors |
|
|
Term
|
Definition
| an impairment in hearing, whether permanent or fluctuating |
|
|
Term
|
Definition
| significantly sub-average general intellectual functioning, existing |
|
|
Term
|
Definition
| Combination of disabilities not including deaf blindess |
|
|
Term
|
Definition
| includes impairments caused by a congenital anomaly,impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures |
|
|
Term
| Other Health Impairment.. |
|
Definition
| s having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, |
|
|
Term
| . Specific Learning Disability. |
|
Definition
| a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written |
|
|
Term
| . Speech or Language Impairment |
|
Definition
| a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance |
|
|
Term
| . Traumatic Brain Injury.. |
|
Definition
| an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, orboth |
|
|
Term
| Visual Impairment Including Blindness. |
|
Definition
| an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness |
|
|
