Second exam Flashcards
1
Q
Assessment
A
procedures used to obtain information about student performance/knowledge
2
Q
Accountability
A
making teachers and schools accountable/responsible for students learning, usually by monitoring learning with high stakes tests
3
Q
Authentic Assessment
A
assessment procedures that test skills and abilities as they would be applied in real life situations (performance assessment)
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
5
Q
Traditional assessments
A
meant to extract information about learning,
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
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
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
9
Q
assessment quality
A
Is assessment fair? Does it effectively measure what it is intended to measure?
10
Q
Validity
A
degree to which a test measures what it is intended to measure
11
Q
reliability
A
consistency of test results, repeatable, would get graded the same by different people. Reduced bias leads to more reliability
12
Q
portfolio
A
a collection of a students work in an area, showing growth self reflection, and achievement
13
Q
normal distribution
A
most commonly occuring distribution in which scores are distributed evenly around the mean
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)
15
Q
norm-referenced
A
testing in which scores are compared with the average performance of others (in class/school/district) curved grading
16
Q
culture free assessments
A
culture neutral, no culture could have advantage over other in terms of testing
17
Q
norm group
A
large sample of students serving as a comparison group for scoring tests
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
19
Q
rubrics
A
rules that are used to determine the quality of a students performance
20
Q
cognitive psychology
A
the scientific study of mental processes such as “attention, language use, memory, perception, problem solving, creativity, and thinking”
21
Q
attention
A
focus on a stimulus
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
23
Q
central executive
A
the part of working memory that is responsible for monitoring and directing attention and other mental resources
24
Q
chunking
A
grouping individual data into meaningful larger units
25
cognitive load
volume of resources necessary to complete a task
26
declarative knowledge
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
27
procedural knowledge
knowledge that is demonstrated when you perform a task, "knowing how"
28
elaboration
adding and extending meaning by connecting new information to existing knowledge
29
organization
ongoing process of arranging information and experiences into mental systems or categories, ordered and logical networks of relations
30
interference
when remembering certain information is hampered by the presence of other information
31
levels of processing
four primary types of encoding are visual, acoustic, elaborative, and semantic
32
levels of processing theory/ depth of processing
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
33
mnemonics
techniques for remembering
34
maintainence
maintenance rehearsal: Keeping information in working memory by repeating it to yourself
35
long term memory
permanent store of knowledge
36
working memory
information that is currently activated
37
priming
activating a concept in memory or the spread of activation from one concept to another
38
retrieval
process of searching for and finding information in long term memory
39
encoding
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
activation
active teaching: high levels of teacher explanation, demonstration, and interaction with students
41
schemas
basic structure for organizing schemas
42
transfer
what you learn in one situation you can use in another
43
critical thinking
evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution
44
executive control processes
processes such as selective attention, rehearsal, elaboration, and organization that influence encoding, storage, and retrieval of information in memory.
45
behaviorist psychology
Skinner (pigeons), Watson (baby Albert), Pavlov (dogs)
| theory of learning based on the idea that all behaviors are acquired through conditioning
46
aversive stimuli
irritating or unpleasant stimuli
47
classical conditioning
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
reinforcement schedules
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
operant conditioning
```
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
reinforcement types (operant conditioning)
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
prompt
a reminder that follows a cue to make sure the student responds to that cue
52
shaping
rewarding little bits along the way
53
extinction
disappearance of a learned response
54
Premack principle
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
token systems
```
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
behavior modification
(think conditioning I think)
57
constructivism
- 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
cooperative learning
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
inquiry
inquiry learning is triggered by curiosity, student centered learning
60
self-efficacy
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
modeling
changes in behavior, thinking, or emotions that happen through observing another person (a model)
62
vicarious learning
learning that is derived from indirect sources such as hearing or observation
63
social cognition
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
self-regulation
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
arousal
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
expectancy x value
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
goal orientation
patterns of beliefs about goals related to achievement in school, striving for accomplishments
68
entity view/ fixed view
blaming or crediting everything on ability
69
incremental view/growth mindset
personally held belief that abilities are unstable, controllable, and improvable
70
attribution theory (Weiner)
```
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
anxiety
general uneasiness, feelings of tension
72
humanistic psychology
-potential of the person
-full needs
-self-actualization
in answer to limitations of Freud's psychoanalytic theory and B. F. Skinner's behaviorism
73
failure avoidance
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
self handicapping
engaging in behavior that blocks their own success in order to avoid testing their true ability
75
intrinsic/extrinsic motivation
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
local of control/causality
location of the cause of behavior
77
Albert Bandura
-vicarious learning
-Bobo doll study
-self-efficacy sources:
past experiences, vicarious learning, verbal persuasion, psychological arousal
78
self-determination theory
suggests that we all need to feel confident and capable, to have a sense of autonomy and control over our lives,
79
Types of punishers (operant conditioning)
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
memory
encoding new information onto old information
| 3 stages: encoding, storage, and retrieval
81
self regulation
```
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
self efficacy
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
Maslow's hierarchy of needs
```
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
withitness
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
overlapping
multitasking, ability to have multiple activities going on a time and ability to monitor all of those activities at once
86
good rules
- consistent across spaces
- stated clearly
- stated positively
- provide rationale
- keep list short
- encourage/allow student input
87
classroom management
all elements of a classroom that make an environment conducive to learning
- procedures
- rules
- consequences
- climate/culture
88
procedures
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
classroom climate/culture
enthusiasm, caring teacher, easy to pay attention to, increases intrinsic motivation
90
intervention continuum
```
minor infraction
-ignore
-praise desired behavior
-redirect
-use desist (first time classwork is interrupted)
-apply consequences
major/repeated infraction
```
91
teacher centered vs. student centered instruction
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
assessment bias
qualities of an assessment instrument that offend or unfairly penalize a group of students because of the student´s gender,race,ethnicity,etc
93
multiple choice
can only assess first four levels of blooms taxonomy
