Kendra Riemermann

EDU 484

http://www.ldonline.org/article/6040/
I still feel like I don't understand the difference between the performance of CBMs, where "The
norms used to compare a student's performance have been previously determined by testing random
groups of students at each grade level," and norm-referenced tests, which "have been 'normed' or
administered to a representative sample of similar age or grade level students so that final test
results can be compared to students of similar characteristics." Are they functionally the same thing,
or is the difference that one group is random and the other is carefully constructed?
I like the list of tests. It would be especially helpful if you knew (or were) a parent of a child being
assessed for a disability. It would be nice to have that list all in one place to refer to so you
understood what the tests were and what they assess.
http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml
Differentiated instruction is so different from the way I learned as a student. I remember alternating
between being bored and having trouble following along, depending on the topic and the teacher.
Instruction was given at a certain level, and everyone was expected to learn at that level. One of the
most helpful things, I think, is the information about learning styles. It's more than teaching at more
than one instructional level; it's also about teaching in more than one way.