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PSY 310 > Final Exam > Flashcards

Final Exam Flashcards

(64 cards)

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1
Q

What are procedures?

A

A routine with prescribed steps for an activity
Ex: Going to lunch

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2
Q

What are rules?

A

Statements specifying expected and forbidden behaviors (Do’s and don’ts)

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3
Q

What are participation structures?

A

The formal and informal rules for how to take part in an activity.

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4
Q

What is a formative assessment?

A

Ungraded testing used before or during instruction to aid in planning and diagnosis.

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5
Q

What is a summative assessment?

A

Testing that occurs after instruction and assesses achievement.

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6
Q

What is authentic testing?

A

Assessing what students have learned by applying it to real-life scenarios.

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7
Q

Example of authentic testing?

A

Gathering leaves about learning the different types

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8
Q

What is extrinsic motivation?

A

Motivation by external factors such as rewards and punishments. Ex: grades, certificates

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9
Q

What is intrinsic motivation?

A

Motivation associated with activities that are an individual’s own reward. Ex: proud feeling

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10
Q

What is validity?

A

Does the test assess what it is supposed to

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11
Q

What is reliable?

A

It is consistent, free from error

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12
Q

What is motivation?

A

An internal state that arouses, directs, and maintains behavior.

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13
Q

What is learned helplessness?

A

All efforts lead to failure. Places failure on external errors.

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14
Q

What are performance goals?

A

Goals based on grades

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15
Q

What are learning goals?

A

Goals based on content mastery

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16
Q

What are purposes of assessment?

A

To see if students are learning/meeting standards, make educational decisions

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17
Q

What is a characteristic of expert teachers?

A

They are more concerned about students instead of their own self

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18
Q

What are the levels of Bloom’s Taxonomy

A

Remember, Understand, Apply, Analyze, Evaluate, and Create

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19
Q

How long should teacher wait time be?

A

Five seconds

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20
Q

How to deal with a hostile student

A

Deal with calmly and privately

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21
Q

Why is Maslow’s Hierachy of needs so important?

A

Students cannot learn unless basic needs are met.

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22
Q

What part of the brain is the last to develop?

A

The frontal lobe (deals with planning/organizing)

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23
Q

What is standard deviation?

A

The average each score is from the average.

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24
Q

What is mean?

A

The average

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25
What is the median?
The middle number
26
What is the mode?
The most common occurring score
27
Can development be rushed?
No, it is a gradual occurring process
28
How long does it take for academic language attainment to be reached
7 to 10 years
29
What is descriptive research?
Anything that describes Ex: observations, recordings, surveys, interviews
30
What is is experimental research?
Something caused something.
31
What is bandura's theory?
Observation and modeling play in a big role in how people act and learn. Four components: attention, retention, reproduction, and motivation.
32
What is withitness?
Awareness of everything happening in the classroom
33
What is overlapping?
Supervising several activities at once
34
What is the main idea of the zone of proximal development?
Making learning challenging, but not too hard
35
What are Piaget's basic blocks of thinking and memory?
Schemas
36
What are norm-referenced assessments?
Assessments in which scores are compared with the average performance of others.
37
What are criterion referenced assessments?
Assessments in which scores are compared to a set standard.
38
What is empathetic listening ?
Hearing the intent and emotions behind what another says and reflecting them back by paraphrasing.
39
What are Kounin's four prevention skills?
Withitness, overlapping, group focus, and movement management
40
What is group focus?
Keeping students involved as much as possible during activities.
41
What is movement management?
Keeping lessons and the group moving at an appropriate and flexible pace with smooth transitions and variety.
42
Example of withitness
Teacher knows the different tasks different groups are completing
43
Example of overlapping
Giving students individual feedback while also trying to praise students working on other assignments
44
Order of Bloom's
Remember Understand Apply Analyze Evaluate Create
45
What is the remembering level?
memorizing and recalling information
46
What is the understanding level?
being able to know the meaning behind something and having the ability to explain it
47
What is the apply level?
Using the learned knowledge and putting it in new situations
48
What is the analyze level?
Forming connections and relationships between knowledge
49
What is the evaluate level?
Making judgements and being able to defend them
50
What is the create level?
Producing something new from knowledge
51
What is self-determination
A person's ability to make choices and manage their own life.
52
What is humanistic motivation?
Motivation that deals with personal freedom, choice, self-determination, and striving for personal growth. Ex: students learning through free will and desire of knowledge
53
What is attribution theories?
descriptions of how individuals explanations, justifications, and excuses influence their motivation and behavior.
54
What is academic learning?
Time when students are actually succeeding at the learning task that will be tested.
55
What is expectancy X value theories?
Explanations of motivation that emphasize individuals' expectations for success combined with their valuing of the goal. Ex: how much learner values and what they expect to achieve.
56
What is engaged time?
Time spent actively in learning the task at hand. Ex: Time on task
57
How should essays be graded?
With clear and concise rubrics?
58
When should you use an essay prompt?
To see if students fully meet the depth of a learning target
59
What is a language disorder?
a child's form, function, or use of language. Ex: expressive/respective
60
What is language difference
Having the ability to speak another language that is different from the language used for instruction or used by the majority of people. Ex: Dialect
61
How does attribution theory for school achievement relate to ability?
Think they did well because of ability or failed because they didn't have the ability (stability either you have it don't)
62
How does attribution for school achievement relate to effort
Effort can change at any point, but when effort is demonstrated success is more likely. (controllability by student)
63
How does attribution theory with school achievement relate to task-difficulty
More difficult tasks makes success harder because students are afraid to fail (locus)
64
How does attribution theory relate to luck
If they feel lucky and like they did well sucess if more likely (locus external)

PSY 310 (4 decks)

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