Exam 3 Flashcards
intrinsic motivation
the natural human tendency to seek out and conquer challenges. E.g, motivated by the love/passion
extrinsic motivation
when we do something to earn something (playing a sport because your parents pay you etc)
Maslow’s needs hierarchy
Maslow’s seven levels of human needs from basic physiological requirements to the need for self actualization.
attribution theory
The reasons we give for our successes and failures
dimensions of locus and stability
internal and external and it examines if the cause is likely to change
relationship to self-esteem and motivation
Person high in self esteem success attributed to internal causes. Expectancies for success this is true whether succeed or failed in original task. v
Low self esteem: success attributed to luck and failures to lack of skill or ability
entity and incremental views of ability; effects on behavior
entity views of ability
incremental views of ability
effect on behavior
Maslow’s Hierarchy Needs
Physiological Needs, safety needs, love and belongingness, esteem needs, cognitive needs, aesethics needs, self actualization
expectancy x value x cost
explanation of motivation; motivation is the product of two main forces (expectation of reaching goal x value of the goal) motivation is the product of these two because if one has a zero value (motivation or value) motivation will be 0.
Cost: what pushes away when value is not zero. cost is what factors push us away from motivation.
focus on mastery and performance goals
mastery goals:
performance goals:
goal orientation theory
the reasons we pursue goals and the standards we use to evaluate progress.
basic profiles of mastery-oriented
Students focus on the task rather than their ability
Generate solution-oriented strategies
High need to achieve
failure-avoiding, failure-accepting students; effects on behavior
Failure avoiding: FEAR failure, unrealistic goals. Only feel as good as last grade, never develop a true self efficacy. employ self handicapping language
Failure accepting: EXPECT failure, no goal-setting
Effect on behavior: failure avoiding students never develop a true self efficacy. employ self handicapping strategies. can lead to become failure accepting student
learned helplessness
the expectation, that based on previous experiences with a lack of control, that all of ones efforts will lead to failure.
strategies to encourage motivation and thoughtful learning
provide multiple goals (small), different assessments types to encourage and foster success. provide constructive feedback, teach how learning is incremental not entity.
teacher expectations (self-fulfilling prophecy, sustaining expectations), effects on students
teachers who
teacher expectations (self-fulfilling prophecy, sustaining expectations), effects on students
assumptions effect teachers behavior towards a student which directly impacts the students perception and resulting behavior.
behavioral, cognitive, and emotional engagement
behavioral engagement: on-task attention, focusing on the task at hand-working hard and persisting at the task over time
cognitive engagement:going beyond basic requirements of task. planning, monitoring, evaluating one’s activities. deeply processing information
emotional engagement: demonstrating curiosity and interest in the task. enjoyment, excitement (wanting to, rather than having to)
Maslow’s Hierarchy Needs
Physiological Needs, safety needs, love and belongingness, esteem needs, cognitive needs, aesthetics needs, self actualization
high stakes testing, definition
high stakes testing: standardized test whose results have powerful influences and can be utizled by school administrators etc, (bar test, SAT )
formative vs. summative assessment
formative assessments can guide teachers planning. e.g., spelling pretest. can occur before or during instruction.
summative assessment: occurs at the end of the assessment. its purpose is to measure the students level of profieceny. they provide a summary of skills
objectivity vs. subjectivity in grading• use of grading rubrics in both traditional and alternative assessments
set expectations for answers, have predetermined scoring rubric, students can only succeed only if they know what success means.
norm- and criterion-referenced grading; their effect on students
norm: assessment of students achievement in relation to one another.
criterion: the grade represents a list of students accomplishment.
effect on students:
effects of grading on students
low grades generally do not encourage greater efforts. the value of failing needs a balance, retention is more common in minority male, living poverty, less likely to have participated in childhood programs.
traditional assessment: selected responses
Selected Response: e.g. multiple choice
Strengths:
-easy to grade
-efficient in testing knowledge
-scores are less influenced by guessing than t/f
-easy to conduct item analysis to identify problems (incorrect responses, provide diagnostic information)
-scoring is objective, reliable
-to an extent can measure simple and complex learning outcomes
Limitations:
-cannot measure a student’s ability to integrate and synthesize information, ability to organize and express their ideas
–can be influenced by students reading ability
traditional assessment: constructed responses
Essay questions etc;
Strengths
Highest level of learning can be measured
Integration and application of ideas can be emphasized
Less preparation time than for selected-response
Limitations
Can’t adequately sample content
Scores affected by writing skill
Scoring is time-consuming, subjective, possibly unreliable
