I have a few more questions to ask they are
1. Mike becomes angry when he can’t solve a mathematical problem, and slams his book down on the desk. Since his behaviour is disruptive to his classmates, you wish to devise a scale by which you can gauge the impact it has on his fellow students. In doing so, you are measuring
a)context
b)frequency
c)intensity
d)duration
6. Which one of the following does not qualify as an objective?
a)students will practice finding common denominators amongst five different fractions
b)the children will develop the ability to do 10 push ups
c)students will learn to distinguish between a noun and a verb
d)the children will enhance their mathematical skills
8. David is a student in your mathematical class. You feel he may be taking more time than expected to learn the mathematical concepts. You decide to compare him to Alice, his classmate, whose abilities are typical for the age group. Which type of standardized test will you perform?
a) formal to informal assessment
b)criterion referenced
c)norm-referenced
d)naturalistic observation
9. David, Mike, and Stuart watch a lot of superhero television shows. When they come to school, they imitate the violent actions of the superheroes they watch. To discourage this behaviour, what would be an effective strategy under the process of the program evaluation?
a)write to the television station and complain about the effect that violence is having on young children.
b)Implement a policy discouraging the behaviour and don’t deviate from it
c)devise a strategy to regulate violence at the school, and demand that the parents of the children conform to it.
d)Develop a policy against violence, and then test it over a three week period to assess its effectiveness
10. A child in your discussion skills class is a recent immigrant to Canada. She seems to be an intelligent girl but doesn’t seem to have much to contribute in class. What would you recommend?
a)encourage her to read books in her native language and to discuss them with her parents to develop her reasoning skills
b)cation her to avoid visits to the ‘old country’ since this will create conflict between her ‘old’ and “new” values
c)suggest that she not use her native language at all in the home. She must develop the habit of thinking only in English
d)suggest that the parents confine discussion in the home to” Canadian issues” rather that discuss the history of their native country.
12. A teacher notices that Ted seems to be having increasing difficulty with mathematics and wishes to bring the matter his parents’ attention. Which one of the following would not be a good strategy to employ?
a) collect samples to Ted’s work and show it to his parents in comparison with what is typically expected of the class
b)observe Ted, diagnose his problem, and then share you insights with his parents
c) suggest that other teacher his performance in order to bring their in sights to the problem
d) if possible, record Ted’s attempt at solving a problem in order to document his area of difficulty
15. The question “Did you list all of the characteristics of the child that may make it difficult to achieve the objective” is associated with which Major Step in the Individualized Planning Process?
a)Short-term objectives
b)Barriers
c)Modifications to environment
d)Faciliation of learning
My answers are:
1,C
6. A
8. A
9 D
10. A
12. C
15. B
I agree with all of your answers except 6 and 8.
could you help me with any suggestions for 6 i'm kinda confused about this one
do you think b for 8
6. An objective must be specific and measurable. Which of your choices requires a specific and measurable or observable action?
8. Check this site.
http://fairtest.org/criterion-and-standards-referenced-tests
1. For the question about Mike's behavior and its impact on his classmates, the scale you would use to gauge the impact is measuring the intensity of his behavior. So the correct answer is c) intensity.
To determine the intensity of Mike's behavior, you would observe how strong or forceful his reactions are when he can't solve a mathematical problem and slams his book down on the desk.
6. The objective that does not qualify as an objective is a) "students will practice finding common denominators amongst five different fractions." This is a specific skill that can be practiced, but it does not specify any measurable outcome or goal. Objectives should be clearly defined, measurable, and achievable.
8. To compare David to Alice, his classmate, and assess his mathematical abilities compared to typical peers, you would perform a c) norm-referenced standardized test. This type of test compares an individual's performance to the performance of a larger group of individuals in order to determine where they fall in terms of the group's normal distribution.
9. To discourage the imitating of violent actions from superhero TV shows, an effective strategy under the process of program evaluation would be to d) develop a policy against violence and then test it over a three week period to assess its effectiveness. This strategy involves implementing a targeted intervention, measuring its impact, and adjusting it based on the evaluation results.
10. To help the recent immigrant child in your discussion skills class, the recommended approach would be to a) encourage her to read books in her native language and discuss them with her parents to develop her reasoning skills. This approach acknowledges the value of her native language and culture while also promoting cognitive development through reading and discussion activities.
12. The strategy that would not be a good strategy to bring Ted's increasing difficulty with mathematics to his parents' attention is c) suggest that other teachers assess his performance in order to bring their insights to the problem. While it may be helpful to get input from other teachers, it is important for the teacher who has noticed the difficulty to directly communicate and share their insights with the parents.
15. The question "Did you list all of the characteristics of the child that may make it difficult to achieve the objective?" is associated with the b) Barriers major step in the Individualized Planning Process. This step involves identifying any potential obstacles or challenges that may affect the child's ability to achieve their learning objectives.