Probes
Click on the name of the probe below to jump to itÕs description. If special materials are required for the probe, they can be found under the "materials" tab in the class website header, and appropriate links to those materials are provided in the probe descriptions below.
(1) Say Fact Probe
A list of over 300
facts (stimulus-response pairs) has been prepared covering the basic
terminology and concepts to be learned in this class.
Three versions of
the fact-list have been prepared:
An ordered list, in
which the facts are presented in the order with which they are discussed in
class; and 3 random lists, where the facts are presented in random order. It is suggested that you study the
facts for each week using the ordered list, to prepare for the weekly
Write-Fact probes; but you should also study regularly from the random lists,
since one of those random lists will be used for your final oral assessment
with the instructor before the end of the course.
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A Power-Point Study Aid created by Brooke Freeburg,
EDSPE 510 Class of Winter 2008 |
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More Power-Point Study Aids created by Audra Jensen,
EDSPE 510 Class of Winter 2006 |
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Say Fact Performance Goal
By the end of the
term, in the presence of the instructor
Given: a printed
list of say facts in random order (one of the lists labeled above), with the
stimuli visible and the answers hidden or removed from the list, and the cue,
"Please begin," provided by the instructor, and one minute to
respond,
The student will
recite the say facts out loud as quickly as possible. Only the answer(s) to each fact need be said. If the student does not know the answer
to a fact, or cannot recall it quickly, they should say, "skip," and
move on to the next fact.
The instructor will monitor
the studentÕs responses and keep track of correct and error behaviors
("skips" will count as errors).
The instructor will also make small marks to indicate where the student
was at the end of 15 seconds, 30 seconds, and 1 minute. At the end of the 1 minute timing, the
instructor will say, "thank you," and count up the correct and error
responses.
The minimum performance aim
is 30 correct facts per minute with a x10 accuracy ratio (that is, at least 10
correct responses for each error).
Exceeding that aim will help raise scores earned on other probes,
however, and make it easier to earn a high grade in the class overall.
Notes:
If you find
yourself "pondering" the answer to a fact for more than 2 or 3
seconds, it is better to say "skip" and move on to something you
know.
Errors will not
reduce your grade if you meet the minimum accuracy ratio (x10, or at least 10
corrects for every error). In other
words, if you reach the minimum correct frequency aim of 30 per minute, you can
make 3 "free" errors without lowering your grade. If you achieve a correct frequency of
40 per minute, you can make 4 "free" errors, etc.
Although a 1
minute timing will be provided, if you complete at least 30 correct facts
within 30 seconds, I will allow you to base your final score on that 30 second
timing. If, for example, you say
32 facts in the first 30 seconds, I will allow you to claim a final score of 64
facts per minute (that is, 32 facts Ö 30 seconds or 0.5 minutes = 64 per
minute). If you say at least 30
facts within the first 15 seconds, you can base you final score on that first
15 seconds. Indeed, that is how
the current say fact record was established (Rachel Sherwood said 32 facts in
15 seconds, yielding a final score of 32 x 4 = 128 facts per minute). As you improve with practice,
therefore, it might be helpful to time yourself for shorter and shorter periods
— getting ready for the "sprint," as it were.
Finally, you can take a timing with the
instructor whenever you want, as often as you want. I recommend that you schedule practice
sessions with the instructor soon during the quarter, just to get used to the
process; and take several timings each time you meet with the instructor. You might find that you finish all of
your say facts quite early in the quarter (the record is a little more than 3
weeks), and can be done with 25% of your final grade.
(2)
Measurement/Assessment/Evaluation Descriptions
Complete two descriptions of assessment
instruments or processes used to gather information about students and/or to
make educational decisions.
The first description must be of
the Washington Assessment
of Student Learning (WASL). Descriptions of the WASL can be found on the Office of the
Superintendent of Public Instruction web site: http://www.k12.wa.us/assessment/WASL/overview.aspx
The second description can be of any other instrument or process
you might need or want to use in your professional practice. The second instrument or process can be
something commercially available (e.g., the IOWA Test of Basic Skills) or
something you or a colleague developed (e.g., "timed math-fact
practices").
Click this link for the form &
examples of completed forms: Measurement/Assessment/Evaluation
Description Form.
(3) Write-Facts
Each week one or
more Write-Fact probes will be conducted to assess your knowledge of the basic
terms and concepts relevant for that weekÕs assignments.
Each Write-Fact
probe will consist of 10 facts drawn randomly from the corresponding ordered
list of Say-Facts.
The actual
Write-Fact probes will only present the "stimulus" side of each fact,
and provide room for you to write the "answer" portion of each
fact.
Unlike the
Say-Facts, the Write-Facts will be untimed and graded solely on accuracy. Reasonably prepared students should be
able to complete one set of Write-Facts in 2 to 3 minutes.
Aim: 100% (all) of
the Write-Facts written correctly.
If aim is met, a score of "x1.0" ("times-one") will
be awarded. One or more errors
will result in a correspondingly low "Ö" ("divideby")
score, and lower your overall learning product for the class.
Retakes: Write-Facts for any given section of
the class material can
only be taken once during the course of the quarter. They may be taken before the class to
which they are assigned, or later, if you donÕt feel adequately prepared by the
assigned class period. Whenever it
is taken, however, the write-facts for a given portion of the class material
can only be taken once. However, at the
end of the class a maintenance probe will be offered that is comprised of a
complete set of Write Fact probes — one for each assigned section of
class material. If you do better
on the maintenance probe than you did for the corresponding write-fact probe
taken earlier in the quarter, I will use the higher grade in computing your
final grade. See "maintenance
probe" on this web page for details.
Notes:
if you choose to take a
write-fact probe earlier or later than the assigned time, be sure
to put a note to the instructor in the "hand in" folder, or email the
instructor, to request a copy of the appropriate probe at least one week before
you want to take it.
More than one write
fact probe might be assigned to any given class session. See the class syllabus for details.
Probes
The following
downloadable files contain multiple versions of each Write-Fact probe. They might be helpful in studying. However, new versions are constructed at regular
intervals, so be prepared to answer all
the facts assigned to each class session.
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(4) Computing
Frequencies, Floors, and Ceilings
The purpose of this probe is to determine your ability to identify what information is most useful for assessing a person's fluency, and to use that information to make the relevant computations.
The probe presents two descriptions of situations in which a behavior has been counted and timed. You will extract the relevant information, then calculate the correct and error frequencies, record floor, and record ceiling (if there is one).
Samples of those scenarios in the following PDF file. The actual scenarios presented to you in class might be drawn from those samples, or they might be new.
Computing
Frequencies, Floors, and Ceilings (sample scenarios)
The class probe will be untimed, but it should only take you 2-3 minutes to complete. You may use a calculator, but the numbers involved will generally be selected to make computations quite simple.
The performance aim is simply to get all of the 8 computations correct for each of 2 scenarios (2 computations each for correct frequency, error frequency, record floor, and record ceiling for each scenario). Note: in some cases there might be functionally ÒunlimitedÓ opportunities (that is, no artificial limit on how many responses a person might make). In those cases, put ÒNAÓ in the ÒopportunitiesÓ and Òrecord ceilingÓ cells.
(5) Examples of 2
Movement Cycles, Data Collection Plans, and 2 DaysÕ Data
Describe at least 2 movement cycles you might assess. One of them should be your instructional target for the Teacher-Manager Project, if youÕve decided upon a target for your project. In any case, select behaviors that should be assessed over different periods (for example, one-minute vs. all day) and where one assessment period would usually remain constant, while the assessment period for the other movement cycle might change form day-to-day. This assignment is very important, since it represents a chance to get feedback on what you intend to do before you make Òcritical errors.Ó
For each movement cycle, define the movement cycle in a way that would make it easy for anyone to read the description and count the behavior you have in mind; describe how you would assess the movement cycle (general conditions, materials, instructions, timing procedures, how you will ÒtrackÓ or count the movement cycles and record the results); and provide 2 daysÕ data for each movement cycle (date; correct & error counts – and Òtotal opportunitiesÓ, if there is an artificial limit on responding; the assessment time; the assessment record floor – 1/assessment time in minutes; and the correct and error frequencies – count/assessment time in minutes).
This assessment will be untimed, can be completed at home and submitted to the instructor whenever youÕre ready, and can be redone as often as you like until you are satisfied with your grade.
The aim will be 6 out of 6 possible points: 1 point each for the movement cycle definition, assessment plan, and 2 daysÕ data for each of the 2 movement cycles.
Click here for a form you can use, but you may also simply write- or type-out the information in any other format you choose.
(6) Example of a Misleading
Chart
Bring to class one example of a "misleading" chart - a chart that is difficult to understand or (you believe) has been deliberately designed to mislead people.
Examples are unfortunately easy to find in newspapers and magazines. It's also easy to find examples in the professional literature. Don't worry about whether other people would find the chart misleading. However, donÕt confuse a lack of ÒcontentÓ understanding with a problem in the chart, per se. You might not know anything about double-return indexed financial instruments, for example, but the scales on the chart, per se, might still be OK. Hopefully we will have time in class before this assignment is due to discuss misleading charts, but examples of elements that can make charts difficult to interpret include: incomplete or distorted axes (e.g., a chart of "% appropriate behavior" that only provides room for charting the range from 40% to 80%), different scales among a series of charts that should be directly compared, missing or confusing chart labels, or two or more charts that present data from different perspectives and aren't comparable.
If you have difficulty with this assignment, bring a professional journal (with charts), a magazine, or a newspaper to class and we can look for examples together.
A single page will do, providing a copy of the chart(s) in question, labeled with your name, date, the designation "EDSPE 510" and the quarter in which you are taking the course, and a few notes as to why you find the chart misleading or confusing.
If possible, make a transparency of your sample chart so it can be shared easily with the class, or email a copy of the chart to the instructor so he can prepare an overhead.
(7) Charting with a
Constant Record Floor
This probe will assess your skill in charting rates when the record floor remains constant from day-to-day.
Given small sets of count & time data for periods of two weeks at a time you will chart as many correct and error frequencies as possible in a timing of at least 1 minute duration (you may opt for a longer assessment time).
Generally, it should be possible to complete this probe without the use of the frequency finder, but if you prefer to use the finder, you may.
The only charting conventions required in this probe will be to use dots (¥) to represent frequencies when you should, and to plot the appropriate record floors (—).
Aim: is 15 data points plotted correctly per minute with a x10 accuracy ratio. Note: each dot (¥) and each paired record floor (—) counts as ÒoneÓ, so each dayÕs data counts as Ò2.Ó Since you can draw all the record floors for each week of data with one stroke, thatÕs essentially an automatic count of Ò5Ó, assuming you place the dots in their proper positions above the floor.
You may take this
probe at home (as often as you like) are report the results to the instuctor.
Click here to download one version of the probe: Charting with a Constant Record Floor
(8) Charting with a
Variable Record Floor
This probe will assess your skill in charting rates when the record floor changes from day-to-day.
Given small sets of count & time data for periods of two weeks at a time you will chart as many correct and error frequencies as possible in a timing of at least 2 minutes duration.
Generally, the use of the frequency finder will assist you in completing this probe, but you won't be required to use it.
The only charting conventions required in this probe will be to use dots (¥)when you should, and to plot the appropriate record floors (—).
Aim: 15 data points and paired record floors plotted correctly per minute with at least x10 accuracy ratio. Each dot or record floor counts as "one", so plotting the frequency and associated record floor for a given day counts as Ò2.Ó
The final assessment must be
conducted in the presence
of the instructor, but you are encouraged to practice at home.
Click here to download one version of the probe: Charting
with a Variable Record Foor
(9) Charting with Conventions
This probe will assess your skill in creating charts that follow all of the charting conventions.
Given: a complete set of data for a relatively short program (approximately 15 weeksÕ data covering a period of 4 weeks) you will chart as many days of data as you can, following all charting conventions within an assessment period of at least 1 minute.
The record floor will be constant, so you will probably not need the frequency finder to complete this probe.
You will be asked to chart all of the data using all of the standard charting conventions: starting the frequency plots on the proper day line of the chart for calendar coordination, using proper symbols for charting correct and error frequencies, connecting successive frequencies when they should be connected and not connecting them when they should not be connected, charting the record floor & ceiling (if there is a ceiling), plotting aim stars, marking phase changes and relevant notes, and completing the basic descriptive information at the bottom of the chart.
Before the timing you will be allowed to "prepare" the chart: labeling the dates across the top of the chart, filling in the information blanks across the bottom of the chart, and drawing a few weeks' worth of record floors, starting on the day appropriate for standard calendar coordination. Be sure to start charting in the appropriate week of the chart, considering Òcalendar coordination.Ó
During the timing itself, you will
only have to plot the actual correct and error frequencies; connecting
successive frequencies when appropriate, and leaving gaps between successive
frequencies when that is appropriate; and making at least short vertical lines
on the chart at appropriate places to indicate any phase changes.
You may use any strategy you want
during the timing, but most students find it easiest to chart all of the
correct frequencies for a week, go back and draw connecting lines among them
(if appropriate), then chart all of the error frequencies, go back and draw
whatever connecting lines are appropriate, and then move on to the data for the
next week.
After the timing you will be allowed to
"finish" the chart by adding phase change descriptions and any notes
that are appropriate for the chart.
In other words, you will only be timed on your
ability to chart the actual frequencies, using appropriate
symbols and connecting lines, and to draw at least cursory lines to indicate
where phase changes in the program occurred.
Counting the results: Each correct and error frequency
charted with correct symbols and correctly connected to previous or subsequent
frequencies, as appropriate, will be counted as a "correct." Connecting lines, notes, phase changes,
and record floors will not
be counted toward your correct total, but mistakes in charting those features
when appropriate will count toward
"errors."
Aim: 10 correct (¥) and error (x) frequencies charted correctly
(on the proper day, with the proper symbol, and connected/unconnected as
appropriate with previous or successive frequencies) per minute, with at least
a x10 accuracy ratio. Each dot or
x counts as Ò1Ó, as long as it is connected or unconnected from its neighbors,
as appropriate; so each dayÕs data would count as Ò2.Ó Since you get to draw the record floor
ahead of time, it will not
count toward your aim of 15 plots per minute.
The final assessment must be
conducted in the presence
of the instructor, but you are encouraged to practice at home.
Click here to download one version
of this probe: Charting
with Conventions
(10) Drawing/Using Minimum
Celeration Lines
Given: a number of charted progress records showing correct frequencies and an aim star you will draw a minimum celeration line, indicate when a change should be considered in the program by drawing a phase change line, and then drawing two new minimum celeration lines (one to the old aim star, the other extending the aim-date to a new aim star).
Correct and error counts: there will be 7 possible correct or error movements for most data sets: (1) marking the initial start-mark, (2) drawing the initial celeration line, (3) drawing the phase change line to indicate where a change should be made, (4) drawing a new start mark, (5) drawing a new minimum celeration line to the old aim star, (6) drawing a new minimum celeration line to an extended aim-date, and (7) drawing a new aim-star on the extended aim-date. On a few data sets, "extra counts" can be earned if it is appropriate to raise the minimum celeration line to account for initial progress that is higher than expected.
Aim: 14 correct movements per minute (2 complete data sets analyzed), with at least a x10 accuracy ratio.
The final assessment must be
conducted in the presence
of the instructor, but you are encouraged to practice at home.
Click here to
download one version of this probe: Drawing/Using
Minimum Celeration Lines
(11) See-Chart, Mark Change
Given charted performance records you will apply the decision rules for acquisition and fluency building to decide whether a change is warranted and, if so, what the basic nature of that change should be.
Each of the sample performance records will be two weeks long. You won't necessarily see the beginning or end of the program, and must base your decisions only on what you can see. That means, among other things, that the answer to the decision rule question, "Ever a compliance problem before?" will always be, "No."
Also, you won't necessarily see the aim star in your two-week window on each program. Just assume that the answer to the question, "Has the learner reached the performance aim" is "No."
You will see at least part of the minimum celeration line for each program. It will be indicated by a dotted line across the two-week "window." Use that dotted line for deciding if the learner's performances are above or below desired progress.
You can indicate your decision concerning each performance record by writing the name of the phase of learning below or above the record, providing abbreviations for the phase of learning (e.g., "AQ" or acquisition, "C" for compliance), or by indicating what you would do in each case (e.g., "step ahead"). Bear in mind that in some cases, you might legitimately opt not to do something if progress seems adequate, and mark ÒNCÓ for Òno change.Ó
Each decision will count as "1" correct or error movement.
Aim: 3 correct decisions marked per minute, with at least a x3 accuracy ratio.
The final assessment must be
conducted in the presence
of the instructor, but you are encouraged to practice at home.
Click here to download one version
of this probe: See-Chart, Mark-Change, Version 1
Last Reviewed/Updated: 1/2/2005 2:56 PM
