Responsive Instruction and Assessment Flashcards
7 cards from real PPR practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Responsive Instruction and Assessment flashcards as text
A teacher compares a student's current performance to the student's own past performance over time. This approach is BEST described as:
Answer: Growth-based or ipsative assessment
Ipsative or growth-based assessment measures individual progress against the student's own prior performance, rather than against peers or fixed standards.
After reviewing benchmark data, a teacher realizes the entire class is below proficiency on inferencing. The MOST responsive instructional action is to:
Answer: Re-teach inferencing using varied strategies before moving to the next unit
When the majority of students have not mastered a skill, whole-class re-teaching with varied strategies is the appropriate responsive step before advancing.
Which of the following BEST defines 'assessment for learning' as opposed to 'assessment of learning'?
Answer: Ongoing assessment used during instruction to improve learning before it is complete
Assessment for learning (formative) occurs during the learning process to guide instruction, while assessment of learning (summative) evaluates achievement after instruction ends.
A teacher uses student performance data to group three students for targeted small-group instruction on the same skill. After two sessions, one student has mastered the skill. The teacher should MOST appropriately:
Answer: Move the proficient student to a more advanced group and continue with the remaining two
Flexible grouping requires regrouping as student needs change; once a student demonstrates mastery, continued placement in a remediation group is no longer appropriate.
A teacher pre-assesses students before beginning a new unit. What is the PRIMARY purpose of pre-assessment in responsive instruction?
Answer: To identify prior knowledge and misconceptions so instruction can be tailored from the start
Pre-assessment reveals where students currently are relative to upcoming learning goals, enabling the teacher to differentiate from the very beginning of the unit.
Which of the following is an example of a criterion-referenced assessment?
Answer: A quiz scored against a fixed set of learning objectives to determine mastery
Criterion-referenced assessments measure student performance against defined learning criteria rather than against the performance of other students.
A teacher notices that a student's formative assessment scores have declined over three consecutive weeks despite re-teaching. The MOST appropriate responsive next step is to:
Answer: Consult with specialists (e.g., counselor, intervention team) to investigate additional factors
Persistent decline despite re-teaching signals that instructional adjustments alone may be insufficient, warranting a collaborative problem-solving approach that includes specialists.