mostraligabue
» » Assessing special students: Strategies and procedures

ePub Assessing special students: Strategies and procedures download

by James A McLoughlin

ePub Assessing special students: Strategies and procedures download
Author:
James A McLoughlin
ISBN13:
978-0675081511
ISBN:
0675081513
Language:
Publisher:
Merrill (1981)
Category:
ePub file:
1977 kb
Fb2 file:
1968 kb
Other formats:
mbr txt rtf docx
Rating:
4.6
Votes:
249

and teaches future educators how to apply assessment results in the classroom.

Assessing Special Students book. Start by marking Assessing Special Students: Strategies And Procedures as Want to Read

Assessing Special Students book. Start by marking Assessing Special Students: Strategies And Procedures as Want to Read: Want to Read savin. ant to Read.

Assessing special students. by. McLoughlin, James A; Lewis, Rena B. Publication date. Books for People with Print Disabilities. Internet Archive Books.

Find nearly any book by James A. McLoughlin. Get the best deal by comparing prices from over 100,000 booksellers. by James A. McLoughlin, Rena B. Lewis. ISBN 9780131961913 (978-0-13-196191-3) Hardcover, Pearson, 2007.

Assessing special students. James A. McLoughlin, R. Barry Lewis. Mainstreaming in Early Childhood: Strategies and Resources.

View Author Influence. 8Highly Influential Citations. Assessing special students. Perspective on parental involvement in the diagnosis and treatment of learning disabled children. McLoughlin, David R. Edge, Bernard J. Strenecky. Journal of learning disabilities. McLoughlin, Susan M. Kershman.

Discover Book Depository's huge selection of James A Mcloughlin books online. Free delivery worldwide on over 20 million titles. Notify me. Assessing Students with Special Needs.

This strategy helps students develop fluency; differentiate between theĀ .

This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue. 10. One question quiz. The teacher collects assessment results to monitor individual student progress and to inform future instruction. Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose. 16. Misconception check.

Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class.

Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability.

Book by McLoughlin, James A