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168 Cards in this Set
- Front
- Back
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Standardized tests |
aka published tests are administered, scored and interpreted in a stndrd manner. |
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Classroom Assessment |
Tests that are created by teachers |
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Measurement |
quantitative; the description of an event or characteristic using numbers. |
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Who begun the Social cognitive theory |
Albert Bandura |
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According to the Social cognitive theory, people learn by |
observing others. Including learning from reinforcements/punishments of own and others’ behaviors
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Triarchic Reciprocal Causality |
An explanation of behavior emphasizing effects of individual and environment on each other |
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Triarchic Reciprocal Causality includes the interplay of what influences |
Personal: beliefs, cognitive abilities, motivation, knowledge Social/environmental: resources, consequences of actions, models, physical setting Behavioral: individual actions, choices, verbal statements |
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WHat are some benefits of Reciprocal Causality in Classrooms |
- Teachers communicate expectations to students - Expectations affect students’ confidence - Expectations and confidence affect students’ achievement |
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Two key elements of Social Cognitive theory |
observational learning and self-efficacy |
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Modeling |
Learning by Observing Others All students need capable models who look/sound like them |
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Factors that affect observational learning |
-Status and competence of model -Consequences of model’s actions that observer values -Actions that are appropriate, attainable, rewarding to observer -Actions that help observer attain goals -Actions observer feels capable of learning/performing |
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Elements of Observational Learning |
Attention, Retention, Production, Motivation, Reinforcement |
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Self-reinforcement |
controlling your own reinforcers |
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What are the two types of Self-reinforcement |
Intrinsic & Extrinsic |
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Intrinsic |
Feeling good about your achievement |
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Extrinsic |
Rewarding yourself for meeting a goal |
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5 possible outcomes of observational learning |
-Directing attention to objects involved in modeled behavior -Fine-tuning already learned behaviors -Strengthening or weakening inhibitions -Teaching new behaviors, including cognitive skills -Arousing emotion: Reaction to events observed, read about |
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Ripple effect |
spreading of behaviors/attitudes through imitation |
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Self-efficacy |
Sense of competence toward a particular task |
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What does Self efficany help establish |
High self-efficacy linked to greater effort, persistence, resilience in face of challenging tasks |
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Human agency: |
capacity to coordinate learning skills, motivation, and emotions to reach goals |
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Self-concept vs Self efficancy |
Self-efficacy: Future-oriented, context specific; task specific; strong predictor of behavior -Self-concept: More global construct; includes self-efficacy; involves comparisons to other people |
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Level of arousal a student has affects... |
Self efficacy |
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Self-esteem |
Judgment of self-worth; relates to what we value; not affected by feelings of incompetency in areas we don’t value; not related directly to self-efficacy |
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Mastery experiences |
own direct experiences—usually the most powerful. Successes attributed to one’s ability, effort, choices, and strategies, not to luck or others’ help |
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Vicarious experiences |
someone else models accomplishments. |
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Social persuasion |
Encouragement, informational feedback, useful guidance from a trusted source. |
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Physiological arousal |
Positive or negative arousal—excitement and a feeling of being “psyched” and ready (increases efficacy) or a sense of anxiety and foreboding (decreases efficacy). |
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How does Self-efficacy influenc effort, motivation, and performance? |
Greater self-efficacy > greater effort; higher motivation - Greater self-efficacy > higher goals, greater persistence |
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How can you encourage self efficacy in students |
-Emphasize their progress in a specific area -Set learning goals, model mastery orientation for them - Give specific feedback for improvement -Remind of past efforts resulting in accomplishment |
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Teachers’ efficacy: |
belief in ability to reach every student High teacher efficacy > higher student achievement |
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Self-regulation |
Process of activating and sustaining our thoughts, behaviors, emotions in order to reach our goals |
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Self-regulated learners have: |
-Academic learning skills -Self-awareness -Self-control -Motivation for learning |
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What Influences Self-Regulation? |
Motivation to learn to improve (intrinsic), not just to perform well in the eyes of others (extrinsic) - Self-discipline or volition (will power) - Developed through co-regulation and shared regulation |
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Cycle of self-regulated learning |
Analyzing learning task--> Setting goals ==> Devising plans ==> Enacting strategies to accomplish the task ==>Regulating learning |
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Distinguish between social learning and social cogni-tive theories. |
In social learning theory, observing another per-son, a model, and being reinforced or punished can have similar effects on the observer’s behavior. Social cognitive theory expands social learning theory to include cognitive factors such as beliefs, expectations, and perceptions of self. |
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What is self-efficacy, and how is it different from other self-schemas? |
it involves judgments of capabilities specific to a particular task. Self-concept is a more global construct that contains many perceptions about the self, including self-efficacy. |
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What are the 4 sources of self-efficacy? |
- mastery experiences - level of arousal as you face the task, - vicarious experiences (accomplishments are modeled by someone else) -and social persuasion |
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What is cognitive behavior modification? |
Cognitive be-havior modification is a process in which self-talk is used to regulate behavior. |
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What does measurement allow a teacher to know |
-Allows a teacher to compare one student's performance on a particular tasks -Provides unbiased data |
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Assessment |
-broader than testing and measurement -Can be designed by teachers or local/state -Not only testing, portfolio, projects |
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Formative Assessment |
occurs before and during instruction Made to guide teacher in planning and improving instruction and to help students improve learning(provides feedback) |
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Pretest |
helps teachers determine what students already know. -Not graded |
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Summative Assessment |
occurs at the end of the instruction ex: final exam |
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What is summative ass used for |
Let students and teachers know the level of accomplishment attained - evaluating |
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Norm-Referenced Testing |
comparison of the individual’s score to scores of the norm group on the same test |
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Norm grps |
comparison groups |
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why were norm groups created |
Selected so all SES groups are included -cover a wide range of general ibjectives |
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Criterion Referenced Testing |
when test scores are compared to a given criteria or standard performance |
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Limitation of norm groups |
Do not tell you if a student is ready to move on to advanced material -Not appropriate for affective and psychomotor objectives |
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Criterion Referenced Testing are used to |
-Measure the mastery of very specific objective -Should tell teachers exactly what a student can/cannot do |
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Criterion Referenced Testing limitations |
Not appropriate for all teaching situations -Sometimes comparisons are helpful |
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Standard error of Measurement |
estimations of how much students scored would probably vary if they were tested repeatedly |
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Confidence Interval |
Range of scores within individual scores fail |
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Absence of Bias |
refers to qualities of an assessment instrument that offend or unfairly penalize a group of students because of students gender, race, ethnicity, socioeconomic status, religion. |
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procedures and routines |
describes how activities are accomplished in the classrrom |
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overlapping |
keeping track of and supervising several activities |
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Movement Management |
keeping lessons and the grp moving at an approppriate pace |
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Movement Mangement |
means keeping lessons and the group moving at an app |
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I Message |
to intervene and change a students behavior |
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What are the 4 r's |
reading, writing, respect, resolution |
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Restorative Justive |
focuses on righting the wrongs suffered when conflicts go badly |
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Motivation |
internal state that arouses, directs, and maintains behavior |
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Amotivation |
complete lack of intent to act- no engagement at all |
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Intrinsic motivation |
seek out an conquer challenges as we pursue personal interests - Students who are intrinsically motivated do not need incentives or punishments because the activity it self is rewarding. |
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Extrinsic motivation |
when students do something to earn a good grade. - these students do not care about the activity only what we will gain. |
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External regulation |
Highly extrinsic; actions completely controlled by outside consequences |
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Identification |
Participate with lack of interest; serve a larger goal that is personally motivating |
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Integrated regulation |
Participate with interest and to receive extrinsic reward |
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PARCC |
Partnership for Assessment of Readiness for College and Careers |
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Stanine score |
uses whole numbers from 1 to 9 |
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T score |
standard score with mean of 50 and standard deviation of 10 |
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Z Score |
the number of standard deviations a score falls above or below the average (may be positive or negative number) |
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Scoring rubric |
Specifies rules to be used in judging quality of a student’s performance or product |
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Reward |
is an attractive object or event supplied as a consequence of a particular behavior |
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Incentive |
is an object or event that encouraged or discourages behavior |
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Match the following with either Extrinsic or intrinsic Motivation 1. Behavioral 2. Humanistic 3. Cognitive 4. Social 5. Sociocultural |
1. Behavioral= Extrinsic 2. Humanistic= Intrinsic 3. Cognitive=Intrinsic 4. Social=Both 5. Sociocultural=Intrinsic |
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Humanistic (intrinsic) |
Emphasizes personal freedom, choice, self-determination, and striving for personal growth. |
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Cognitive (intrinsic) |
Behavior determined by our thinking; People are active and curious, searching for info to solve problems |
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Five elements for building a concept of motivation to learn |
– Intrinsic goal setting rather than extrinsic – Involvement in learning goal, not performance goal – Motivation to achieve mastery, not to avoid failure – Attributions to controllable effort and ability, not uncontrollable causes – Incremental view of ability rather than entity view |
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Arousal |
Physical and psychological reactions causing one to be alert, attentive, wide awake |
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How can you help students cope with academic anxiety in classrooms |
– Self-regulation strategies that reduce negative effects – Realistic goal setting, supporting self-efficacy for task – Effective methods of learning and studying – Limited environmental triggers such as stereotype threat |
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Learning |
old cognition of reasoning/problem solving and hot cognition influenced by mood and emotion |
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Curiosity: |
endency to be interested in wide range of areas |
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Mastery oriented |
Incremental view of ability; focus on learning goals; effort and good strategies bring success |
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Failure avoiding: |
Entity view of ability; fear failure; focus on performance goals; self-handicapping behaviors |
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Failure accepting |
Entity view of ability; expect to fail; exhibit learned helplessness; likely to give up |
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Learned helplessness: |
believing events/outcomes are uncontrollable, failure inevitable |
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Learned helplessness leads to what three types of deficits* |
Motivational Cognitive Affective |
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Motivational |
Expect to fail and give up |
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Cognitive |
Miss opportunities to improve; get behind |
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Affective |
Ofthen experience depression, anxiety |
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Alternate-form reliability |
Group taking two equivalent versions of a test achieve comparable scores on both tests |
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Split-half reliability (inconsistency) |
Test takers do well on half of test questions but not the other half |
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Exhibitions |
Performance/demonstration of student’s learning |
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Natural/logical consequences: |
Students must redo, repair, or in some way face natural consequences of actions |
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What are the 7 catergories for penalizing students |
1. Expressions of disappointment 2. Loss of privileges 3. Time-out: Exclusion from the group 4. Written reflections on the problem 5. Visits to the principal’s office 6. Detention 7. Contacting parents |
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Bullying |
Repeated abuse of power, intended to harm victim |
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Effective management style: |
Warm demanders (high expectations and great caring for students) |
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Culturally responsive management |
Considering diverse cultural meanings/styles when responding to students |
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Self Determination |
suggests we all need to feel capable in our interactions in the world. |
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Need for Competence |
the individuals need to demonstrate mastery over the tasks at hand |
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Need for Autonomy |
the desire to have our wishes over external rewards |
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Relatedness: |
desire to belong and to establish close emotional bonds and attachments with others who care about us. |
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The TRC works under which theory? |
Social Cognitive theory
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Behavioral(Extrinsic) |
incentive and rewards are used to motivate students |
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Socail (Both) |
motivation is seen as a product of an individuals expectations and the value of the goal. |
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Sociocultural (Intrinsic) |
Students are motivated to learn if there are members of a classroom, engaged in participation. They emphasize participation in communities of practice. |
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Self-Determination in the Classroom |
Classrooms that use self determination are associated with greater interest and curiosity, student attendance. When students are pressured to perform the seek the quickest and easiest solution. |
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What are the benefits of TRC in the classroom? |
Progressive and self-perpetuating cycles of events -Teachers communicate expectations to students -Expectations affect students’ confidence -Expectations and confidence affect students’ achievement |
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Factors that affect observational learning |
Status and competence of model -Consequences of model’s actions that observer values -Actions that are appropriate, attainable, rewarding to observer -Actions that help observer attain goals -Actions observer feels capable of learning/performing |
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How can you use observational learning in the classroom |
- Model behaviors students need to learn. ex: showing enthusiasm for subject - Use peers(class leaders) as models - show positive behavior leads to reinforcement |
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Four pillars for teaching |
behavioral, cognitive, constructivist, social cognitive learning theories |
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Constructivist |
Students first make sense of the material |
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Cognitive theory |
Remember what they understood |
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Behavioral theory |
They practive and apply new skills and understandings |
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Social cognitive theory |
take charge of own learning |
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locus of causality |
location of the cause of a behavior |
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What are the 4 levels of extrinsic motivation |
External Regulation Introjected Regulation Identification Intergrated Regulation |
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External Regulation |
Highly extrinsic; actions completely controlled by outside consequences |
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introjected regulation |
participate to avoid guilt or neg self perceptions |
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intergrated regulation |
participate with interest and receive extrinsic rewards |
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Maslows Hierarchy stated.. |
Humans have 7 levels of needs -Needs must be met in order -four low level needs are deficiency needs (survival, safety, belinging, self esteem) -3 higher level needs are growth needs(Cognitive, aesthetic, self-actualization) |
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What was some citicism of Maslows hierarchy |
Needs not always met in order |
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What are the 7 level of human needs according to Maslow |
-Self Actualization -Aesthetic -Cognitive -Esteem -Love, Belongingness -Safety needs -Physiological |
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Self Determination focused on what 3 needs |
1.Achievement-Mastery over task 2. Power- control to determine own action 3. Affiliation- belonging, fitting in, relating to others |
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What Types of goals enhance motivation |
1. Specific, elaborated goals with subgoals 2. Moderate difficulty, not too easy or too hard 3. Proximal, reachable in the near future |
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What are the Four Achievement Goal Orientations in School |
Mastery, Performance, Word avoidance, social |
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Attribution |
Trying to understand our successes & failures |
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Stability * |
constant or changing across situations |
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controllability * |
can person change the cause |
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Teaching strategies to reduce failure acceptance * |
-Minimize stress; show learners they are in control -Promote active coping strategies to succeed -Set multiple small goals to ensure some level of success |
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Encourage Self worth* |
-Emphasize the improvable nature of ability -Teach the difference between learning goals and performance goals -Use failure as diagnostic to guide improvement, then recognize improvements -Encourage help seeking and help giving -Show students evidence that their effort pays off |
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What are 2 ways to tap into student interests* |
Personal interests: long-lasting, enduring Situational interests: short-lived aspects of an activity |
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2 ways to catch and hold student interests* |
-connect material to personal interests -trigger situational interests (use challenges, grp projects) |
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Five elements for building a concept of motivation to learn* |
-Intrinsic goal setting rather than extrinsic - Involvement in learning goal -motivation to achieve mastery -attributions to controllable effor and ability |
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TARGET Model |
T task that students are asked to do A autonomy or authority students are allowed in working R recognition for accomplishments G grouping practices E evaluation procedures T time in the classroom |
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Attainment Value |
Success meets personal needs |
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Interest value |
enjoyment in doing task |
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Utility Value |
Help achieve a goal |
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Creating a Positive Learning Environment* |
-Motivated students engage in learing, not causing distractions -Research results offer insights for teachers -Application of research based management principles |
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Rules: Examples for Elementary School* |
- written and posted of expected and forbidden behaviors -should be positive and observable; few rules ex: Be prepared, listen quietly while others are listening |
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Rules for Secondary School* |
Rules promote respect, help maintain classroom enviornment ex:Bring all needed materials to class.Be in your seat and ready to work when the bell rings.Respect and be polite to all people. |
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Consequences* |
Decisions about what to do when students break rules |
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What are Planning Spaces for Learning, and what does this typically look like* |
=Personal territories, seating arrangements -Horizontal rows for independent seatwork, presentations, working in pairs -Clusters of four or circle for student interaction, group tasks, sharing materials -Fishbowl or stack, useful only for short periods of time for group cohesion or demonstration |
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Withitness |
Awareness of everything happening in the room |
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Overlapping* |
Supervising several activities at once such as small group, centers, independent work |
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Group focus * |
Keeping students involved in learning tasks, actively engaged in discussions |
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Reasons students bully* |
-Feels annoyed, insulted by other person -put victim under pressure -gain acceptance -get what they want from victim |
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Test-Retest * |
Individual taking test scores on different occasions makes about the same score |
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Content related evidene * |
test items covey key topics |
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Criterion related evidence * |
correlation between test score and other criterion based measure |
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construct related evidence * |
Gathered over many years |
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Objective testing * |
Scoring requires no interpertation Examples: Multiple-choice, matching, true/false, short-answer, and fill-in tests |
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Standard deviation |
how widely scores vary from mean |
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Normal distribution |
bell-shaped curve; scores evenly distributed around the mean |
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Percentile rank |
percent of test takers at or below the individual’s score |
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Grade-equivalent |
average of scores of students in the norm group at a given grade level |
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*A score |
deviation above or below the m |
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*Standard scores |
Scores based on standard deviation |
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Methods to Explaining and Using Test Results* |
-Use nontechnical terms to explain scores on test reports -Use percentile scores to explain norm-referenced tests -Avoid using grade-equivalent scores |
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*Response to Intervention |
a process to help students at the first sign of difficulty. |
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*WHat is the big 3 of RTI |
Data=systematically identify the reasons why a student is struggling. Problem Solving=Helping the teacher, the parent and the student understand the difficulty, the goal, how to get there, and how to know when they have arrived. Insturuction & Intervention= Determining how well instruction is working for individual students and making adjustments to accelerate learning for all. |
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the 3 tiers of RTI(pyramid) |
Tier #1-School-Wide Screening & Group Intervention Tier#2-‘Non-Responders’ to Tier I Are Identified & Given ‘Individually Tailored’ Interventions (e.g., peer tutoring/fluency) Tier#3-‘Long-Term Programming for Students Who Fail to Respond to Tier II Interventions’ (e.g., Special Education) |
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What is a Blended Family? |
Mixed with step brothers & sisters |
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What is a Extended Family |
Living with grandparents, aunts, uncles, and cousins living in the same household |
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What is a traditional family* |
Parents are married, stay at home mom |
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Multigenerational Family* |
multiple generations of family under one roof |
