This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
The document discusses the New Elementary School Curriculum (NESC) established by the Ministry of Education, Culture, and Sports in 1982. It overviews the key features and goals of the NESC, which include a focus on civic, intellectual and character development. The curriculum aims to provide a general education for students as human persons, citizens, and productive members of society. It also emphasizes mastery learning and allocates more time to developing basic skills like reading, writing, and arithmetic. The curriculum consolidated subject areas and focused on developing nationalistic values and health. It aimed to make learning more outcome-oriented rather than subject-oriented.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
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LET in the NET (facebook)
http://bit.ly/LETndNET
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
This document discusses various models and approaches for evaluating curriculum. It begins by defining curriculum evaluation and its purposes. Several evaluation models are then described in detail, including the Bradley Model, Tyler's Objectives Model, Stufflebeam's CIPP Model, Stake's Responsive Model, and Scriven's Consumer Oriented Approach. Common steps in the evaluation process are also outlined, such as identifying stakeholders, issues to examine, appropriate data sources and collection techniques. The overall goal of curriculum evaluation is to assess the strengths and weaknesses of the curriculum to inform necessary improvements or changes.
The document discusses the New Elementary School Curriculum (NESC) established by the Ministry of Education, Culture, and Sports in 1982. It overviews the key features and goals of the NESC, which include a focus on civic, intellectual and character development. The curriculum aims to provide a general education for students as human persons, citizens, and productive members of society. It also emphasizes mastery learning and allocates more time to developing basic skills like reading, writing, and arithmetic. The curriculum consolidated subject areas and focused on developing nationalistic values and health. It aimed to make learning more outcome-oriented rather than subject-oriented.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
The document provides a detailed lesson plan on teaching students about renewable and nonrenewable natural resources. The objectives are for students to identify renewable and nonrenewable resources, describe how living things benefit from the environment, and protect natural resources. The lesson involves grouping students to put together picture puzzles of resources, identifying resources as renewable or nonrenewable, and discussing the importance of conserving resources and reducing pollution. Renewable resources include sunlight, water, air, plants and animals. Nonrenewable resources like petroleum and coal must be used wisely since they cannot be replaced within a short time.
Anita Harlow developed a taxonomy of the psychomotor domain that organizes physical skills from simple reflexes to complex coordinated movements, and identifies 6 levels - from reflex movements to non-discursive communication through gestures and expressions. The taxonomy also provides examples of objectives for each level, from basic reflexes to skilled dances, as well as keywords for classifying psychomotor objectives according to infinitives and direct objects.
This document discusses multigrade classes, which are classrooms with two or more grade levels taught together. Multigrade classes exist due to necessities like remote locations with small student populations or shortages of teachers and buildings. Teachers in multigrade classes take on facilitator and planning roles. There are advantages like social interaction and individualized learning, but also challenges like needing more preparation and record keeping. Benefits are seen for learners, teachers, and communities by providing educational access in an efficient manner.
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
Curriculum development curriculum issues, concerns and responses Jerick Teodoro
The document discusses curriculum issues, concerns, and responses. It identifies several issues with implementing curriculum including poor academic performance, overcrowded classrooms, underprepared teachers, and a lack of stakeholder involvement and communication. In response, it recommends involving all stakeholders in curriculum planning, thoroughly studying readiness for innovations, and ensuring proper preparation, materials, and knowledge before implementation. Collaboration is also key to successfully addressing issues and concerns with curriculum changes.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
Fs 1 episode 1 school as a learning environmentNoel Parohinog
The document summarizes a field study conducted by a student to observe the school environment of Binalbagan Catholic College - High School Department. The student documented their observations of the school facilities using checklists. They observed the principal's office, library, counseling room, canteen, medical clinic, and other facilities. The student also observed classrooms, noting displays on walls, furniture arrangement, learning materials, student occupancy, lighting and ventilation. Based on their observations, the student concluded that the school has a positive impact on learning by having many facilities, though some improvements could be made. They reflected that they would like to teach in such a supportive environment and emphasized the importance of cleanliness, organization, facilities and ventilation for effective learning
The document discusses special education, outlining its objectives, categories of exceptionalities recognized, and individualized education programs (IEPs). Special education aims to support students with disabilities or exceptional abilities by tailoring educational programs to meet their unique needs. It recognizes 13 categories of exceptionalities ranging from autism to visual impairment. For each student, an IEP is developed by a team and outlines goals, services, and placement designed to help the student achieve their full potential.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The lesson plan describes a English lesson for 1st grade students on classifying familiar words into basic categories like colors, shapes, foods. The teacher will use an example story about a boy named Boboy who is asked to organize items in his family's sari-sari store but fails to properly classify them, resulting in broken eggs. Students will then practice classifying items into food and non-food categories with guidance from the teacher. The lesson emphasizes that classifying items is important for organization, finding things easily, and preventing accidents.
The document discusses progressive teaching methods advocated by John Dewey, Rousseau, and Karl Marx. Progressive methods focus on learning through doing, discovery, inquiry, and problem solving with the teacher acting as a guide. This allows students to learn freely and discover new truths for themselves. Specific progressive methods mentioned include inquiry, experimentation, field work, projects, discussion, demonstration, group work, role play, research, simulation, and debate.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
This document discusses the domain of diversity of learners and emphasizes that teachers should facilitate learning for all students regardless of their differences. It suggests that teachers first recognize and respect individual student differences, then use their knowledge of students' backgrounds to design diverse learning activities to ensure all students can meet learning goals. The document provides questions for teachers to reflect on whether they understand student differences, set appropriate goals, and create varied activities to help all students learn and develop holistically.
- The document outlines the objectives, subject matter, procedure, and activities for a 45-minute lesson plan on nouns and their kinds
- The lesson plan includes motivating activities to introduce nouns, presenting examples of different types of nouns, analyzing noun usage in sentences, and practicing changing sentences from singular to plural
- Students are asked to categorize example words as people, places, animals, things or ideas. They also practice identifying singular and plural verbs used with nouns.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document contains a practice test for a special education exam with multiple choice questions and answers about teaching students with learning disabilities and behavioral/emotional disorders. The test covers topics like characteristics of students with learning disabilities, research on brain damage and learning disabilities, eligibility for learning disability services, strategies for helping students in biology class, and inclusion of students with disabilities in class activities.
Tour guides in Colorado use pigeons to carry photographs from cameras downriver to their office. In the past, people used pigeons for communication hundreds of years ago. The pigeons take the cards from the cameras to the office in just 20 minutes, which is less time than using cars. When the tourists return to the office, they can see their printed photos.
The document provides a detailed lesson plan on teaching students about renewable and nonrenewable natural resources. The objectives are for students to identify renewable and nonrenewable resources, describe how living things benefit from the environment, and protect natural resources. The lesson involves grouping students to put together picture puzzles of resources, identifying resources as renewable or nonrenewable, and discussing the importance of conserving resources and reducing pollution. Renewable resources include sunlight, water, air, plants and animals. Nonrenewable resources like petroleum and coal must be used wisely since they cannot be replaced within a short time.
Anita Harlow developed a taxonomy of the psychomotor domain that organizes physical skills from simple reflexes to complex coordinated movements, and identifies 6 levels - from reflex movements to non-discursive communication through gestures and expressions. The taxonomy also provides examples of objectives for each level, from basic reflexes to skilled dances, as well as keywords for classifying psychomotor objectives according to infinitives and direct objects.
This document discusses multigrade classes, which are classrooms with two or more grade levels taught together. Multigrade classes exist due to necessities like remote locations with small student populations or shortages of teachers and buildings. Teachers in multigrade classes take on facilitator and planning roles. There are advantages like social interaction and individualized learning, but also challenges like needing more preparation and record keeping. Benefits are seen for learners, teachers, and communities by providing educational access in an efficient manner.
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
The document discusses implementing the curriculum, which involves putting the written curriculum into practice through teaching and learning activities. It is a crucial phase that requires teacher action. Implementing means engaging learners according to plans outlined in syllabi and curricula to achieve intended outcomes. Theories on curriculum implementation and change are presented, including viewing it as a change process involving driving and restraining forces. Types of curriculum changes are categorized as substitution, alteration, restructuring, or value orientation. Elements of successful implementation are described as developmental, participatory, and supportive. Time and assistance from others are also important factors.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
Curriculum development curriculum issues, concerns and responses Jerick Teodoro
The document discusses curriculum issues, concerns, and responses. It identifies several issues with implementing curriculum including poor academic performance, overcrowded classrooms, underprepared teachers, and a lack of stakeholder involvement and communication. In response, it recommends involving all stakeholders in curriculum planning, thoroughly studying readiness for innovations, and ensuring proper preparation, materials, and knowledge before implementation. Collaboration is also key to successfully addressing issues and concerns with curriculum changes.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
Fs 1 episode 1 school as a learning environmentNoel Parohinog
The document summarizes a field study conducted by a student to observe the school environment of Binalbagan Catholic College - High School Department. The student documented their observations of the school facilities using checklists. They observed the principal's office, library, counseling room, canteen, medical clinic, and other facilities. The student also observed classrooms, noting displays on walls, furniture arrangement, learning materials, student occupancy, lighting and ventilation. Based on their observations, the student concluded that the school has a positive impact on learning by having many facilities, though some improvements could be made. They reflected that they would like to teach in such a supportive environment and emphasized the importance of cleanliness, organization, facilities and ventilation for effective learning
The document discusses special education, outlining its objectives, categories of exceptionalities recognized, and individualized education programs (IEPs). Special education aims to support students with disabilities or exceptional abilities by tailoring educational programs to meet their unique needs. It recognizes 13 categories of exceptionalities ranging from autism to visual impairment. For each student, an IEP is developed by a team and outlines goals, services, and placement designed to help the student achieve their full potential.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
The lesson plan describes a English lesson for 1st grade students on classifying familiar words into basic categories like colors, shapes, foods. The teacher will use an example story about a boy named Boboy who is asked to organize items in his family's sari-sari store but fails to properly classify them, resulting in broken eggs. Students will then practice classifying items into food and non-food categories with guidance from the teacher. The lesson emphasizes that classifying items is important for organization, finding things easily, and preventing accidents.
The document discusses progressive teaching methods advocated by John Dewey, Rousseau, and Karl Marx. Progressive methods focus on learning through doing, discovery, inquiry, and problem solving with the teacher acting as a guide. This allows students to learn freely and discover new truths for themselves. Specific progressive methods mentioned include inquiry, experimentation, field work, projects, discussion, demonstration, group work, role play, research, simulation, and debate.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
This document discusses the domain of diversity of learners and emphasizes that teachers should facilitate learning for all students regardless of their differences. It suggests that teachers first recognize and respect individual student differences, then use their knowledge of students' backgrounds to design diverse learning activities to ensure all students can meet learning goals. The document provides questions for teachers to reflect on whether they understand student differences, set appropriate goals, and create varied activities to help all students learn and develop holistically.
- The document outlines the objectives, subject matter, procedure, and activities for a 45-minute lesson plan on nouns and their kinds
- The lesson plan includes motivating activities to introduce nouns, presenting examples of different types of nouns, analyzing noun usage in sentences, and practicing changing sentences from singular to plural
- Students are asked to categorize example words as people, places, animals, things or ideas. They also practice identifying singular and plural verbs used with nouns.
This course outline covers 6 chapters that discuss the role and responsibilities of teachers. Chapter 1 examines a teacher's philosophical heritage and how to formulate a teaching philosophy. It also discusses the foundation of morality and values formation. Chapter 2 looks at how teachers function in the classroom and community. Chapter 3 discusses becoming a global teacher and addressing diversity. Chapter 4 covers the professionalization of teaching. Chapter 5 focuses on becoming a professional teacher, including codes of ethics. Chapter 6 discusses other education and teacher-related laws.
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document contains a practice test for a special education exam with multiple choice questions and answers about teaching students with learning disabilities and behavioral/emotional disorders. The test covers topics like characteristics of students with learning disabilities, research on brain damage and learning disabilities, eligibility for learning disability services, strategies for helping students in biology class, and inclusion of students with disabilities in class activities.
Tour guides in Colorado use pigeons to carry photographs from cameras downriver to their office. In the past, people used pigeons for communication hundreds of years ago. The pigeons take the cards from the cameras to the office in just 20 minutes, which is less time than using cars. When the tourists return to the office, they can see their printed photos.
The document discusses special education and exceptional children. It defines special education as an attempt to educate exceptional children according to their needs, capacities, interests and potentialities using special techniques, materials and efforts. It notes that exceptional children differ significantly from average children in their mental, physical, emotional or social characteristics and may require modified environments or special educational services. The document then provides a brief history of special education and services for various types of exceptional children.
This document provides a review for a special education certification exam. It contains multiple choice and fill-in-the-blank questions about various topics in special education including types of assessments, disabilities, and data collection methods. The questions cover areas like performance assessments, psychoeducational assessments, specific learning disabilities, emotional disturbances, and checklists, interviews, and records/reports as ways to gather student data.
LET Practice test in Professional Education-principles and strategies in teac...University of Santo Tomas
The document provides a practice test for the LET Professional Education exam covering principles and strategies in teaching, including 20 multiple choice questions testing knowledge of different teaching methods like field trips, case studies, and lectures. An answer key is provided after the questions. Background information is also given on the author, Mr. Crisencio M. Paner, who has extensive experience as a teacher and researcher.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
The document appears to be a review test covering topics in special education. It includes multiple choice questions about laws, acts, individuals, and milestones related to the education of people with disabilities. Key figures mentioned include Eduard Seguin, who developed teaching methods for children with intellectual disabilities, and Alfred Binet, who created one of the first intelligence tests. Dates referenced include the 19th century for early systematic education efforts and the 20th century for recognition of rights and mainstreaming of students with exceptionalities.
Women's rights in Saudi Arabia are limited by strict Islamic laws and customs. Women require male guardians for many activities and are subject to laws enforcing sex segregation in public. They have few employment opportunities outside the home and are banned from certain fields of study. While some reforms have allowed greater participation in politics and identification cards, women still face obstacles in areas like inheritance, child custody after divorce, and lack legal protections against domestic violence. Punishments for "moral" crimes like mingling with unrelated men can be harshly enforced on both men and women.
Meeting the need of children with special needsangelasiulingma
Kaitlyn and Kianne are 5-year old identical twins who have been diagnosed with cystic fibrosis. Their mother recently quit her job to care for them full-time due to concerns about their chronic disease, financial situation with loss of income, and feeling overwhelmed by medical appointments. The twins will be entering kindergarten in the fall. Cystic fibrosis is a genetic disease that affects the lungs and digestive system. There is no cure and treatment focuses on managing symptoms. The family may benefit from support from early childhood educators, healthcare professionals, and community resources.
Wilson joined the Red-Headed League, an organization in the 22nd century that hired people with red hair. After his work with the League ended, Wilson started a small coin business out of his home. Members of the League were asked to post answers to questions about Wilson's work and new business on a website.
This document contains an English exam for the second term of the eighth grade. It includes sections on language functions, reading comprehension, writing and usage, and punctuation. The language functions section contains incomplete dialogs and mini-dialogues to be filled in. The reading comprehension section includes matching exercises and questions about short passages. The writing and usage section contains multiple choice questions testing grammar and vocabulary. The final section involves punctuating sentences correctly. The document provides a practice exam assessing various elements of the English language.
The document provides a review test on assessment in special education. It contains 41 multiple choice questions covering topics such as intelligence tests, norm-referenced vs criterion-referenced testing, the Individualized Education Program, standard deviation, definitions of mental retardation, purposes of case-finding, and assumptions that must be met for assessment to be valid. The review test aims to assess understanding of key concepts in assessing students with special needs.
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
This document provides teaching instructions for lessons on Sir Arthur Conan Doyle's short story "The Red-Headed League". It summarizes the key events in Chapter 1 of the story:
1) Mr. Jabez Wilson visits Sherlock Holmes to ask him to solve a mystery. Holmes deduces details about Wilson's background that surprise him.
2) Wilson explains that he owns a small shop and was shown an advertisement for a job with the mysterious Red-Headed League by his assistant Vincent Spaulding.
3) Wilson and Spaulding visit the League and Wilson is unexpectedly offered the job of copying an encyclopedia for several hours a week, which would provide much-needed income.
Sample of License Examination of Teachers and Educators in Philippines conducted by Philippines Regulatory Commission. Department of Education is accepting only if they pass BLEPT.
Click to have an interactive version of this reviewer
http://preofery.com/27lV
This document contains a review test for educational assessment consisting of 58 multiple choice questions. The questions cover topics like Bloom's taxonomy, test construction, measurement of central tendency and variation, interpreting test scores, and performance assessment. The test is intended to assess understanding of key concepts in educational measurement and evaluation.
This document outlines the K to 12 mathematics curriculum guide for the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, course description, learning area and grade level standards, time allotment, and sample content for Grade 1. The goals are critical thinking and problem solving. Key concepts covered include numbers, measurement, geometry, patterns and algebra, and statistics. The curriculum is supported by theories of experiential learning and constructivism.
The document provides an overview of the K to 12 Science Curriculum Guide for the Philippines' Department of Education. It outlines the conceptual framework, core learning area standards, key stage standards by grade level, sequencing of domains/strands per quarter, and spiralling of concepts from Grades 3 to 10. The goal is to develop scientific literacy among learners to prepare them to make informed decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
K TO 12 GRADE 4 TEACHER’S GUIDE IN SCIENCE (Q1-Q4)LiGhT ArOhL
The document states that all rights are reserved for a DepEd material and that no part of the material may be reproduced or transmitted without permission from the DepEd Central Office. It indicates that it is the first edition from 2015.
Social science coverage and let questionsGlenn Rivera
The document provides information about the coverage of the Licensure Examination for Teachers in the subject area of Social Science. It states that Social Science accounts for 25% of the exam and includes 9 topics that range from 2-5% each such as Philippine Government, History, Economics, Society and Culture, Rizal and other Heroes, Philosophy, Arts, Psychology, and Information and Communication Technology. It then provides more details on the coverage and percentage allocation for each of the 9 topics. The document concludes by providing 17 sample questions that appeared in the September 29, 2013 LET exam in Social Science.
This document provides background information on learning disabilities. It discusses how learning disabilities can affect children's performance in school even if they are of average or above average intelligence. It states that the prevalence of learning disabilities among school-aged children is estimated between 6-8%. The document then outlines the statement of the problem, significance of the study, scope and delimitations, and defines key terms related to specific types of learning disabilities.
This document provides an overview and assessment of several instruments used to measure behavioral and emotional status, including behavioral rating scales, classroom/home behavior instruments, social skills instruments, and attention deficit disorder instruments. It summarizes the purpose, technical characteristics, scores yielded, and suggested uses of various instruments such as the Achenbach System of Empirically Based Assessment, Behavior Rating Profile-2, Behavioral and Emotional Rating Scale, Attention Deficit Disorders Evaluation Scale-2, and Connors Rating Scales-Revised. In general, many of the instruments have adequate reliability and validity for screening purposes, though should not be used alone for diagnostic decisions.
Psychological testing is used to assess domains such as intelligence, achievement, personality, and psychopathology. Tests are administered within a clinical context to answer referral questions about an individual's intellectual, psychological, emotional, behavioral, or social functioning. Common intelligence tests include the WAIS-IV, WISC, and WPPSI. Achievement tests evaluate academic skills. Adaptive behavior scales are used to diagnose intellectual disabilities. Depression and anxiety scales are frequently administered in medical settings.
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
This document summarizes physical, cognitive, social and emotional development during middle and late childhood from ages 6-12. Key points include improvements in motor skills and coordination; risks of obesity, accidents and learning disabilities; importance of friendships and developing self-esteem; challenges of transitioning to elementary school; and strategies for improving education for students from diverse backgrounds.
3.2 Students With High Incidence of Disabilities PPt-F.pptnoel50
This document provides information about students with high-incidence disabilities. It discusses emotional disturbance, mental retardation, and specific learning disabilities. For each disability, it defines the term, provides facts and characteristics, and suggests classroom strategies. The document is from a training course for educators on supporting students with high-incidence disabilities. It aims to help teachers understand and work with students who have emotional/behavioral disorders, intellectual disabilities, or learning disabilities.
This document provides an overview of topics to be covered in a course on exceptionalities, including multiculturalism, identification processes, and families. It notes that representation of certain racial groups is disproportionate among some disability categories. Boys significantly outnumber girls in being identified for disabilities overall. Proper evaluation and identification is important and must be conducted without bias using valid methods. Response to Intervention is an alternative approach to identifying learning disabilities that examines student response to instructional interventions. Families are important members of the identification and planning process.
This document discusses slow learners, who are children with IQs between 70-90 who learn at a slower pace than average. Slow learners have low academic achievement compared to peers. Several factors can contribute to a child being a slow learner, including family intelligence, economic conditions, personal issues, and environmental factors. Teachers, parents, social workers, counselors, and psychologists should work together to identify slow learners using methods like observation, case studies, assessments, intelligence tests, and medical exams. With the right support tailored to their needs, slow learners can succeed.
This document provides an overview of assessment in special education. It discusses that the primary assumption of assessment is that all children can learn and communicate. The purposes of assessment include screening, eligibility determination, IEP development, instructional planning, and evaluation. Assessment involves both formal and informal methods as well as formative and summative approaches. Test results should be understood in terms of descriptive statistics, stanines, percentile ranks, and developmental scores like age equivalents. Federal law provides provisions regarding nondiscriminatory and valid assessment practices. The document reviews understanding assessment results and defines levels of performance.
This document provides an overview of informal classroom assessments using the ECCD checklist and Phil-IRI reading assessment tool for grades K-3. It discusses that assessment is essential for understanding student learning and planning instruction. Informal assessments like observation, oral presentations, journaling, and games are described as casual, non-graded tools to identify student strengths, weaknesses and guide lesson planning. The ECCD checklist and Phil-IRI assess child development and reading in 7 domains and are designed to identify learning delays or difficulties among young students.
This presentation addresses twice exceptional learners. It includes characteristics of twice-exceptional learners, testing of gifted and twice-exceptional learners, services for twice-exceptional learners, including Least Restrictive Environment (LRE), and
modifications and accommodations for the learner as specified in the individualized education plan
This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
This document discusses learning disabilities, including definitions, causes, types, and assessment procedures. It defines learning disabilities as problems affecting the brain's ability to process information that make it difficult for students to learn as quickly as others. Common types of learning disabilities include dyslexia, dyscalculia, and dysgraphia. Learning disabilities can be caused by genetic and biological factors as well as accidents or illnesses. Early identification and assessment involve screening, gathering information from parents and teachers, testing students' cognitive abilities and academic skills, and determining if there is a discrepancy between potential and performance.
This document provides an overview of psychological assessment tools used to evaluate patients exhibiting behavioral symptoms. It describes:
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3. Objective personality tests like the MMPI and MCMI which use true/false questions, and projective tests like Rorschach and TAT which analyze patient interpretations.
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Sped let reviewer (assessment)
1. TRINITY UNIVERSITY OF ASIA<br />COLLEGE OF EDUCATION<br />LET REVIEWER ON ASSESSMENT IN SPECIAL EDUCATION<br />Direction: Encircle the letter of the correct answer.<br />This intelligence test was first developed in 1905 following the request by the Minister of Public Instruction in Paris, France, to devise a method of differentiating between normal children and those with mental retardation. This test is considered the grandfather of all intelligence tests. What is the name of this test?
9. There will always be persons with disability in a normal distribution, as there are gifted.
10. The incidence of a disability, at one time, may influence the distribution of characteristics like intelligence, in the bell-shaped curve.
11. Sarah’s IQ based on Wechsler Intelligence scale for children is 84, which is between one and two standard deviations below the mean of 100. In 1973, the American Association of Mental Retardation moved to two standard deviations as the upper limit on IQ in defining mental retardation. Which statement best answer whether Sarah is qualified for special education service?
32. A measure of the amount that an individual score differs from the average.
33. percentage of difference between the average score of a group of people and how the individual performed in comparison with that average.
34. the measure of how different the scores are from one another
35. a statistic that is constant, regardless of standardized tests used
36. The American association on Mental Retardation (AAMR) recommends using IQ levels below 70 on the Wechsler Intelligence scale for Children-Revised a the criterion for “significantly sub average general intellectual functioning.” An IQ of 70 is 2 standard deviations below the average or mean What does the mean when defining mental retardation?
37. A child with an IQ of 80, who is academically failing in class, does not meet the criterion of mental retardation.
38. In a group of 100 students that is normally distributed, approximately 2 students score above this level.
39. The IQ score of 70 or below is the major criterion for mental retardation.
40. At the opposite extreme, an IQ that falls at 2 standard deviation above the mean would be that of the gifted.
41. The American association on Mental Retardation (AAMR) divides the intelligence Quotient (IQ) based on the WISC-R into 4 levels of retardation. The standard deviations and range of IQs for successive levels of mental retardation are as follows:
88. Three of the following questions are usually asked by a special education assessment team about a child suspected of having learning disability and referred for special education services by regular classroom teachers. Which question is irrelevant?
89. Is there a large discrepancy between ability and achievement?
106. The student assessed has the same ethnic background as the students in the normative sample.
107. We use The Peabody Picture Vocabulary test with Filipino school children because we speak English.
108. When we say that “behavior sampling” of a test is adequate, we mean the following, EXCEPT:
109. A test on computation in the four basic operations would be an adequate measure of overall math skills.
110. If we want to test the students’ spelling skills, we give a representative number of words to spell.
111. A test must have an adequate sampling of behavior to assist in decision-making process.
112. There is an assumption that a test measures what its authors claim it measures.
113. The school psychologist and the special education teacher would likely recommend the use of the Vineland adaptive Behavior Scale in the diagnosis of___________________
118. Which of the following assessment results is generally the most useful when making decisions about what to teach and how to teach a student with mild mental retardation?
123. Three educators , in separate works, regrouped the subtests of WISC-R results to make interpretation useful for instruction. Which regrouping of WISC-R subtests are NOT correct?
128. Which Standardized test defines intelligence in terms of an individual’s style of solving problems and processing paradigm derived from both neuropsychological and cognitive theories.
142. picking up objects, build block towers, trace paths through a maze, reconstruct designs from memory, or copy geometric designs. A. Generalization<br /> B. Discrimination<br /> C. Motor behavior<br />General information
143. This involves intelligence test items that that ask the student to identify which of several response options goes with the stimulus; the student may be asked to do simple matching or do classification with items that are either figural, symbolic, or semantic in content.A. Generalization<br />Discrimination
146. This involves intelligence test items that that ask the student to name pictures or point to objects in responses to words read by the examiner; in some tests, the students required to produce oral definitions of words or select one of several words to match the definition.A. General information<br />Vocabulary
149. In this type of test, the student is asked to note the progressive relationship among the items. The student must identify a response that continues the relationship.
164. Raw score earned by the student with special needs in a standardized test are not as important as knowing his/her relative standing compared to the normative sample or norm group. Thus, the test administrator s these raw scores into comparable units.What do you call these comparison score?
169. Suppose the average performance of a ten year-old childrenin an intelligence test was 31 correct answers. Suppose further thart Rogelio, who was 14 years and 2 months old, answered 31 items correctly. The following are correct interpretations of the assessment result, EXCEPT:
170. Rogelio answered as many questions as correctly as the average of 10 year-old children.
172. An age equivalent means that Rogelio’s raw score is the average/meadian or mean performance for the age group.
173. As a result of assessment, Rogelio could be placed class of 10-year-old students.
174. These are derived scores that indicate the percentage of people or scores that occur at or below a given raw score. What do you call this derived score?
179. “Using a technically adequate test for the wrong purpose is using the wrong test.” Which of the following malpractices in assessment does NOT apply to this quotation?
180. Using the Peabody Picture Vocabulary test to measure global intelligence of a child with learning disabilities.
181. Using an achievement test that does not reflect the content of the cuerriculum.
182. Administering a test designed for children with chronological ages of 3 to 8 to a child who is 12 years old but who has a mental age og 5.
183. Academic progress of children is decided by a technically good achievement test that follows the general standard curriculum.
184. Only present behavior is observed on scores obtained from standardized tests of interests, abilities, and achievement. When using a technically adequate test, this assumption is _________
189. Even when tests are properly administered and scored, testing can still go wrong in the interpretation of results. In interpreting the test performance, we shoud remember the following advice, EXCEPT:
190. A good norm-referenced test can rank students only in terms of their current relative performance of certain behaviors.
192. Teachers can observe mental retardation or giftedness using an intelligence test.
193. Teachers cannot observe performance that are not tested or the reasons why a student performed in a cetain way.
194. This scoring system was developed in the early 1950s to measure the effect of various complications of labor and delivery on the heart rate, respiratory effort, muscle tone, gag reflex, and body color of the new born infant.
199. A person was assessed to have a visual acuity of 20/200 in the better eye with correcting lenses. Which statement does NOT necessarily follow when referring to this assessment result?
200. The person is blind according as defined by the American Medical Association.
207. Does the child have the level of intellectual ability needed to perform at the expected leve?
208. At what level is the child performing in reading, spelling, writing and math?
209. Applying a process analysis in spychoeducational evaluation, differences among students may be determined by comparing one’s student’s performance with that of other members of the population who are of the same age. What do you call this comparison?
214. Intraindividual dofferences are variations that exist within a single individual’s performance in a standardized test. The term intraindividual differences would mean the following, EXCEPT:
215. Result shows the unique patterns of stregnth and weaknesses in the student’s personal performance.
216. It is demonstrated by a student who processes the visual stimul subtest easily, but experiences difficulty processing auditory stimuli.
217. Profile provide certification tha a student deviates sufficiently from that of his peers, so that inclusion ina special program is justified.
223. It can provide reassurance that the fetus is unlikely to be affected.
224. This assessment strategy is used for the purpose of providing a picture of the student’s presenting problems as perceived by the informant. The strategy uses a list of specific questions resented by an interviewer to elicit information from an informant.
229. This assessment strategy focuses in student performance and the outcomes of learning. It evaluates meaningful, real-wold tasks using multiple performance indicators such as work or writing samples, speeches, artwork, videotapes, etc.
234. What standardized intelligence test was normed on different groups of white, Hispanic, African-American, Native American, and Asian-American children in addition to a population of individuals with disabilities? This test also minimizes a student’s verbal skills in reponding to test items.
243. Which students have mastered a given skills?Reference:<br />Mercedes P. Adorio, Ph. D. LET Primer and Reviewer on Special Education<br />Prepared by: Encarnacion T. Francisco<br /> Faculty,College of Education<br />