Exam Preparation: Final Exam Topics and Questions in Education, Biology, and English - Pro, Study notes of School management&administration

Download Exam Preparation: Final Exam Topics and Questions in Education, Biology, and English - Pro and more Study notes School management&administration in PDF only on Docsity! a eee ae -——e | d PERFORMANCE PROFILE FOR MARTIN GRANT ae lowa Tests of Basic Skills® (ITBS®) i | —_ E Grade: 4 ‘Scores lap PERCENTILE RANK, "In the upper left part of this report, scores are p Tests 8S GE NS NPR 2 80 7S 8" composite. Several types of scores are reported, including the national percentile rank (NPR se = ~ which is the percent of students in this grade in the nation with a lower score on that Reading Compreheneas| 400 34 8 5 composite, Redding Total] ist 348 a a . 19902230=«S en The graph of NPRs to the right of the scores provides a visual display of the student's performance 9 9 28 ‘ on each test relative to the other tests. The horizontal bands help to show that each score is ' 1902308 st o affected by a certain amount of error. Depending on the tests taken, the shaded region i raul Faghee a 5 oe graph represents the width of the band for the Core Total, the Composite, | We RF 8 oe Score that best describes the student's overall achievement across tests. Band | = = s outside the shaded region indicate scores that are probably higher or lower than this score. Bands 1838 0C«F 5 2 for various test scores alsa can be compared with one another. Those that overlap each other i “ amp ir 2B Ob ay represent test performances that are prob ly similar. When two bands do not overlap, those | Mathetaes!t otal j ont 70 ase weet at scores indicate performances that are probably different. t coreroraL| sor 27 6 | ‘The lower part of the report provides detailed information about skills in each test, The number off Social Studios | 168 28° 6 items for each skill, the number attempted, the percent correct for the student, and the percent } Science} 175 32 7 correct for students in this grade in the nation are reported. The difference between the student's | ne see percent correct and the percent correct for students in the nation is displayed as a horizontal bar i i ‘These bars permit identification of skills that stand out as high or low when compared with students | composite} 167 277 in the nation. ; Co cladd in Totals or Compose = Siandara Se9%e, GE NSN (Tests and S| Su_Net ot ions Sao} (Tests and Skills alow [Vocabulary ‘Sources of information (cont) | Vocabulary 32 92 56 St 6 4 ‘Search for Information 5 5 100 68 32 | Reading Comprehension Is nce Comprehensi tory Comprenensian a Word Analysis yhono, Awareness and Decouing | 56 16 56 54 2| fy & Analyze W 22 22 58 56 +1 28 68 59 9) Quantities inships & Trends Math Computation i444 87 61 4 ‘Add wath Whole Numbers 16 15 7 17 65 BF 8 Subtract with Whole Numbers 18 15 Sociat Studies 10 10 99 63 27 History 5 5 60 58 4 8 9 a9 56 33 Geagraphy 777 59 12 2 2100 59 41 Economics 7 7 87 3 4 2.2 G 48-45 Government and Saciety 12 12 75 61 14 Language Total Science 1g 14 Context 1111 91 85 26 Scientific Inquiry 7 7 86 85 31 jan in Context 7 7 86 59 27] Lite Science 4 11 65 64 -9 7 7 87% 5 Earlh and Space Science 6 6 BY 48 4 Isage and @xpression 77 1 sr 14 Physical Sciences 7 7 100 64 36 Math Concepts Sources of Information jumber Properties & Operations Interpret information Reference Materials ference Materials FINAL EXAM PREPARATION - EPSY 2130, Fall, 2010 DIRECTIONS: Below are some scenarios, concepts, and essay questions from which your Final exam will be composed. The scenarios given are the actual scenarios that will be used on the exam; although you may not be asked to address all of the concepts on your exam, you should be prepared to address each of them. The actual exam will consist of four parts. The first three parts focus on the main topics from the final part of the class, while the final section is more comprehensive. Each section contains short answer questions and three also contain an essay question. As with previous exams, you will write your answers directly on the exam; you will have 4-6 open lines to answer the short answer questions, and about three-quarters of a page to answer the essay questions, so plan to be concise and clear. You are encouraged to discuss with other students how these concepts and questions might apply to the scenarios, but all answers will be written individually in class during the regular three-hour exam period; though I expect many people will take less than three hours to write the exam. NOTE: Scenarios reflect typical students and teachers in common education-related situations, but all names of people, organizations, and schools and specific details in the scenarios are fictitious. PART A: Assessment Read the scenario below. You will be asked to answer three (3) short answer questions related to the attached Performance Profile. Martin Grant has not been doing very well in your second grade class. He takes a very long time to do work in class and often misses turning in homework; what he does turn in is often incomplete, with many erasures and errors. His parents are very concerned that he do well in school, so that he can eventually get in the honors track in high school and get into a good college. They have suggested that maybe it would be better for Martin to move back to first grade for another year, since he is obviously not able to succeed at the second grade level, but you have persuaded them to wait for the results of the Fall ITBS testing before making any decision. Now the test results are in, and they have come in for a conference. Concepts that may be addressed: Be prepared to interpret for Martin's parents the meaning and implications of various types of scores (e.g., percentile scores, sub-test scores, and grade-equivalent scores, norm- versus criterion-referenced scores) in specific areas of the Performance Profile, and ALSO to use these scores to make recommendations and decisions about what should and shouldn't be done to best help Martin in the future. Essay question: (15 pts.) [NOTE: This question is NOT based on the "Martin" scenario above.] Dr. Robertson teaches undergraduate Biology at a small college in Georgia. In his Biology 101 class, he has always given multiple choice Midterm and Final exams, each worth half of the class grade, but he is becoming dissatisfied with this plan of assessment for two reasons. First, he has noticed that students who do badly on the Midterm often lose interest in the class, starting to skip classes or even withdrawing, when many times he is sure that if they worked a bit harder and came into office hours for help, they could do much better on the Final and therefore pass the class. He is also bothered that, during lectures, students keep asking him, "Is this going to be on the exam?" It seems to him that many students are just interested in learning the "right" answers, instead of really understanding the ideas he is trying to teach. Since his Ph.D. is in Biology, Robertson has had no courses or training in teaching, so he has come to you (Director of the college's Center for Teaching) for advice. Describe in some detail two practical changes you would suggest he make in the way he assesses and grades students in this course, and explain why you would suggest these changes, based on specific principles of assessment from the course readings and/or lectures. PART B: Classroom Management Read the scenario below. You will be asked to answer three (3) short answer questions related to the concepts that follow, and one essay question.