Exam 1 Flashcards
- What are the five different types of research designs
Descriptive Correlational Experimental Single subject design Quasi-experimental
Descriptive
Describes variables but does not make connections between variables, events, or conditions.
Socioeconomic status
- Socioeconomic status, relies on the educational level and occupation of family members rather than on their level income
Stereotype threat
- A situational predicament where people at risk of confirming negative stereotypes about their social group.
- They matter because they can affect the person’s behavior, their level of performance, etc.
Formative and Summative
Formative
- Enable teachers to plan for instruction and monitor student progress throughout a grading period. (homework, quizzes, exit sheet)
Summative
- Assess student achievement at the end of an instructional unit or grading period. (test, exam, cumulative projects)
- Name the four categories of standardized tests
Standardized achievement tests
Standardized aptitude tests
Career or educational interest inventories
Personality test
Standardized achievement tests
- Assess current knowledge, which can included learning outcomes and skills either in general or in a specific domain. Identify the strengths and weaknesses of individual students as well as school districts.
Standardized aptitude tests
- Assess future potential, used for admission or selection purposes to place a student in particular school, specific classrooms.
- What is a standard deviation (SD)? What does a large SD mean? What does a small SD mean?
Standard deviation
- The degree of variability in a group of scores
Large SD
- Suggests that the scores are more spread out
Small SD
- Indicates that most cores are close to the mean score of the group
- What is a frequency distribution? Describe skewness
- Is the simple list of all scores for a group
Skewness - Symmetry or asymmetry of a frequency distribution
- Negative skewness indicate that scores are piled up at the high end (liens right)
- Positive skewness indicates that scores are piled up on the low end. (liens left)
Measurement error & types
Measurement error
- Is the accumulation of imperfections that found in all measurements
Types of measurement errors
- Item selection – clarity in wording of question
- Test administration – harsh tone increase students anxiety
- Individual factors – illness, fatigue
- Test scoring – subjective, such as essay
Reliability VS validity
Reliability
- The test score or measurement, is measured on a continuum from high to low
Validity
- The extent to which an assessment actually measures what it is intended to measure
Types of validity
- Content – evidence provides information about the extent to which the test items accurately represent all possible items for assessing the variable of interest.
- Criterion related - evidence shows that the test score is related to some criterion, an outcome thought to measure the variable of interest.
o Concurrent
o predictive - Convergent – evidence shows whether the test score is related to another measure of the construct.
- Discrimination – evidence demonstrates that a test score is not related to another test score that assesses a different construct.
- Theory based – evidence provides information that the test scores are consistent with a theoretical aspect of the construct.
Hierarchical theories
(cattell and horn) – two separate general factors.
- Gc – general crystallized intelligence, individuals pool of knowledge and facts
- Gf – general fluid intelligence, individuals potential for learning
Multiple intelligences
Gardners
- Intelligences are independent of one another but interact and work together Intelligences are abstract but exist in a person’s interaction with objects and people in the world
- Linguistic – words to communicate ideas
- Logical/mathematical – reasoning, recognizing patterns
- Musical – recognizing musical components
- Kinesthetic – ability to use one’s body
- Spatial accurate perception of visual-spatial world
- Interpersonal – identification/responding to emotions of others
- Intrapersonal –knowing strengths/limitations
- Naturalistic - recognizing/classifying the natural world
- What is the primary purpose of IQ tests?
- To predict school achievement
Criterion and norm-reference
Criterion reference
- Compare an individual’s score to a preset criterion, or standard of performance, for a learning objective. How well you mastered the material.
Norm-reference
- Compare the individual’s test-takers performance to the performance of a group of similar test takers (sample norm).
Dual criteria
- Diagnosing a specific disability
o Significantly low achievement
o Insufficient response to intervention.
Response-to-Intervention
Tier 1 – High quality instructional and behavioral supports for all students
Tier 2 – Intensive prevention or remediation for those lagging behind
Tier 3 – Comprehensive evaluation to determine eligibility for special education services
- Why is the Individuals with Disabilities Education Improvement Act (IDEIA) important? What are the six principles of IDEA (2004)?
Important because it not only defines what is disabled but also the actions to take place.
- FAPE = Free and Appropriate Public Education
- LRE = Least Restrictive Environment
- Zero reject
- Nondiscriminatory evaluation
- Procedural due process
- Parent and student involvement
- What is the Flynn effect?
- IQ scores increase over successive generations (3points per decade)
- Due to
o Better nutrition, increased schooling, greater educational levels of parents, fewer childhood diseases (better health care), and improved parent-child interactions.
Factor theories
(spearman) – two factory theory of intelligence
- (G) General factor, the overall ability to perform cognitive tasks, common variance shared across measures.
- (S) Specific skills, such as vocabulary and math skills, subtest variance, unique to measures
Percentile score
- Raw scores from highest to lowest
- The percentage of people in the norm sample who scored below or equal to that raw score.
- If a student scored in the 70th percentile he did equal to and below that score…he did not score a 70%.
Career or educational interest inventories
- Assess individual preferences for certain types of activities. Used in high schools and college students in planning their post secondary education, and companies when selecting employees
Personality test
- Assess an individuals’ characteristics, interest’s attitudes, values. This test needs to be done with psychologist or counselor with training and diagnosis of clinical disorders.
Minority VS majority
- The minority group has less power than the majority, even if they have are larger in number.
Ethnic VS racial group
- Ethnic group includes people who share a similar culture
- Racial group includes people with the same biological factors
Sex VS Gender VS sexual orientation
- Sex refers to the biological status of male (penis) or female (vagina)
- Gender refers to the social behaviors learned in the environment about being masculine or feminine.
- Sexual orientation denotes homosexuality, heterosexuality, or bisexuality
Disability
- Being unable to perform some behavior, task or skill. Physical disabilities, cognitive disabilities, behavioral or emotional disabilities.
- Define the following terms: prejudice feelings, discrimination, confirmation, belief perseverance
Prejudice feelings
- Are rigid and irrational generalizations about a group or category of people
Discrimination
- Treating individuals differently based on prejudice feelings or biased beliefs about a particular group
Confirmation bias
- Is the tendency for people to seek evidence that confirms what they already believe to be true, rather than searching for facts that might refute their beliefs.
Belief perseverance
- Is the tendency to hold onto our beliefs even in the face of contradictory evidence?
- Understand the three key elements of all educational psychology research designs.
Designs - A method for investigating how and whether the variables selected are related. Samples - A population of interest Measures - Method for taking measurements, framework for gathering information o Observation o Interview o Tests and surveys
Single subject design
- Examines the effects of intervention or teaching approach
- Example, baseline/intervention/baseline/intervention (ABAB)
Experimental
- Randomly assigned to experimental or control group
- Independent variable is manipulated
o Dependent – what is being measured, the outcome
o Independent – what is believed to affect the dependent, it is manipulated, is the treatment/intervention
Quasi-experimental
- AKA “natural experiments”
- When experimenter cannot randomly assign group membership
- When it is not ethical to assign group membership
o Example, Gender
Correlational
- Can identify relationships between variables
- Correlation coefficient between -1.0 and +1.0
- Cannot determine cause/effect
