Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Ed Psych > Second exam > Flashcards

Second exam Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Assessment

A

procedures used to obtain information about student performance/knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Accountability

A

making teachers and schools accountable/responsible for students learning, usually by monitoring learning with high stakes tests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Authentic Assessment

A

assessment procedures that test skills and abilities as they would be applied in real life situations (performance assessment)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Classroom/Teacher made assessments

A

selected and created by teachers and can take many different forms such as: tests, essays, portfolios, projects, performances, etc. based on what teacher expects you to know based on what they have taught you in class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Traditional assessments

A

meant to extract information about learning,

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

formative assessments

A

ungraded testing used before or during instruction to aid in planning and diagnosis
during unit or class, looking to make change in teaching while teaching is occuring

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

summative assessments

A 
testing that follows instruction and assesses achievement
final score/grade, i.e. course evals, after a unit or class is over
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

standardized assessments

A

tests that are uniform in content, administration, and scoring
allows for comparison across classrooms/schools/districts
often measures individual performance against pre-established standards based on norm groups
increase due to No Child Left Behind Act

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

assessment quality

A

Is assessment fair? Does it effectively measure what it is intended to measure?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Validity

A

degree to which a test measures what it is intended to measure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

reliability

A

consistency of test results, repeatable, would get graded the same by different people. Reduced bias leads to more reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

portfolio

A

a collection of a students work in an area, showing growth self reflection, and achievement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

normal distribution

A

most commonly occuring distribution in which scores are distributed evenly around the mean

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

criterion referenced

A

grading: assessment of each student’s mastery of course objectives
testing: testing in which scores are compared to a set performance standard or assessed in comparison to pre-measured criteria (i.e. a driving test)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

norm-referenced

A

testing in which scores are compared with the average performance of others (in class/school/district) curved grading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

culture free assessments

A

culture neutral, no culture could have advantage over other in terms of testing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

norm group

A

large sample of students serving as a comparison group for scoring tests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

high stakes testing

A 
standardized tests whose results have powerful influences when used by school administrators, other officials, or employees to make decisions.
consequences:
admin/teacher cheating
students cheating
exclusion of low performing students in testing
misrepresentation of dropouts
teaching to the test
narrowing curriculum
conflicting accountability rating
question meaning of "proficiency"
declining teacher morale
score reporting errors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

rubrics

A

rules that are used to determine the quality of a students performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

cognitive psychology

A

the scientific study of mental processes such as “attention, language use, memory, perception, problem solving, creativity, and thinking”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

attention

A

focus on a stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

automacity

A

ability to perform thoroughly learned tasks without much mental effort, result of learning to perform a behavior or thinking process so thoroughly that the performance is automatic and does not require effort

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

central executive

A

the part of working memory that is responsible for monitoring and directing attention and other mental resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

chunking

A

grouping individual data into meaningful larger units

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

cognitive load

A

volume of resources necessary to complete a task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

declarative knowledge

A

verbal knowledge, knowing something is the case, facts.
constructing declarative knowledge: making meaningful connections… elaboration (adding meaning to new information by connecting with already existing knowledge), organization (well organized material is easier to learn and remember), imagery (information coded both visually and verbally is easiest to learn), context, desirable difficulty (the more effort that is required to remember something the stronger the memory will be if efforts to learn are effective, effective practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

procedural knowledge

A

knowledge that is demonstrated when you perform a task, “knowing how”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

elaboration

A

adding and extending meaning by connecting new information to existing knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

organization

A

ongoing process of arranging information and experiences into mental systems or categories, ordered and logical networks of relations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

interference

A

when remembering certain information is hampered by the presence of other information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

levels of processing

A

four primary types of encoding are visual, acoustic, elaborative, and semantic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

levels of processing theory/ depth of processing

A

Theory that recall of information is based on how deeply it is processed
the deeper we can encode, the more likely we are to retain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

mnemonics

A

techniques for remembering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

maintainence

A

maintenance rehearsal: Keeping information in working memory by repeating it to yourself

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

long term memory

A

permanent store of knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

working memory

A

information that is currently activated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

priming

A

activating a concept in memory or the spread of activation from one concept to another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

retrieval

A

process of searching for and finding information in long term memory

39
Q

encoding

A

The first stage of memory, when we are exposed to information, we take the information and begin processing it in visual, acoustic, and semantic form (encode it). take the information, give the information meaning.
enhancing encoding: self testing, practicing retrieval, repetition/space repetition, give things meaning, elaboration

40
Q

activation

A

active teaching: high levels of teacher explanation, demonstration, and interaction with students

41
Q

schemas

A

basic structure for organizing schemas

42
Q

transfer

A

what you learn in one situation you can use in another

43
Q

critical thinking

A

evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution

44
Q

executive control processes

A

processes such as selective attention, rehearsal, elaboration, and organization that influence encoding, storage, and retrieval of information in memory.

45
Q

behaviorist psychology

A

Skinner (pigeons), Watson (baby Albert), Pavlov (dogs)

theory of learning based on the idea that all behaviors are acquired through conditioning

46
Q

aversive stimuli

A

irritating or unpleasant stimuli

47
Q

classical conditioning

A

Pavlov (animals) Watson (humans)
example of little Albert (animals he liked were paired with loud noises causing him to fear them or get scared when he saw them, expecting loud noise)
pair unconditioned stimuli with another stimulus that elicits a feeling/reaction
key: involuntary response

48
Q

reinforcement schedules

A

continuous: rewarding every time someone does something
fixed interval: rewarding behavior every ___ minutes
variable ratio: rewarding someone every (random number) of times they do something
fixed ratio: rewarding every (#) of times someone does something
variable interval: rewarding over random periods of time

49
Q

operant conditioning

A 
BF Skinner (pigeons)
uses reinforcers to strengthen a desired behavior, shaping (rewarding little bits along the way) & cues, successive approximations towards a goal
"learning in which voluntary behavior is strengthened or weakened by consequences or antecedents"
2 types: Reinforcement & Punishers
operant conditioning can lead to negative outcomes such as student finding thing they didn't like even LESS enjoyable .. "oh if I have to get a reward to do this it must be really bad"
50
Q

reinforcement types (operant conditioning)

A

positive: strengthen desired behavior by adding positive stimuli
negative: strengthen undesired behavior by removing aversive stimuli
number one positive reinforcement in schools is PRAISE

51
Q

prompt

A

a reminder that follows a cue to make sure the student responds to that cue

52
Q

shaping

A

rewarding little bits along the way

53
Q

extinction

A

disappearance of a learned response

54
Q

Premack principle

A

principle stating that a more preferred activity can serve as a reinforcer for a less desirable activity
“if you eat all your veggies you can have dessert”

55
Q

token systems

A 
system in which some sort of token is earned for classroom behavior or academic work, can be exchanged for some desired reward. 
SHOULD BE USED to motivate students who are undesired to do their work, to encourage students who have consistently failed, or to deal with a class that is out of control
56
Q

behavior modification

A

(think conditioning I think)

57
Q

constructivism

A
  • founded on multiple theories of learning, memory, and motivation
  • emphasis on deep learning
  • view that emphasizes the active role of the learner in building understanding and making sense of informatiom
  • central ideas: learners are active in constructing their own understanding, they create knowledge by going beyond what they are given ..&.. social interactions are important in this knowledge construction process
58
Q

cooperative learning

A

Way of working with others to attain a shared goal, learning is supported by other individuals
elements: (PIGS Face)
positive interdependence (everyone actually needs each other)
Individual accountability
Group processing/reflection (how group works together, evaluate along the way)
Social Skills
Face to face interaction

59
Q

inquiry

A

inquiry learning is triggered by curiosity, student centered learning

60
Q

self-efficacy

A

a person’s belief in regards to their likelihood to succeed on a given task
sources: past experiences (of success on similar tasks), vicarious learning, verbal persuasion, psychological arousal
If you have high self efficacy you are more likely to persist

61
Q

modeling

A

changes in behavior, thinking, or emotions that happen through observing another person (a model)

62
Q

vicarious learning

A

learning that is derived from indirect sources such as hearing or observation

63
Q

social cognition

A

Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations. It focuses on the role that cognitive processes play in our social interactions

64
Q

self-regulation

A

ability of an individual to achieve their goals/be successful on a task: analyze the task, set goal and design plan, engage in effective strategies, reflect on and adapt process

65
Q

arousal

A

physical and psychological reactions causing a person to feel alert, attentive, excited, or tense.
could be feelings of being “psyched” or having an increased sense of anxiety

66
Q

expectancy x value

A

explanation of motivation that emphasizes individual’s expectations for success combined with their valuing of the goal
motivation is product of an individual’s expectation of reaching a goal and the value of that goal

67
Q

goal orientation

A

patterns of beliefs about goals related to achievement in school, striving for accomplishments

68
Q

entity view/ fixed view

A

blaming or crediting everything on ability

69
Q

incremental view/growth mindset

A

personally held belief that abilities are unstable, controllable, and improvable

70
Q

attribution theory (Weiner)

A 
attribution theories (in general): description of how individual's explanations, justifications, and excuses influence their motivation and behavior.
Weiner: categories of attributed causes for successes or failures can be characterized...
chart with instability/stability on one side and internal/external locus of control on the other.
71
Q

anxiety

A

general uneasiness, feelings of tension

72
Q

humanistic psychology

A

-potential of the person
-full needs
-self-actualization
in answer to limitations of Freud’s psychoanalytic theory and B. F. Skinner’s behaviorism

73
Q

failure avoidance

A

high fear of failure, very high or low performance goals, lack of ability is cause of failure, fixed mindset (ability is uncontrollable), self-defeating strategies, use self handicapping strategies

74
Q

self handicapping

A

engaging in behavior that blocks their own success in order to avoid testing their true ability

75
Q

intrinsic/extrinsic motivation

A

intrinsic: motivation associated with activities that are their own reward.. natural human tendency to seek out and conquer challenges as we pursue personal interests
extrinsic: motivation created by external factors such as rewards, pressure, and punishment

76
Q

local of control/causality

A

location of the cause of behavior

77
Q

Albert Bandura

A

-vicarious learning
-Bobo doll study
-self-efficacy sources:
past experiences, vicarious learning, verbal persuasion, psychological arousal

78
Q

self-determination theory

A

suggests that we all need to feel confident and capable, to have a sense of autonomy and control over our lives,

79
Q

Types of punishers (operant conditioning)

A

presentation: weaken an undesired behavior by adding a negative stimulus
removal: weaken undesired behavior by removing a positive stimulus
(punishers less effective in the long term than reinforcements)

80
Q

memory

A

encoding new information onto old information

3 stages: encoding, storage, and retrieval

81
Q

self regulation

A 
ability of an individual to achieve their goals and/or be successful on a task:
analyze the task
set goal and design plan
engage in effective strategies
reflect on and adapt process
82
Q

self efficacy

A

person’s belief in their likelihood to succeed on a given task
Sources: past experiences, vicarious learning, verbal persuasion, psychological arousal (from most strong to least strong)

83
Q

Maslow’s hierarchy of needs

A 
Self actualization needs
aesthetic needs
need to know and understand
self worth and self esteem needs
love and belongingness needs
safety and security needs
physiological needs

bottom four are deficiency needs and top three are growth needs

84
Q

withitness

A

teachers having “eyes in the back of their heads”
aware of what’s happening in their classrooms
able to identify problems before they get out of hand

85
Q

overlapping

A

multitasking, ability to have multiple activities going on a time and ability to monitor all of those activities at once

86
Q

good rules

A
  • consistent across spaces
  • stated clearly
  • stated positively
  • provide rationale
  • keep list short
  • encourage/allow student input
87
Q

classroom management

A

all elements of a classroom that make an environment conducive to learning

  • procedures
  • rules
  • consequences
  • climate/culture
88
Q

procedures

A

routines and processes, keep everything running smoothly, allows students to make lower level decisions so teachers can attend to higher ones, must be practiced (especially by younger students)
manage tasks of being in a learning environment

89
Q

classroom climate/culture

A

enthusiasm, caring teacher, easy to pay attention to, increases intrinsic motivation

90
Q

intervention continuum

A 
minor infraction
-ignore
-praise desired behavior
-redirect
-use desist (first time classwork is interrupted)
-apply consequences
major/repeated infraction
91
Q

teacher centered vs. student centered instruction

A

teacher centered is more passive, student centered is more active, teacher centered is more likely to reach learning goals, student centered is more likely to result in deeper/more active learning
unguided inquiry is most extreme student centered learning (guided inquiry has more teacher scaffolding)
Direct instruction: start with explicit information, then demonstration, then individual practice (I do, we do, you do)

92
Q

assessment bias

A

qualities of an assessment instrument that offend or unfairly penalize a group of students because of the student´s gender,race,ethnicity,etc

93
Q

multiple choice

A

can only assess first four levels of blooms taxonomy

Ed Psych (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions