educ 210 module 7 to 12 Flashcards
1
Q
Compare to the behaviouristic orientation, the cognitive perspective recognizes people as what type of learners?
A
Active learners
2
Q
Maria has excellent study habits. She seems to know just what to review and how long to spend on each part of every course. Maria is applying what type of knowledge?
A
Serf-regulatory knowledge
3
Q
Alex still remembers how to touch-type, even though it has been 3 years since he has practiced. The memory system most directly involved here is….
A
the procedural system
4
Q
what you are thinking about right now is being held in ….
A
your working memory
5
Q
Mr. Kawick is teaching his sixth-grade science students about the scientific method. Students are instructed about each component of the method first, in order to understand the whole process. This instructional strategy is based on the concept of…
A
Bottom-up processing
6
Q
items can typically be stored in working memory for approximately…
A
about 20 seconds
7
Q
you are given a math problem to solve. As you try to remember the formula involved, what memory system is being searched?
A
long-term semantic memory system
8
Q
Mark can answer the physics problem because of patterns of knowledge stored in his long-term memory which he did not intentionally try to learn. This situation involves Mark using his…
A
implicit memory
9
Q
Because memories are organized in propositional networks, recall of one bit of information often…
A
leads to recall of another bit of information
10
Q
A script is viewed by cognitive theorists as useful…
A
in directing everyday activities in different situations
11
Q
self-regulatory knowledge provides the ….
A
when and why for applying other types of knowledge
12
Q
the cognitive perspective views people as active processors of information. They interpret stimulus material based on
A
prior knowledge and interest rather than passively receiving it.
13
Q
episodic memory concerns….
A
events in our lives, not procedures
14
Q
procedural memory is memory for
A
how to do things
15
Q
your working memory contains the information that you are thinking about…
A
at the present moment
16
Q
bottom-up processing called feature analysis involves…
A
analyzing a stimulus into components and assembling the components into a whole pattern
17
Q
long term memory is assumed to be….
A
permanent
18
Q
the problem with long term memory is…
A
retrieving the information
19
Q
schemes or schemas are structures or patterns that people must develop in order to…
A
understand large amounts of information inherent in complex concepts and problems
20
Q
schematic memory is a feature of …
A
long term memory
21
Q
implicit memory is knowledge that is …
A
not readily available to conscious recall.
22
Q
scripts are…
A
schemas representing the typical sequence of events in everyday situations.
23
Q
most psychologists believe that people switch between…
A
general and domain specific approaches to problem solving.
24
Q
when we become involved in a new area, we primarily rely on
A
general strategies
25
as we gain more experience, we increasingly use ...
domain specific strategies
26
analogical thinking is a type of...
heuristic approach
27
employing a general strategy previously used in a similar situation is ...
analogical thinking
28
flexibility is...
the strategy of asking yourself what is it that i need in order to solve the problem
29
creativity is sometimes associated with...
divergent thinking
30
divergent thinking involves...
coming up with many different ideas or answers
31
Vygostky's idea that learning is inherently social and embedded in a particular social or cultural setting is consistent with...
situated learning because Vygotsky and situated learning acknowledge the role of context in learning
32
constructivist approach is ...
using realistic materials and a group format
33
in a problem based learning the teacher will...
assist group and independent investigations encourage students to conduct experiments
34
the assignement of roles is ....
a good way ti encourage participation
35
assigning roles is an effective way for teachers to...
ensure that students fully participate and cooperate with each other
36
the triarchie reciprocal causality describes a system of dynamic interplay between three kinds of influences...
personal, environmental and behavioural
37
self efficacy is ....
a person's sense of their ability to competently perform a specific task
38
self esteem is ...
concerned with judgments of self worth
39
when students receive rewards or reinforcements based on the quality of their performances, school achievement ....
improves and self efficacy increases
40
self regulated learners demonstrate...
volition
41
Student who demonstrate volition...
know how to protect themselves from distraction in order to reach their goal
42
cognitive theories of motivation are concerned with...
the quest to learn and understand things
43
sociocultural theory emphasizes participation in communities of practice as....
an important source of motivation
44
the type of goal that a person will be most motivated reach is one that is...
specific and moderately difficult.
45
a specific goal creates ...
clear stand performances
46
moderate difficulty goals provide
challenge that is reasonable
47
in which level does direct teaching of classroom rules becomes essential?
early elementary since they are unfamiliar with their roles
48
academic learning time is...
the time at which students are working at a high rate of success
49
time out is ...
exclusion from the classroom
50
major problems in movement management involve...
avoiding abrupt and slowdown transitions
51
what is a reflection of an effective classroom teacher...
keeping group focus demonstrating witness and watching for overlapping activities together with movement management
52
the best way to deal with a defiant hostile student is to ...
give the student a chance to coo down and save face
53
the key element in empathetic listening is to...
allow the student to find a solution to the problem
54
empathetic listeners try to ...
develop trust and provide support by reflections back what they think the other person is saying
55
warm demanders are ...
effective teachers who show both high expectations and great caring for their students.
56
your textbook suggests that advance planning is important primarily because such planning...
influences what students will learn
57
the key factor of advance planning is to influence what...
students will learn
58
planning eliminates some...
uncertainty in teaching
59
the primary value of Bloom's taxonomy of cognitive objectives is that it can...
lead educators to think carefully about the objectives they construct
60
in the highest level of the affective domain, students are expected to...
adopt and act consistently with a new value
61
the constructivist approach to planning learning experiences emphasizes the roles that...
students and teachers together determine the content, activities, and learning strategies to be used
62
from a constructivist perspective, planning is shared and negotiated by ...
the teacher and the students. Together they determine the content, activities, and learning approaches
63
lecturing is most appropriate for situations...
where remembering, understanding, and receiving informations are important cognitive and affective objectives
64
lecture is not desirable where...
there is a wide range of individual differences, low-ability students or high-level cognitive objectives such as synthesis and evaluation
65
if a student called on to respond to a question gives a partially wrong answer, the recommended procedure is to...
provide a prompt or cue and stay with the student for a little while
66
what is at the heart of the direct instruction teaching model?
guided and independent practice with feedback
67
which one of the following statements should be avoided in order to promote high expectations of your students
this is easy, anyone can do it, and you can too
68
which of the following is an example of a sustaining expectation effect?
a student is ready for more challenging work, but is not given the opportunity to try it because the teacher believes that they cannot handle it
69
a sustaining expectation effect results when...
a teacher does not recognize and build on improvements.
70
in comparison to high-achieving students, students who are low-achieving...
receive more praise for inadequate answers
71
high achieving students are more likely to receive...
prompts and extra time to respond to a question
72
declarative knowledge is
easier to learn when it is meaningful.
73
mnemonics are particularly useful for...
rote information that we have to remember
74
rote memorization is not usually an effective way of learning, but...
some information can only be learned by rote
75
developing procedural knowledge requires...
different approaches to learning.
76
a lot of procedural knowledge is...
domain-specific.
77
in learning, we need to have...
access to pre-requisite knowledge plus ample practice with feedback
78
to develop declarative knowledge you need to
1. make it meaningful
2. use visual images and keywords
3. use mnemonics
4. use rote memorization
79
to develop procedural knowledge you need to
1. automatize basic skills
| 2. domain-specific strategies
80
some applications of constructivist theories in the classroom are:
cooperative learning and service learning
81
in order to encourage students to become motivated learners, teachers need to have...
an in-depth understanding of the complexity of motivation.
82
is hardworking vs lazy a good explanation for motivation
NO
83
motivation is in part influence by
our personal experience and the attributes that we assign to our experience
84
our success and failure play a crucial role in determining whether we are
likely to put an effort into a task
85
what interferes with learning by taking up mental space that could be used for problem solving and self regulation
anxiety
86
what encourages teachers to carefully consider their choices in learning tasks, instructional management and feedback
target
87
learning and motivation are influenced by
complex personal and social factors as well as classroom environment
88
personal factors are
self efficacy, attributions, needs, goal orientation and emotions
89
social factors are
modelling self efficacy and agency
90
classroom environment is
target model
91
effort to create a positive learning environment begin with
goo planning, setting clear rules and procedures, organizing classroom space
92
discipline problems are inevitable. Teachers need to exercise their caring concern to deal with them
effectively, relying on their empathy and active listening
93
teachers' interventions should be delivered in
a firm assertive but non punitive manner reinforcing natural consequences and individual responsibility
94
effective learning requires
ample planning
95
good classroom management begins
at the beginning of the school year
96
discipline and resolution of conflict both involve
active and empathetic listening
97
teachers need to choose appropriate grading practices that balance
objectivity with authentic real life applications
98
high stakes testing can help
ensure accountability and provide some information about the effectiveness of schools
99
teachers should use results to
improve instruction, not to stereotype students or justify lower expectations
100
according to the cognitive view, knowledge is
learned
101
both behavioral and cognitive theorists believe reinforcement is
important in learning
102
behaviorist maintains that reinforcement
strengthens responses
103
cognitive theorists see reinforcement as
a source of feedback
104
the cognitive approach suggests that one of the most important elements in the learning process is
knowledge the individual brings to the learning situation
105
the human brain seems to both impact and is impacted by
learning
106
learning changes communication
among neurons
107
the path from sensory input to recognizing objects is
feature analysis or bottom-up processing
108
one explanation for how features are organized into patterns are
the Gestalt principles
109
working memory is both
short-term storage in the phonological loop and visuospatial sketchpad and processing in the episodic buffer
110
to keep information activated in working memory for more than 20 seconds, people use
maintenance rehearsal (mentally repeating) and elaborative rehearsal (making connections with knowledge form long-term memory)
111
the capacity of working memory can be circumvented by
the process of chunking
112
cognitive load refers to
the volume of cognitive resources
113
if the cognitive load is high, it can decrease
the ability to perform a task
114
declarative knowledge is the knowledge that can be
declared in words. It is knowing that
115
procedural knowledge is
knowing how
116
self-regulatory knowledge is
knowing when and why
117
explicit memory is
semantic or episodic
118
implicit memory is
procedural, classical conditioning or priming
119
a concept is a category used to
group similar events, ideas objects...
120
concepts provide a manner of
organizing diversity among members of a group
121
long-term memories include concepts that
enable people to identify and recognize members of a group
122
what learning processes improve long-term memory
the way you learn information
123
the dual coding theory suggests that information coded
both verbally and visually is easier to remember
124
information lost from working memory
truly disappears
125
information in long-term memory
may be available given the right cues
126
declarative knowledge develops as
we integrate new information with our existing understanding
127
the most useful and effective way to learn and remember is to
understand and use new information
128
two types of procedural knowledge
automated basic skills and domain-specific strategies
129
three stages in the development of an automated skill
1. cognitive
2. associative
3. autonomous
130
to support domain-specific knowledge, teachers most
provide opportunities for practice and application
131
what are the three metacognitive skill to regulate thinking and learning
planning, monitoring and evaluating
132
what are the sources of individual differences in metacognition
different paces of developments or biological differences among learners
133
how to help to develop metacognitive
for younger student use 'look inside' and for older build self-reflective
134
what are learning strategies
special kind of procedural knowledge, knowing how to do something
135
what key functions do learning strategies play
they help students become cognitively engaged focus. they encourage students to invest effort, make connections. They regulate and monitor their own learning
136
what are some procedures for developing learning strategies
develop motivation to use the strategies and tactics .
provide direct instruction in content knowledge
expose students to a number of different strategies
137
when will students apply learning strategies
if they are faced with a task that requires food strategies. think the effort to apply the strategies will be worthwhile and believe they can succeed
138
to apply deep strategies students must
assume that knowledge is complex and takes time to learn
139
what is problem-solving
it is both general and domain-specific
140
problem-solving strategies usually include the steps of
identifying the problem, setting goals, exploring possible solutions and consequences
141
both general and specific problem-solving are
valuable and necessary
142
to represent the problem accurately, you must understand both
the whole problem and its discrete elements
143
schema training may improve
this ability
144
functional fixedness or rigidity
interfere with problem-solving
145
what are the differences between expert and novice knowledge
expert has a rich store of declarative, procedural, and conditional knowledge
146
what is creativity
it is a process that involves independently restructuring problems to see things in new ways
147
creativity is
difficult to measure
148
originality is determined
statictically
149
fluency is
the number of different responses
150
flexibility is
the number of different categories of responses
151
to support creativity in the classroom teachers can
think flexibly and creatively
152
critical thinking is
skills innclude defining and clarifying the problem, making judgments
153
overlearning will
help students use critical thinking in the own lives
154
argumentation is
the process of debating, supporting your position with evidence and understanding
155
argumentation skills are
not natural, they take time and instruction to learn
156
what is transfer
when a rule, fact... is applied in another situation
157
two types of transfer
automatic and mindful, intentional
158
what are some basic assumptions of the learning sciences
experts develop deep conceptual knowledge
159
learning comes from
the learner
160
creating learning environments is
the responsibility of the school
161
students prior knowledge is
key
162
reflection is
a critical component of learning
163
psychological constructivist
Piaget - concerned with how - also called first wave - constructivism
164
social constructivists
Vygotsky - social interaction, cultural - also called second wave constructivism
165
constructivist are interested in
how public knowledge is constructed
166
knowledge is created by both
external and external factors
167
thinking as enculturation is
the process of acquiring knowledge and understanding consistent with Vygotsky
168
common elements in most constructivist views of learning
complex challenging and authentic tasks.
| understanding that knowledge is constructed and student ownership of learning
169
the inquiry strategy begins when
the teacher presents a puzzling event. Student asks, formulate, solve collect data reflect
170
problem-based learning begins with
an authentic problem that matters to the students. The goal is to learn while seeking a real solution to a real problem
171
six features that cognitive apprenticeship approaches share
```
observe,
get external support,
receive conceptual scaffolding,
continually articulate their work
reflect on their progress
explore new ways
```
172
the goal of reciprocal teaching is to
help students understand and think deeply about what they read
173
reciprocal teaching is
summarizing the content of a passage
asking a question about the central point
clarifying the difficult parts
predicting what will come next
174
what are the differences between collaboration and cooperation
collaboration is a philosophy about how to relate to others, a way of dealing with people. cooperation is a way of working together to attain a shared goal
175
learning can be enhanced in cooperative groups, creation and resolution (Piaget) or
the scaffolding of higher mental processes (Vygotsky)
176
five elements that define true cooperative learning
students interact face to face
group members experience positive interdependence
members of the group must demonstrate learning
collaborative skills
members monitor group processes and relationships to make sure group is working effectively
177
extrinsic rewards can
enhance motivation, effort, and persistence
178
the use of rewards may
divert the group away from the goal of in-depth cognitive processing
179
strategies for cooperative learning are
include reciprocal questioning, jigsaw, structured controversy and many cooperative structures
180
services learning is organized around and designed to meet actual community needs
and ought not to be supplementary to students' regular activities
181
technology cannot necessarily replace
the teacher when it comes to direct instruction
182
classrooms of the future take greater advantage of
learning environments that immerse students in virtual worlds where they work alone or with others to solve problems and apply academic skills
183
the results of research on technology-enhanced learning emphasize that
technology by itself will not guarantee improvement in academic achievement
184
the social learning in behavioral views, reinforcement, and punishment
directly affect behavior
185
the social cognitive theory is a dynamic system that explains human adaptation, learning, and motivation
the theory addresses how people develop social
186
the social cognitive go to
how people regulate their own lives and what motivates them
187
Triarchic reciprocal causality is
the dynamic interplay between three kinds of influences
1. personal
2. environmental
3. behavioral
188
modelling is
learning by observing others - social cognitive theory
189
modelling is influenced by
the developmental characteristics of the observer
190
observational learning encourages five possible outcomes
1. directing attention
2. encouraging existing behaviors
3. changing inhibitions
4. teaching new behaviors and attitudes
5. arousing emotions
191
young children learn by
watching and emulating others
192
observing can lead to the
association of emotions ex: if you see someone enjoying an activity
193
self efficacy is
it involves judgments of capabilities specific to a particular task
194
self-efficacy is
concerned with judgments of personal capabilities
195
self-esteem is
concerned with judgments of self-worth
196
four sources of self-efficacy
1. mastery experiences - direct experience
2. level of arousal as you face the task
3. vicarious experiences - modeled by someone else
4. social persuasion - pep-talk
197
the teacher's sense of efficacy is that
he or she believes that he or she can reach even difficult students to help them learn
198
efficacy grows from
real success
199
some benefits to lower efficacy can be
if this encourages teachers to pursue professional development and improvement
200
one important goal of teaching is to
prepare students for lifelong learning
201
self-regulating learners engage in four types of activities
1. analyzing the task
2. setting goals and designing plans
3. engaging in learning
4. adjusting their approach to learning
202
teaching students to be more self-regulating is
providing opportunities to identify and analyze the task at hand
203
students need to reflect on
whether they were successful and devise strategies for overcoming shortcomings in their self-regulation process
204
cognitive behavior modification is a process in which
self-talk is used to regulate behavior
205
four skills are particularly helpful self talk strategies
1. listening
2. planning
3. working
4. checking
206
cognitive behavior modification engaged in self-talk may require
more adult assistance and guidance
207
what are the skills involved in emotional self-regulation
individuals are aware of their own emotions and the feelings of others. realizing that inner emotions can differ from outward expressions
208
teachers can support the development of self-efficacy and self-regulated learning by
involving students in a complex meaningful task that extend over long periods of time. provide control over the learning process
209
to support the development of self-efficacy and self-regulated learning teachers should
encourage students to work collaboratively with and seek feedback from peers
210
what are the four pillars of teaching
1. behavioral
2. cognitive
3. constructivist
4. social cognitive learning
211
motivation is
an internal state that arouses, directs and maintains behavior
212
intrinsic motivation is
the natural tendency to seek out and conquer challenged as we pursue personal interests and exercise. It is the motivation to do something when we don't have to
213
extrinsic motivation is
based on factors not related to the activity itself. We are not really interested in the activity for its own sake, we care only about what it will gain us
214
the essential difference between intrinsic and extrinsic motivation is
the person's reason for acting, whether the locus of causality for the action is inside or outside the person
215
if th locus is internal, the motivation is
intrinsic
216
if the locus is external, the motivation is
extrinsic
217
Can both intrinsic and extrinsic operate at the same time
yes
218
behaviorist tend to emphasize extrinsic motivation caused by
incentives, rewards, and punishment
219
humanistic views stress the intrinsic motivation created by
the need for personal growth, fulfillment and self-determination
220
social cognitive theories take into account
both the behaviorist and the cognitivist
221
what are expectancy x value theories
expectancy x value theories suggest that motivation to reach a goal is the product of our expectations for success. If either is 0, our motivation is 0
222
legitimate peripheral participation means
beginners are genuinely involved in the work of the group even if their abilities are undeveloped and contribution small
223
Maslow called four lower level needs
1. survival
2. safety
3. belonging
4. self-esteem
224
when Maslow's lower level needs are satisfied, the motivation for fulfilling
decreases
225
Maslow higher level needs
1. intellectual achievement
2. aesthetic appreciation
3. self-actualization
226
when Maslow's higher level needs are satisfied, the motivation
increases to seek further fulfillment
227
the basic needs that affect motivation are
competence, autonomy and control, and relatedness
228
the most motivating goals are
specific, moderately difficult, and able to be reached in the near future
229
a mastery goal is
the intention to gain knowledge and master skills. seek challenges and persist when encounter difficulties
230
a performance goal is
the intention to get good grades, leading to be preoccupied with themselves and how they appear
231
work avoidant learners are
simply want to find the easiest way to handle the situation
232
social goals can be supported or hindered in their learning
depending on the specific goal
233
in order for goal setting to be effective in the classroom,
students need accurate feedback about their progress toward goals
234
epistemological beliefs are
ways of understanding how you think and learn
235
epistemological beliefs can
impact the approach to learning
236
epistemological beliefs include your
understanding of the structure, stability, and certainty of knowledge
237
the three dimensions of attributions in Weiner's theory are (the causes of successes or failures are)
1. locus (location of the cause internal or external to the person)
2. stability (whether the cause stays the same or can change)
3. responsibility (whether the person can control the cause)
238
the greatest motivational problems arise when
students attribute failyres to stable, uncontrollable causes
239
when people come to believe that the events and outcomes in their lives are mostly uncontrollable they have developed
learned helplessness
240
learned helplessness is associated with 3 types of deficits
1. motivational
2. cognitive
3. affective
241
a low sense of self-worth seems to be linked with
the failure avoiding and failure accepting strategies
242
failure avoiding and failure accepting may seem to help in the short term but
damaging to motivation and self-esteem in the long run
243
learning and information processing are influenced by
emotion
244
students are more likely to pay attention to learning
that provoke emotional responses or related to their personal interests
245
curiosity is the tendency toward
interest in a variety of things, therefore, a powerful motivational tool
246
a higher level of arousal is helpful on
simple tasks
247
a lower level of arousal is better for
complex task
248
anxiety can be the cause of
poor performance
249
teachers are interested in a particular kind of motivation,
student motivation to learn
250
target is an acronym for 6 areas in which teachers make decisions that influence student motivation
the TASK that students are asked to do, the AUTONOMY students are allowed in working, how students are RECOGNIZED for their accomplishments GROUPING practices, EVALUATION procedures and the scheduling of TIME in the classroom
251
when students encounter tasks related to their interests
they are more likely to be motivated to learn
252
attainment value is
the importance to the student of succeeding
253
intrinsic value is
the enjoyment the student gets
254
utility value is
how much the task contributes to reaching short term or long term goals
255
bounded choice
giving students a range of options that set out valuable tasks for them and follow personal interests
256
unbounded choices can be
counterproductive for learning
257
praise and rewards should focus on
students' growing competence
258
recognition and reward will support motivation to learn if
recognition is for personal progress rather than competitive victories
259
three-goal structures and distinguish among them
cometitive, individualistic or cooperative
260
the more competitive the grading, the more students set performance goals and
focus on looking competent - ego-involved
261
if the focus is on performing rather than learning, students often
see the of as simply finishing
262
in order to foster motivation to learn, teachers should
be flexible in their use of time
263
students who are forced to move faster or slower are not likely
to develop persistence for learning
264
classroom management is unpredictable due to
the nature of multidimensional
265
the goals of effective classroom management are to
make ample time for learning, improve the quality of time use by keeping students actively engaged
266
rules are the
dos and don'ts of classroom life
267
the two kinds of spatial organization are
territorial (traditional classroom arrangement) and functional (dividing space into interest or work areas)
268
when the task provides continuous cues for the student
involvement will be greater
269
according to Kounin
to create a positive environment and prevent problems, teachers must take individual differences into account, maintain student motivation and reinforce positive behavior.
270
four areas for successful problem preventers
withitiness, overlapping, group focusing, and movement management
271
according to Kounin, teachers can prevent problems by
establishing a caring classroom community and teaching students to use social skills and emotional self-regulation skills
272
if students know that their teachers care about them it is
the key to building a connection with the school
273
7 levels of intervention in misbehavior
1. eye contact
2. verbal hints
3. teacher asks if the offender is aware of negative effects of actions
4. a reminder of procedures
5. ask the student to state correct rule and follow it
6. move to telling the student in a clear way to stop
7. offer choice -stop or meet privately to work out the consequences
274
bullying involves both
imbalance of power and repeated attempts at harm
275
teachers who work in high school should be prepared to handle
students who don't complete school, break the same rule defy teachers
276
empathetic listening is
active listening, it should capture the emotions intent and meaning behind them
277
passive style
teacher comments on behavior but never followa through
278
hostile resonse style
teachers make you statements
279
assertive response
teacher cares too much and the process of learning to allow inappropriate behavior persist
280
assertive teachers
clearly state what they expect
281
peer mediation is a good possibility
for preventing violence in school
282
the steps for mediation are
1. jointly define conflict
2. exchange positions and interests
3. reverse perspectives
4. invent at least 3 agreements to allow mutual gain
5. reach an integrative agreement
283
lack of cultural synchronization between teachers and students can explain
why male Latino and black students are more often punished
284
culturally responsive management combines
high expectations for student's appropriate behavior with warmth and caring for the students as individuals
285
teachers who receive proper training and certification
have more successful students
286
teacher's knowledge of a subject is
not sufficient for effective teaching
287
teacher warmth, friendliness, and understanding seem to be
the traits most strongly related to positive students attitudes about the teacher and the course in general
288
to become an expert teacher it takes
time and experience
289
expert teachers know how to be
reflective practitioners
290
3 dimensions of a good teacher
affective (emotional support), behavioral (clear activities and routine) and cognitive (instructional support)
291
all levels of planning must
be coordinated
292
instructional objective is
a clear and unambiguous description of your educational intentions
293
Gronlund's alternative approach suggests that
an objective should be stated first in general terms
294
taxonomy encourages
systematic thinking about relevant objectives and ways to evaluate them
295
six basic objectives are listed in the cognitive domain
knowing, understanding, applying, analyzing, evaluating and creating
296
direct instruction is appropriate for
teaching basic skills and explicit knowledge
297
convergent questions have
only one right answer
298
divergent questions have
many possible answers
299
higher level questions require
analysis, synthesis, and evaluation - students have to think for themselves
300
the best pattern for younger students and lower ability students is
simple questions that allow a high percentage of correct answers
301
for high ability students, successful pattern
harder questions at both higher and lower levels and critical feedback
302
group discussion helps students participate
directly and allow a student to ask for clarification
303
group discussion are
quite unpredictable and may easily digress into exchanges of ignorance
304
academic ability groupings can
have disadvantages and advantages
305
lower ability groups are
less likely to be asked critical comprehension questions and are given fewer opportunities
306
lower ability groups often mean that
students are segregated
307
cross-age grouping by subject can be
an effective way to deal with ability differences in a school
308
within-class ability grouping can
have positive effects
309
effective teaching for exceptional students does
not require a unique set of skills
310
differentiated instruction can
improve learning for all students
311
the two kinds of expectation effects are
self-fulfilling prophecy (idée préconcue erronée de l'élève) and sustaining expectation (idée préconcue mais juste)
312
measurement is
the description of an event or characteristic using numbers
313
assessment includes
measurement but is broader because it includes all kinds of ways to sample skills knowledge and abilities
314
formative
ungraded, diagnostic
315
summative
graded
316
formative assessment helps
form instructions
317
summative assessment
summarizes students' accomplishments
318
norm-referenced test a student's
performance is compared to the average performance of others
319
in criterion-referenced tests, scores
are compared to a pre-established standard
320
norm-referenced tests cover
a wide range of general objectives
321
norm-referenced tests do not tell whether
students are ready for advanced material
322
criterion-referenced tests measure
very specific objectives
323
a test is a sample of a student's performance
on a given day
324
tests must be reliable to be
valid, but reliability does not guarantee validity
325
learning is supported by
frequent testing using cumulative questions
326
2 traditional formats for testing are
objective test and essay test
327
authentic assessments are
similar to the real-life performances
328
example of authentic assessment
portfolios and exhibitions
329
one way to make assessment more reliable and valid is
using rubrics
330
informal assessments are
ungraded formative assessments that gather information from multiple sources
331
grading can be
norm-referenced (on the curve) or criterion-referenced (report cards)
332
occasional failure can be positive if
appropriate feedback is provided
333
it is best to promote but
provide extra support (differentiated instruction could prevent problems)
334
grades can encourage students's motivation if
they are tied to meaningful learning
335
mean
arithmetical average
336
median
middle sore
337
mode
most common score
338
standard deviation measures
how scores spread out around the mean (represented as a bell)
339
teachers should use testing results to
improve instruction
340
if a student becomes experienced in test taking it
can improve the outcome of the test
341
we will have weekly quizzes, but your final grade will be based only on the midterm and final exam. This decision implies that the quizzes are to be used for
formative evaluation
342
formative evaluation help
students and teachers gauge the level of success
343
a test or rating scale is objective to extent that it
is free of biases of the administrators and scorers
344
the most important use of essay tests is to
measure complex learning outcomes
345
an essay should be reserved for measuring
high-level thinking skills
346
essay test or less efficient than
objective tests
347
the key feature of authentic assessments is
testing in the realistic context
348
which one of the following procedures would improve the reliability and validity of grading short essay tests, thus refuting the complaint of sensitivity to bias and variability in grading
using a scoring rubric
349
paper-and-pencil exercises, direct observations of performance, development of portfolios and creation of artifacts are all methods of
assessment
350
assessment is used when
it is broader than testing
351
which one of the following situations requires a norm-referenced evaluation
hiring one manager from a pool of 150 applicants
352
for which of the following situations would a criterion-referenced test be the most appropriate measure to use
measuring mastery of basic competencies in addition and subtraction
353
with regard to the practice of retaining or holding back students with failing grades, your textbook's general recommendation is that
students should be promoted with their peers but provided with extra help in the summer or the next year
354
which one of the following procedures is recommended for reducing the detrimental effects of grading on students
give ungraded assignments in order to increase exploration
355
a math teacher wants to know if her students understood the concepts of number groupings well enough that she can introduce the concepts of multiplication. what type of evaluation should she use
formative evaluation
356
the graduate program of psychology would like to choose the most promising candidates from a group of 450 applications. what type of testing would facilitate the selection process?
norm-referenced tests
357
to determine if linda is able to apply her knowledge of piager's theory to help desigh a math program for elementary level students, she should use
essay questions
358
you want to determine as objectively as possible if the students in the educ 210 class have acquired the basic knowledge for psychology of education
multiple-choice questions
359
to help determine if alex has the requisite competencies to drive a car
essay questions
