Ohio Assessments for Educators: Assessment of Professional Knowledge (grade-band-neutral preparation) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Zone of proximal development

The range between what a learner can do independently and what the learner can do with timely guidance from a more capable person; scaffolds should target this range.

Scaffolding

Temporary support that helps a learner complete a task beyond independent ability; effective scaffolding is adjusted to learner need and gradually removed as competence grows.

Cognitive load

The demand that task information and processing place on limited working memory; instruction can reduce extraneous load and manage intrinsic load through sequencing and chunking.

Metacognition

Awareness and regulation of one's own thinking, including planning before a task, monitoring understanding during the task, and evaluating performance afterward.

Mastery goal

A goal focused on learning, improvement, and understanding rather than on outperforming others or appearing competent; it often supports persistence after difficulty.

Accommodation

A support that changes how a student accesses content or demonstrates learning without changing expected content standards; examples include extended time or a quiet setting when documented.

Modification

A change to expected content, task complexity, or performance standards for a student; it alters what the student is expected to learn or demonstrate compared with the standard curriculum.

Near transfer

Application of learning to situations that closely resemble the original context; far transfer involves dissimilar contexts and is generally harder without varied practice.

Backward design

A planning sequence that starts with desired learning results, then identifies acceptable evidence, then designs instruction and learning experiences aligned to those results.

Gradual release

An instructional progression from teacher modeling to guided practice to independent practice; responsibility shifts to students as competence increases and supports fade.

Explicit instruction

Structured teaching that states clear objectives, models steps, provides guided practice, checks understanding, and gives corrective feedback before independent application.

Wait time

A brief pause after asking a question or after a student response; it can increase response length, participation, and thoughtful reasoning when used consistently.

Differentiated instruction

Planned adjustment of content, process, product, or environment based on readiness, interests, and learning profile so students can access rigorous learning goals.

Cooperative learning

Small-group instruction designed with positive interdependence, individual accountability, promotive interaction, social skills, and group processing rather than unstructured group work.

Formative feedback

Goal-referenced information given during learning that helps a student close a gap; it is specific, timely, and actionable rather than only a score or praise.

Scaffolded practice

Practice with temporary supports such as models, prompts, or checklists; supports are reduced as learners demonstrate increasing accuracy and independence.

Validity

The degree to which evidence and theory support the intended interpretations and uses of assessment results; validity is about use, not just the test itself.

Reliability

The consistency of assessment results across occasions, forms, or raters; reliability is necessary but not sufficient for valid interpretation.

Formative assessment

A process of gathering evidence during learning and using it to adjust instruction and help students close gaps; it is not merely frequent testing.

Summative assessment

Assessment administered after a learning period to judge achievement against goals; results may inform grades, placement, or program decisions.

Criterion referenced

Assessment interpretation that compares a student's performance to defined standards or learning criteria rather than to the performance of other students.

Norm referenced

Assessment interpretation that compares a student's performance to a norm group; scores show relative standing, not mastery of specific learning standards.

Analytic rubric

A scoring tool that evaluates separate criteria with defined performance levels, providing criterion-specific feedback; a holistic rubric instead assigns one overall judgment.

Standard error of measurement

An estimate of the typical variation in observed scores around a true score; it supports confidence intervals and cautions against overinterpreting small score differences.

Confidentiality

The professional obligation to protect student records and share them only with authorized people who need the information for legitimate educational purposes.

Need to know

A record-sharing principle that limits access to student information to authorized staff whose duties require the information, rather than all staff or casual contacts.

Cultural responsiveness

Instruction and interaction that recognize, value, and use students' cultural backgrounds and experiences as resources while maintaining high expectations for all.

Reflective practice

A cycle of examining teaching evidence, identifying strengths and gaps, trying changes, and re-evaluating results to improve student learning.

Family engagement

Collaborative communication and partnership with families that uses accessible language, respects culture, and focuses on student learning and well-being.

Co-teaching

Two or more educators jointly planning, instructing, and assessing a shared group; roles and responsibilities should be clear and equitable.

Mandated reporting

A legal and ethical duty to report suspected child abuse or neglect to designated authorities; exact timelines and recipients depend on local law and policy.

Professional development

Ongoing, job-embedded learning that uses evidence and collaboration to improve practice; effective formats include coaching, feedback, and sustained inquiry.