OSAT OK128 cheat sheet

Webb's Depth of Knowledge has four levels: DOK 1 recall and reproduction, DOK 2 skills and concepts, DOK 3 strategic thinking, DOK 4 extended thinking; DOK measures cognitive demand, not item difficulty.

Knowledge types: declarative (facts and concepts), procedural (how to perform), conditional (when and why to apply); expert performance depends heavily on organized procedural and conditional knowledge.

Vocabulary tiers: Tier 1 everyday words, Tier 2 general academic words that cross content areas (compare, infer, evidence), Tier 3 domain-specific terms; Tier 2 and Tier 3 require explicit instruction.

Oklahoma Academic Standards (OAS) are the state's subject-area content standards adopted by the Oklahoma State Department of Education and specify grade-level expectations that instruction and state assessments must reflect.

Novices organize knowledge by surface features while experts chunk it around underlying principles, so instruction should surface deep structure through concept maps, contrasting cases, and worked examples.

A misconception is a stable, plausible prior conception; it is displaced by confronting the learner with conflicting evidence and asking for explanation, not by simply restating the correct answer.

Multiple representations of one concept (visual, verbal, symbolic, numeric, physical) build transferable understanding; translating among representations is itself a comprehension task.

Vertical alignment maps the prerequisite skill at grade N-1 against the target skill at grade N; a mismatch signals a gap that must be remediated before new content is introduced.

Validity is the degree to which an assessment measures what it claims and supports the intended score inferences; reliability is the consistency of scores. Reliability is necessary but not sufficient for validity.

Criterion-referenced tests compare performance to a defined standard or objective set; norm-referenced tests rank performance against a comparison group and are reported as percentiles or stanines.

Formative assessment occurs during learning and is used to adjust instruction; summative assessment judges achievement after instruction and is used for reporting or placement decisions.

Item difficulty p equals the proportion answering correctly; values between roughly 0.30 and 0.70 typically maximize an item's ability to discriminate among students.

The discrimination index compares the proportion correct in the upper-scoring group with the lower-scoring group; a zero or negative index flags a miskeyed or flawed item.

Analytic rubrics score traits separately and give diagnostic feedback; holistic rubrics produce one overall judgment and are faster but less informative for revision.

Backward design order: (1) identify desired results from the standards, (2) determine acceptable evidence, (3) plan learning experiences and instruction.

Accommodations change how a student accesses content or demonstrates learning (extended time, read-aloud, preferential seating) without altering the standard; modifications alter the standard, content level, or expectation itself.

Universal Design for Learning rests on three principles: multiple means of engagement (the why), multiple means of representation (the what), and multiple means of action and expression (the how).

Differentiation adapts content, process, or product in response to student readiness, interest, and learning profile while holding the same essential learning goal for the group.

WIDA English language proficiency levels run 1 Entering, 2 Emerging, 3 Developing, 4 Expanding, 5 Bridging, 6 Reaching; each level describes what multilingual learners can do with language in a content area.

MTSS tiers: Tier 1 universal core instruction for all students, Tier 2 targeted small-group intervention, Tier 3 intensive individualized support, all driven by screening and progress-monitoring data.

Gradual release of responsibility: modeled instruction (I do), guided practice (we do), collaborative practice (you do together), independent application (you do alone).

Wait time of three to five seconds after a question increases response length and the number of volunteers; higher-order questions require longer wait time than recall questions.

Flexible grouping uses temporary groups formed from current data and reconfigured as needs change, which avoids fixed ability labels and preserves access to grade-level content.

A measurable learning objective names an observable verb and a performance criterion, for example: solve eight of ten two-step equations with correct work shown.

FERPA: parents and eligible students may inspect education records within 45 days of a request, and written consent is required before releasing non-directory information.

FERPA directory information (name, address, dates of attendance, honors) may be disclosed without consent unless the parent or eligible student has opted out in writing; annual notification is required.

IDEA guarantees eligible students a free appropriate public education, an individualized education program, placement in the least restrictive environment, and procedural safeguards.

Section 504 of the Rehabilitation Act requires equal access and reasonable accommodations for a student with a physical or mental impairment that substantially limits a major life activity; it does not require an IEP.

Title IX prohibits sex-based discrimination in federally funded education programs and requires a designated coordinator plus adopted grievance procedures.

Mandated reporting is triggered by reasonable suspicion of abuse or neglect; the educator reports to the designated agency and does not conduct an independent investigation or notify the alleged abuser.

Goss v. Lopez established that students facing suspension have due process rights to notice of the charges and an opportunity to respond.

Fair use is evaluated on four factors: purpose and character of the use, nature of the copyrighted work, amount used, and effect on the potential market for the work.