OSAT OK128 flashcards

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

Depth of Knowledge

A four-level framework describing the cognitive demand of a task: Level 1 recall, Level 2 skills and concepts, Level 3 strategic thinking, Level 4 extended thinking. The level reflects complexity, not item difficulty.

Declarative knowledge

Knowledge of facts, definitions, and concepts - the 'what' a learner knows. It can be stated verbally and is distinct from procedural knowledge (how to do something) and conditional knowledge (when to use it).

Tier 2 academic vocabulary

Cross-disciplinary words such as compare, infer, or evidence that appear across content areas and often carry abstract meaning. Explicit instruction in these words supports reading comprehension in every subject.

Misconception

A stable, plausible but incorrect idea a learner already holds. It resists simple correction and is best changed by presenting conflicting evidence and asking students to explain and revise their reasoning.

Multiple representations

Presenting one concept in several forms - visual, verbal, symbolic, numeric, or physical. Moving fluidly among representations deepens understanding and supports transfer to unfamiliar problems.

Vertical alignment

The mapping of skills and content across grade levels so that each grade's prerequisites match the prior grade's outcomes; it reveals gaps that must be addressed before new content is taught.

Oklahoma Academic Standards

Oklahoma's statewide subject-area content standards, adopted by the State Department of Education, that specify what students should know and be able to do at each grade level.

Expert versus novice organization

Experts store knowledge in chunks organized around deep principles, while novices group by surface features. Instruction that highlights underlying structure helps novices build expert-like schemas.

Conditional knowledge

Knowledge of when and why to apply a strategy or procedure. It governs strategy selection and transfer and separates flexible use of a skill from rote application.

Validity

The degree to which an assessment measures what it is intended to measure and supports the inferences and decisions made from scores; it is a property of score use, not of a test alone.

Reliability

The consistency of assessment scores across occasions, raters, or equivalent items. It is necessary but not sufficient for validity, since a consistent test can consistently measure the wrong thing.

Criterion-referenced assessment

An assessment that interprets a student's performance against a defined standard or set of objectives rather than against other students; it answers whether the student can perform the specified task.

Item difficulty (p-value)

The proportion of examinees answering an item correctly, ranging from 0 to 1. Values between roughly 0.30 and 0.70 usually provide the most information about differences among students.

Item discrimination index

A statistic comparing how often high-scoring students answer an item correctly versus low-scoring students. A negative value signals a flawed or miskeyed item that should be reviewed.

Analytic rubric

A scoring guide that rates separate traits or criteria, each with its own performance levels and descriptors. It yields detailed feedback and is more diagnostic than a single holistic score.

Backward design

A planning sequence that starts with desired results drawn from standards, then defines acceptable evidence of learning, and only then designs instruction and learning activities.

Accommodation versus modification

Accommodations change how a student accesses content or demonstrates learning without altering the standard; modifications change the content, level, or expectation itself and may affect promotion or diploma credit.

Universal Design for Learning

A proactive design framework with three principles: multiple means of engagement (why learners learn), representation (what they learn), and action and expression (how they show learning).

Differentiation

Adjusting content, process, or product in response to students' readiness, interests, and learning profiles while keeping the same essential learning goal for the whole group.

WIDA proficiency levels

Six English language proficiency levels used by WIDA consortium states: 1 Entering, 2 Emerging, 3 Developing, 4 Expanding, 5 Bridging, and 6 Reaching, each describing what multilingual learners can do with language.

MTSS tiers

A multi-tiered system of supports: Tier 1 universal instruction for all students, Tier 2 targeted small-group intervention, and Tier 3 intensive individualized support, all guided by screening and progress-monitoring data.

Gradual release of responsibility

An instructional sequence moving from teacher modeling (I do), to guided practice (we do), to collaborative practice, to independent application (you do), with support withdrawn as competence grows.

Flexible grouping

Temporary instructional groupings formed from current assessment data and changed as students' needs change, avoiding fixed ability labels and allowing students to work in varied configurations.

Learning objective

A statement of what students will be able to do after instruction, written with an observable verb and a measurable criterion so that success can be assessed.

Scaffolding

Temporary supports - models, prompts, sentence frames, graphic organizers, or partial worked examples - that let a learner succeed on a task just beyond independent reach and are gradually removed.

FERPA

The Family Educational Rights and Privacy Act: a federal law giving parents and eligible students the right to inspect education records, seek amendment, and consent to most disclosures.

Directory information

Under FERPA, data such as name, address, dates of attendance, or honors that a school may release without consent unless the parent or eligible student opts out in writing.

IDEA

The Individuals with Disabilities Education Act: a federal law guaranteeing students with eligible disabilities a free appropriate public education, an individualized education program, and placement in the least restrictive environment.

Section 504

A section of the Rehabilitation Act prohibiting disability discrimination in federally funded programs; it requires equal access and reasonable accommodations for students whose impairment substantially limits a major life activity.

Title IX

A federal law barring sex-based discrimination in education programs receiving federal funds; it requires a designated coordinator and adopted procedures for handling complaints, including sexual harassment.

Mandated reporter

A person legally required to report suspected child abuse or neglect to the designated state agency. The report rests on reasonable suspicion, and the reporter's role is to report, not investigate.

Fair use

A limited copyright exception evaluated with four factors: purpose of the use, nature of the work, amount used, and effect on the potential market for the work.