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Educational Psychology > Exam 4 > Flashcards

Exam 4 Flashcards

(83 cards)

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0
Q

Learner directed instruction

A

Students have considerable control regarding issues they address and the ways they address them in a lesson

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1
Q

Teacher directed instruction

A

Teacher is largely in control of content and course of the lesson

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2
Q

Instructional goal

A

Desired long term outcome of a lesson

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3
Q

Instructional objective

A

Desired outcome of a lesson or unit

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4
Q

Backward design

A

Approach to instructional planning in which a teacher first determines the desired end result, such as what knowledge and skills students should acquire, and then identifies appropriate assessments and instructional strategies

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5
Q

Standards

A

General statements regarding the knowledge and skills that students should gain and the characteristics that their accomplishments should reflect

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6
Q

Blooms taxonomy

A

Taxonomy of six cognitive processes that lessons might be designed to foster

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7
Q

6 processes of blooms taxonomy

A 
Remember
Understand
Apply
Analyze
Evaluate 
Create
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8
Q

Task analysis

A

Process of identifying the specific behaviors, knowledge or cognitive processes necessary to master a particular subject area or skill

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9
Q

Lesson plan

A

Teacher constructed guide for a lesson that identifies instructional goals and materials and assessment methods

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10
Q

Expository instruction

A

Approach to instruction in which information is presented in more or less the same form in which students are expected to learn it

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11
Q

Advance organizer

A

Introduction to a lesson that provides an overall organizational scheme for the lesson

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12
Q

Mastery learning

A

Approach to instruction in which students learn one topic thoroughly before moving to a subsequent one

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13
Q

Direct instruction

A

Approach that uses a variety of techniques (ie explanations questions) in a fairly structured manner to promote learning of basic skills

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14
Q

Distance learning

A

Technology based instruction in which students are at a location physically separate from that of their instructor

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15
Q

Information literacy

A

Knowledge and skills that help a learner find use evaluate organize and present information about a particular topic

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16
Q

Discovery learning

A

Approach to instruction in which students derive their own knowledge about a topic through firsthand interaction with the environment

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17
Q

Inquiry learning

A

Students seek new information through the intentional application of higher level thinking processes

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18
Q

Authentic activity

A

Classroom activity similar to an activity that students are apt to encounter in the outside world

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19
Q

Lower level question

A

Requires students to retrieve and recite what they have learned in essentially the same way they learned it

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20
Q

Higher level question

A

Requires students to use previously learned information in a new way

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21
Q

Reciprocal teaching

A

Approach to teaching reading and listening comprehension in which students take turns asking teacher like questions of classmates

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22
Q

Cooperative learning

A

Students work with small group of peers to achieve a common goal and help one another learn

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23
Q

Base group

A

Cooperative learning group in which students work together for an entire semester or year to provide mutual support for each other’s learning

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24
Jigsaw technique
Materials are divided among members of a group with different students being responsible for learning different content and teaching it to other group members
25
Scripted cooperation
Cooperative learning groups follow a set of steps or script that guides members verbal interactions
26
Differentiated instruction
Practice of individualize my instructional methods and possibly content or goals to align with each students existing knowledge skills and needs
27
Assessment
Process of observing a sample of a students behavior and drawing inferences about the students knowledge and abilities
28
Informal assessment
Results from a teachers spontaneous day to day observations of how students perform in class
29
Formal assessment
Preplanned systematic attempt to ascertain what students know and can do
30
Paper pencil assessment
Students provide written responses to written items
31
Performance assessment
Students demonstrate their knowledge and skills in a non written fashion
32
Traditional assessment
Focuses on measuring basic knowledge and skills in relative isolation from tasks typical of the outside world
33
Authentic assessment
Done in a context similar to one in the outside world
34
Standardized test
Developed by test construction experts and published for use in many different schools and classrooms
35
Teacher developed assessment instrument
Developed by an individual teacher for use in his or her own classroom
36
Criterion referenced assessment
Instrument designed to determine what students know and can do relative to predetermined standards or criteria
37
Norm referenced assessment
Indicates how students perform relative to a peer group
38
Formative evaluation
Conducted before or during instruction to facilitate instructional planning and enhance students learning
39
Summative evaluation
Conducted after instruction to assess students final achievement
40
Reliability
Extent to which an assessment yields consistent information about the knowledge skills or characteristics being assessed
41
Standardization
Extent to which an assessment involves similar content and format and is administered and scored similarly for everyone
42
Validity
Extent to which an assessment actually measures what it is intended to measure and allows appropriate inferences about the characteristic or ability in question
43
Content validity
Extent to which an assessment includes a representative sample of tasks Within the content domain being assessed
44
Table of specifications
Two way grid indicating the topics to be covered in an assessment and the things students should be able to do with those topics
45
Predictive validity
Extent to which the results of an assessment predict future performance in a particular domain
46
Construct validity
Extent to which an assessment accurately measures an unobservable educational or psychological characteristic
47
Practicality
Extent to which an assessment instrument or procedure is inexpensive and easy to use and takes only a small amount of time to administer and score
48
Halo effect
Phenomenon in which people are more likely to perceive positive behaviors in someone they like or admire
49
Horns effect
People are more likely to perceive negative behaviors in someone for whom they have little affection or respect
50
Recognition task
Memory tasks in which one must identify correct information among incorrect statements or irrelevant information
51
Recall task
One must retrieve information from long term memory with only minimal retrieval cues
52
You should focus on ________ during the days and weeks before an assessment
Mastery goals
53
Rubric
List of components that a students performance on an assessment should ideally include, used to guide scoring
54
Dynamic assessment
Systematic examination of how readily and in what ways a student can acquire new knowledge or skills usually with adult assistance or some other form of scaffolding
55
Checklist
Assessment tool with which a teacher evaluates a students performance by indicating whether specific behaviors or qualities are present or absent
56
Rating scale
Assessment tool with which a teacher evaluates a students performance by rating the aspects of the performance on a continua
57
Analytic scoring
Scoring a students performance on an assessment by evaluating various aspects of it separately
58
Holistic scoring
Summarizing a students performance on an assessment with a single score
59
Testwiseness
Test taking know how that enhances test performance
60
Test anxiety
Excessive anxiety about a particular test or about assessment in general
61
Item analysis
Follow up analysis of patterns in students responses to various items on an assessment instruments
62
Item difficulty
Index reflecting the proportion of students getting a particular assessment item correct
63
Item discrimination
Index reflecting the relative proportions of high scoring versus low scoring students getting a particular assessment item correct
64
Raw score
Assessment score based solely on the number or point value of correctly answered items
65
Criterion referenced score
Specifically indicates what a student knows or can do
66
Norm referenced score
Indicates how a students performance compares with the performance of others
67
Norms
In assessment, the data regarding the typical performance of various groups of students on standardized tests or other norm referenced measures of ability
68
Grade equivalent score
Test score matching a particular students performance with the average performance of students at a certain grade level
69
Age equivalent score
Test score matching a particular students performance with the average performance of students of a certain age
70
Percentile rank
Test score indicating the percentage of peers in the norm group getting a raw score less than or equal to a particular students raw score
71
Normal distribution
Theoretical pattern where most score in the middle range and only a few at either extreme
72
Standard score
Test score indicating how far a students performance is from the mean in terms of standard deviation units
73
Scholastic aptitude test
Test designed to assess a general capacity to learn and used to predict future academic achievement
74
Specific aptitude test
Test designed to predict future ability to succeed in a particular content domain
75
School readiness test
Assesses cognitive skills important for success in a typical kindergarten or first grade curriculum
76
Adaptive testing
Computer based assessment in which students performance on early items determines which items are presented subsequently
77
High stakes testing
Practice of using students performance on a single assessment to make major decisions about students school personnel or overall school quality
78
Accountability
An obligation of teachers and other school personnel to accept responsibility for students performance on high stakes assessments often mandated by policy makers calling for school reform
79
No child left behind act
Mandates regular assessment of basic skills to determine whether students are making adequate yearly progress in relation to state determined standards in reading math and science
80
Bias in assssment
Factor that consistently influences students performance for reasons unrelated to the characteristic being measured and reduces validity of the performance
81
Cultural bias
Extent to which assessment tasks either offend or unfairly penalize someone because of their ethnicity or gender or SES
82
FERPA
Gives students and parents access to academic records while limiting others access to those records

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