Homework answers / question archive / Each response 100 words with in-text citation and reference

Each response 100 words with in-text citation and reference

Sociology

Share With

---

Each response 100 words with in-text citation and reference.

1. Response to Zoie DQ 1

I think when it comes to sharing the informaiton with parents it depends on the parents and the sitution. I know that with the parents I work with they are not conserned with the testing scores their children recieve from the state tests that we have to give. I work with students with severa autism so the state tests are just done because they have to be, the students do not understand the informaiton we are asking about.

When sharing with staff members I think we should share the results but not give the students informaiton with the results, for example we can share the over all scores for the class so that areas of weakness can be addressed, but we do not need to tell that "Sarah got a 5 and John Smith got a 7". When shraing this information we need to respect our students privacy.

When researching statistical analysis I came acrost an article that I found intersting, I think that many people may struggle with this topic. When preparing information to share with parents, the test scores can be explained in a simpler way. When sharing with co-workers we can explain our presentation method of the results to the co-workers.

Stephens, T. (2016, June 06). Encouraging Positive Student Engagement and Motivation: Tips for Teachers: Pearson Blog. Retrieved June 11, 2020, from https://www.pearsoned.com/encouraging-positive-student-engagement-and-motivation-tips-for-teachers/

2. Response to Linda

Re: Topic 1 DQ 1

A student’s success in education goes a long way with the support of parental involvement. With that said, teachers and parents should maintain a solid working relationship to assist student in achieving this process. According to Minke, Sheridan, Kim, Ryoo, & Koziol (2014), the interaction between teacher-parent have been revealed as a troubling problem and a possible means to increase the student’s achievement in school.

There are five characteristics of feedback that teachers could provide the students and their parents. Those five forms of feedback consist of corrective, non-corrective, general, positive, and private (Safak, Yilmaz, Demiryurek, & Dogus, 2016). Corrective feedback contains advices to parents or students. Non-corrective does not include advices from the teachers. General pertains to the correct and incorrect answers without the educator going into details about the feedback. Teachers should disseminate student test results to parents and staff by including one of those characteristics. The information from the test results should include data to help pinpoint the student’s weakness and strengths for audience.

There are numerous ways to communicate the information to parents and staff members. According to Safak et al. (2016), feedback can be given by using video recordings. If the data that I provided the target audience was not understood, I would more than likely provide a detailed presentation through PowerPoint that will capture the statistical analysis from the test results.

Reference

Minke, K., Sheridan, S., Kim, E., Ryoo, J., & Koziol, N. (2014). Congruence in parent-teacher relationships: The role of shared perceptions. The Elementary School Journal, 114(4), 527-546.

Safak, P., Yilmaz, H., Demiryurek, P., & Dogus, M. (2016). The effect of performance feedback provided to student-teachers working with multiple disabilities. European Journal of Educational Research, 5(3), 109-123.

3. Response to Darian

Re: Topic 1 DQ 2

Both formal and informal assessments are important tools that teachers use to collect data on their students, especially special education students. While many assessments in the past carried racial/gender/ socioeconomic biases, as educators we strive to minimize bias in assessment (Witte, Wooden, and Bogan, 2015). These assessments are some of the best ways we can collect data on students. It is first important that teachers are aware that biases can be present in assessments. One way we can help to minimize bias in assessments is to expose our students to the types of questions and activities present in assessments (Witte, Wooden, and Bogan, 2015). This also gives us a more accurate measure of the student, because they are able to perform comfortably on the assessment (Witte, Wooden, and Bogan, 2015). I think one way to help parents be more comfortable and allow their children to be assessed is to explain what the assessment measures; rather than saying, “we want to administer a WISC- IV to your child”, saying, “we’d like to administer a cognitive assessment. Your child has completed several activities similar to the ones used in the assessment, and we’d just like to gauge where your child falls relative to other children in their age range” would be more beneficial.

Witte, R. H., Wooden, M. F., & Bogan, J. E. (2015). Assessment In Special Education (1st ed.). Upper Saddle River, NJ: Pearson.

4. Response to Rachel

It is important to use formal and informal assessments in order to minimize bias from individual assessments. It is important for parents to understand this practice and why educators use both types of assessments in order to abide by the special education procedures. I would first explain to the parent the difference between the two types of assessments. Formal assessments have data that can be used as statistics to measure a student’s ability through the scores (Weaver, 2020, para.1). These are typically considered standardized tests. While these tests are a good way to measure a students ability, they need to be compared to informal assessments. Informal assessments are more aout content and performance. Running records or observations are an example of these types of assessments. Both of these need to be used together because just one type is not enough to measure a students ability. There may be different issues that caused a student to do poorly on a standardized test, such as test anxiety. Or, they may have just had a bad day. However, using different types can allow educators to get a more holistic idea of abilities, strengths, and weaknesses. In order to qualify for special education services, a student must first be referred by the teacher, parent, or other school staff member. This may be due to results in informal and formal assessments, along with observations. Then, a thorough evaluation must be conducted in order to deem the studnet eligible. In conclusion, it is important to emphasize to the parent that there is not just one concrete test to determine a child eligible for special education services.