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81 Cards in this Set
- Front
- Back
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TYPES OF TEST AND ASSESMENTS. Assessment: |
Assessment: includes a broad range of processes by which teachers gather information about learning.
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TYPES OF TEST AND ASSESMENTS. Tests |
Tests: usually a set of questions that all students must answer in a fixed period of time and under similar conditions to demonstrate learning.
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TYPES OF TEST AND ASSESMENTS. Measurement |
Measurement: a process that assigns numbers to assessment results, such as the number of correct answers or points on a project.
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TYPES OF TEST AND ASSESMENTS. Norm referenced standardized test |
Norm referenced standardized test:such as the SAT. Is usually a paper and pencil test that has been developed by a major test publisher, standardized for a large population (called a norming group), and administered under the same conditions and time limits to alltest-takers.
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TYPES OF TEST AND ASSESMENTS. Validity |
Validity: refers to the degree to which a test measures what it is intended to measure.
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TYPES OF TEST AND ASSESMENTS. Reliability |
Reliability: refers to the consistency of test results.
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TYPES OF TEST AND ASSESMENTS. Overall |
- Paper and pencil tests.
- Performance and project ratings. - Observations. - Testing instruments: standardized or large-scale achievement tests. |
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TYPES OF TEST ITEMS AND THEIR USES objective test item |
OBJECTIVE TEST ITEMS: they have a single best or correct answer.
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TYPES OF TEST ITEMS AND THEIR USES objective test item: True-false items |
True-false items: they are the least useful.
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TYPES OF TEST ITEMS AND THEIR USES objective test item: Matching exercises |
Matching exercises: they are a variation on the true-false format. They assess mostly recall. Their best use is in identifying relationships within homogeneous material.
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TYPES OF TEST ITEMS AND THEIR USES objective test item: Short-answer and completion items: |
Short-answer and completion items: they are supply-type rather than selection-type items. They generally require the student to provide a word, phrase, or symbol.
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TYPES OF TEST ITEMS AND THEIR USES objective test item: Multiple-choice items: |
Multiple-choice items: it is generally considered the most useful objective test item. It can measure both knowledge and higher-level learning outcomes. They consist of two parts:
- A question or problem called stem. - The possible responses to the stem are the alternatives. |
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TYPES OF TEST ITEMS AND THEIR USES Essay Items: |
ESSAY ITEMS: it is an excellent way to assess students higher thinking processes (comprehending and analyzing) as well as skills in organizing and presenting ideas. There are two types: -Restricted response: assess students’ abilities to explain, interpret, and apply information. |
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TYPES OF TEST ITEMS AND THEIR USES Scoring responses to essay questions: |
-Holistic scoring: for extended-response items; assesses the work in its entirety.
- Analytic scoring: for restricted-response items. - Halo effect: the teacher tendency to assess a student performance based onthe quality of earlier performance rather than make an objective assessment. |
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PURPOSES OF CLASSROOM ASSESSMENT For Placement: |
1. For placement: to determine whether the student has pre-requisite skills to begin instruction. - Scores can serve as a baseline from which to measure progress. |
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PURPOSES OF CLASSROOM ASSESSMENT For diagnosis: |
For diagnosis: to determine causes (physical, intellectual) of persistent learning problems.
To determine specificareas of learning difficulty. Diagnostic test: purpose is to identify students’ strengths and weaknesses,specifically what students need to learn in designated subjects. |
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PURPOSES OF CLASSROOM ASSESSMENT For formative assessment: |
For formative assessments: to monitor learningprogress, provide feedback to reinforce learning, and correct learning errors.
Ongoing assessment: to monitor your students’ progress; lets students know how they are doing. |
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PURPOSES OF CLASSROOM ASSESSMENT For summative assessment: |
-Way to determine final achievement for assigning grades or certifying mastery.
It is an “overview of previous learning”. |
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ASSESSING PERFORMANCE AND PRODUCTS Performance |
Active demonstrations that assess student learning, such as oral presentations, musical and dramatic performances, and kinesthetic activities.
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ASSESSING PERFORMANCE AND PRODUCTS product |
Products: book reviews, term papers, homework assignments, murals & posters.
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Basic tools to assess performance and product Rating scales and checklists: |
-Rating scales provide a list of characteristics to be observed and a scale showing the degree to which they are present.
-Checklists are “yes-no”rating scales, are useful when a process can be divided into steps and each onechecked for its presence. Give students specific feedback. |
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Basic tools to assess performance and product Anecdotal records and observations: |
Anecdotal records and observations: recorded observations of students’ behaviors made during routine class sessionsand perhaps in the halls or on the playground.
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Basic tools to assess performance and product Portfolios: |
Portfolios: they are collections of students' work.
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Basic tools to assess performance and product Rubrics: |
Rubrics: they contain two primary components.
- Criteria: which are really categories that describe that is being evaluated. - Standards: which describe the level of achievement and tasks involved in reaching that level. |
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7 HABITS OF HIGHLYEFFECTIVE QUESTIONERS
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1. Askfewer questions 2. Askbetter questions 3. Questionfor depth 4. Questionfor breadth 5. Usewait time (3-5 sec) 6. Selectstudent 7. Giveuseful feedback |
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7 HABITS OF HIGHLY EFFECTIVE QUESTIONERS What to avoid |
· Repeating the question · Repeating all student responses · Answering the question yourself · Not allowing a student to complete along response · Not attending to responding students · Always selecting the same studentrespondents |
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COGNITIVE LEVELS OFQUESTIONS BY BLOOM’S TAXONOMY
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· Knowledge: remember/recall info · Comprehension: obtain meaning from info · Application: use info · Analysis: break info into parts to better understand · Synthesis: put materials together to create something new · Evaluation: check, judge and critique materials |
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CONVERGENT QUESTIONS
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Short response; only one right answer
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DIVERGENT QUESTIONS
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A number of different answers
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WAIT TIME I
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The time between when you first ask a question and when you call on a student Why use the pause? Gives student a chance to think about their responses to the questions. Important when you ask higher-level questions ELLs/SPED students have time to ponder the question so they may respond appropriately Gives the teacher time to read student nonverbal cues with practice can readily observenonverbal signals indicating pleasure, apprehension, fright, excitant, job or shame. Becomes important to gauging your students well-being. Allows teacher to pick upon how prepared the students are or how well they understand the material |
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WAIT TIME II
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The pause after the student responds to the question Important because it gives the student additional time to think or allows other students to respond as well. If the teacher waits a while to respond after the initial student response, students will continue to respond – without prompting. |
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Effectiveness of wait time
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· well documented · wait time between asking a questioneither answering it for the student or calling on another student if often lessthan one second · significant effect on response tohigher-level questions |
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Benefits of wait time
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Less talking Longer responses Less repetition of questions More student discussions and questions Fewer questions per period Fewer non responding students More questions with multiple responses More student involvement Fewer low level questions More responses from slower students more application level questions More peer interaction Less disciplinary actions More confidence |
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PROMPTING
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· reinforce students positively · let students expand answers · avoid sarcasm · restate with lower-level questions · observe nonverbal cues |
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USES OF QUESTIONS
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· increases motivation to learn · improves comprehension and retention · encourages creativity and innovation · teaches how to think and learn · provides a basis for problem solving and decision making |
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CHARACTERISTICS OF COOPERATIVE LEARNING GROUPS
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-Uses small groups of 3-4 students (microgroups).
- Focuses on tasks to be accomplished. - Requires group cooperation and interaction. - Mandates individual responsibility to learn. - Supports division of labor |
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FORMATION OF COOPERATIVE LEARNING GROUPS
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-Groups may be formed on the basis of academic skill level, interests, personality characteristics, social skills, or a combination of these factors
-Groups usually contain students of varying ability levels who support one another in multiple ways. -You might also form groups and have them pursue different activities based on students’ interests. -It is essential to group students carefully whenever cooperative learning groups are first formed, so that student experiences can be positive and reinforcing. -Students should try as many roles as possible. Cooperative learning groups often remain together for two to six weeks; at that time, group membership changes to allow students to experience cooperation and caring with other peers. |
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TYPES OF GROUPS Brainstorming: |
Brainstorming: is a simple and effective skill-building technique to use when a high level of creativity is desired.
The leader begins the brainstorming session by briefly stating the problem under consideration. After the topic has been stated and before interaction starts, it is crucial to select a method for recording the discussion. |
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TYPES OF GROUPS Tutorial: |
Tutorial: is most frequently used to help students who have difficulties learning or processing information at a satisfactory rate.
The group is very small (usually for or fewer) and focuses on a narrow range of materials. |
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TYPES OF GROUPS Task-directed discussion: |
Task-directed discussion: one of the least complex types of small groups discussions.
Each student in a taskgroup can make significant contributions to the discussion. A pre-requisite to using task groups is to delineate specific tasks for all group members. A task groups has clearly defined goals and clearly identified individual assignments and roles (for example, recorder, library researcher, leader and evaluator). |
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TYPES OF GROUPS Role-playing: |
Role-playing: is a process-oriented group technique in which students act out or simulate a real-life situation. It may involve almost any number of participants, although seven to ten is ideal.
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TYPES OF GROUPS Simulation: |
Simulation: is a representation or re-creation of a real object, problem, event, or situation.
Although it mirrors reality, a simulation removes the possibility of injury or risk to the participants. The learner is nevertheless an active participant, engaged in demonstrating a behavior or previously acquired skills or knowledge. Interactive simulations may be special cases of role playing. |
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TYPES OF GROUPS Inquiry-centered discussion: |
Inquiry-centered discussion: six to ten students is the ideal. The purposes of an inquiry discussion group are to stimulate scientific thinking, develop problem-solving skills, and foster the acquisition of new facts through a process of discovery and analysis.
The teacher may be the leader of this type of group. |
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STUDENT ROLES INCOOPERATIVE LEARNING GROUPS Group leader: |
Group leader: facilitates group discussion and makes sure group set goals and works to meet them.
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STUDENT ROLES IN COOPERATIVE LEARNING GROUPS Monitor:
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Monitor: monitors time on task and ensures that everyone gets an equal opportunity to participate.
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STUDENT ROLES IN COOPERATIVE LEARNING GROUPS Resource manager: |
Resource manager: gathers and organizes materials.
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STUDENT ROLES IN COOPERATIVE LEARNING GROUPS Recorder: |
Recorder: keeps a written or taped record of group activities.
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STUDENT ROLES IN COOPERATIVE LEARNING GROUPS Reporter: |
Reporter: shares group findings and plans in whole-class discussions.
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RESEARCH ON EFFECTS OFCOOPERATIVE LEARNING GROUPS
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1. Improves comprehension of basic academic content. |
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INQUIRY PROCESS
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- Process oriented. - Divergent. - High degree of interaction among the learner, teacher, materials, content and environment. - Allows student and teacher to become persistent askers, seeker, interrogators, and questioners. - I wonder what would happen if…? |
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Inquiry processes includes:
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1. Observing. 2. Classifying 3. Inferring 4. Usingnumbers 5. Measuring 6. Usingspace – time relationships 7. Communicating 8. Predicting 9. Making operation definitions 10. Formulating hypotheses 11. Interpreting data 12. Controlling variables 13. Experimenting |
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INDUCTIVE INSTRUCTIONAL MODELS GUIDED INDUCTIVE INQUIRY. |
The teacher provides specifics – data of facts – student make generalizations.
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Steps for guided inductive inquiry:
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1.Decide on the generalization students should make during a particular unit of study.
2. Organize the learning activities in a manner that exposes the strands or parts of the generalization to students. 3. Ask students to write a summary of the content that will form the basis of the generalization. 4. Ask students to identify sequences or patterns of events, objects, or other data in the content. 5. Ask students to summarize these sequences or patterns in one sentence. 6. Ask students to offer proof that their statements is , in fact, a generalization by applying it to other events, objects or data. |
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A General model of inquiry
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1. Identify the problem (being aware of something) 2. Preparing a statement of research objectives (proposing testable hypotheses) 3. Collecting data (gathering evidence, conducting an experiment, surveying a sample) 4. Interpreting data (making meaningful statements supported by data, testing hypotheses) 5. Developing tentative conclusions (establishing relationships or patterns, specifying generalizations) 6. Replication (obtaining new data, revising original conclusions) |
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UNGUIDED INDUCTIVE INQUIRY.
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Teacher allows students to discover the specifics themselves before they make the generalizations.
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Steps for unguided inductive inquiry:
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1.Students make inferences.
2. Examine objects, events, data. 3. Teacher controls material. 4. Student ask all the questions that come to mind. 5. Materials are essential to making the class a laboratory. 6. Meaningful patterns. 7. Teacher does not limit the generalizations. 8. Teacher encourages all students to communicate their generalizations. |
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TIME REQUIREMENTS
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- The first time you use any type of inquiry activity in class, plan to spend at least twice as much time on each lesson. |
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Techniques to build critical thinking in students Integrated approach: |
Integrated approach: Students interpret contents through observing, inferring, and generalizing rather than simply by studying a given example.
Depending on the instructional emphasis, students could be involved in |
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Techniques to build critical thinking in students Think aloud modeling: |
Think aloud modelling. Another method is to use your thought processes as examples. This will help make students aware of their own though processes. |
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Techniques to build critical thinking in students. Student summaries: |
Student summaries. Considerable evidence suggests that the actof writing is itself an exercise of thinking skills and a generator of thoseskills. The summary can be made in writing or presented orally.
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TEACHERS (INSTRUCTIONAL STRATEGIES):
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1.Plan for thinking.
2. Teach for meaning. Connect each lesson to students’ experience. 3. Ask though-provoking questions: “How do you know?” 4. Make students aware of their mental processes. 5. Explain your thought processes frequently. 6. Keep data before students. 7. Call on students to explain. 8. Encourage credibility as a criterion. “Does this make sense?” 9. Be consistent. Thinking instruction should be part of each lesson, everyday. 10. Be patient. |
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7 KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Classroom Design |
1. Classroom Design- Although often overlooked, the first element of classroom management is intentional design.
Use the positioning of your desks, displays, storage and equipment to create a warm and welcoming room. This should be done during summer vacation prior to the arrival of students. Make sure you have removed all unnecessary and distracting items from your classroom. This is also a good time to check your room for safety hazards. |
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7 KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Rules |
2. Rules- Develop rules that foster respect, caring and community in your classroom.
-Make your expectations for behavior clear at the beginning of the year by reviewing these rules with students. -Continue to reinforce your rules throughout the course, and post them in a visible location. -Consider having students sign a contract that shows they have read the rules with their parents and understand how to behave properly. |
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7 KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Discipline |
3. Discipline- Classroom rules must have concrete consequences.
-Students will test the limitations of each teacher from the very first day of school. -Be firm, fair and consistent. -Begin by warning a student and having them confirm their knowledge of the classroom rules. -Follow-up continued disruption by issuing demerits, detention, or other official reprimands. -Never, hit, harass, embarrass or yell at students-this is counterproductive, unprofessional and often illegal. |
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7 KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Scheduling. |
4. Scheduling. Keep your class in order by staying on time and on task.
-Do classwork during class time, leaving plenty of room for in-class assignments. -Cramming work and instruction too close to other activities can lead to disruptive behavior and poor comprehension. -There should be space before and after every room change, lunch, and recess for students to settle down. -Having a regular daily schedule helps you and your kids prepare for upcoming tasks. -Be firm but fair with due dates. -Always leave room for extenuating circumstances. -Never leave room for procrastination. |
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7 KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Organization |
5. Organization. Stay organized inside and out.
-Keep your student files, assignments, lesson plans and administrative paperwork in order. -It sets a good example for your students and keeps you from wasting instructional time looking for materials. -Share this system with your students. -Post the classroom calendar, homework schedule and assignments on the board. Allow students to see how you take notes. -It helps them distinguish irrelevant information from essential details. -Encourage self-directed learning by providing students with their own agenda (notebook). -You may require students to have their notebooks checked at home or during class. |
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7 KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Instructional Technique |
6. Instructional Technique. Although you may not have flexibility over the content of your curriculum, teachers are able to convey information as they see fit. -Tailoring your instructional technique to the grade level, subject area, and students is very important. -A hands-on demonstration of electricity will keep 8th graders engaged, but may prove chaotic in a 3rd grade classroom. -Vary the style and intensity of your lessons. -Follow-up lecture-style sessions with relaxed group activities. -Consult your colleagues for ideas for new lessons. -Learn about each of your student's learning style. (What is their learning curve? How do they learn best? Do they work well in groups?) -These observations are crucial when fitting your teaching style to your students needs. |
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7 KEY ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Communication |
7. Communication. Communication is the most important aspect of classroom management. -It is essential to have clear and consistent lines of communication with your administration, colleagues, students and parents. -Without it you will lose the respect of peers, the attention of students, and the cooperation of parents. -Be responsive to the concerns of others. -Be flexible and willing to accommodate reasonable requests. |
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THEORIES Maslow |
1. Maslow- Humanistic approach with his hierarchy of needs theory which assumes that an individual’s behavior at any time is determined by his or her needs.
For example, a hungry student will have a hard time focusing on learning new skills. Maslow’s theory suggests that a teacher determine what need might be causing a behavior problem and then address that need. (bottom to top or most important to least)- -Physiological needs, -Safety / security needs, -Belongingness/ love -needs, -Esteem needs, -Cognitive needs, -Aesthetic needs, -Self-actualization, -Transcendence. Awell-managed classroom allows the students to focus on personal growth, not on safety and belonging. Teachers should help all students to develop a positive,constructive self-image. Structure the classroom environment to be supportive. |
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THEORIES Kohlberg |
2. Kohlberg- Theory of Moral Development Kohlberg presents his self-discipline model couched in “moral dilemmas” in which students are faced with a personal choice. -The first level of moral thinking is that generally found at the elementary school level. In the first stage of this level, people behave according to socially acceptable norms because they are told to do so by some authority figure (e.g., parent or teacher). This obedience is compelled by the threat or application of punishment. -The second stage of this level is characterized by a view that right behavior means acting in one's own best interests. The second level of moral thinking is that generally found in society, hence the name "conventional." The first stage of this level (stage 3) is characterized by an attitude which seeks to do what will gain the approval of others. The second stage is one oriented to abiding by the law and responding to the obligations of duty. -The third level of moral thinking is one that Kohlberg felt is not reached by the majority of adults. Its first stage (stage 5) is an understanding of social mutuality and a genuine interest in the welfare of others. The last stage (stage 6) is based on respect for universal principle and the demands of individual conscience. While Kohlberg always believed in the existence of Stage 6 and had some nominees for it, he could never get enough subjects to define it, much less observe their longitudinal movement to it. Kohlberg believed that individuals could only progress through these stages one stage at a time. That is, they could not "jump" stages. They could not, for example, move from an orientation of selfishness to the law and order stage without passing through the good boy/girl stage. They could only come to a comprehension of a moral rationale one stage above their own. Thus, according to Kohlberg, it was important to present them with moral dilemmas for discussion which would help them to see the reasonableness of a "higher stage" morality and encourage their development in that direction. The last comment refers to Kohlberg's moral discussion approach. He saw this as one of the ways in which moral development can be promoted through formal education. Note that Kohlberg believed, as did Piaget, that most moral development occurs through social interaction. The discussion approach is based on the insight that individuals develop as a result of cognitive conflicts at their current stage. |
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THEORIES Reality Therapy |
Reality Therapy- A strategy based on self-discipline.
-It places responsibility on the student. -It requires positive, genuine, human involvement that allows people to recognize their own reality and to begin to re-shape their own behaviors to meet selected needs without any threats or implied punishments. -The main premise is that an individual must acknowledge his or her own failures and be personally responsible for becoming successful. -Toward this end, teachers must avoid labeling inappropriate behaviors with tags such as disadvantaged, dysfunctional, or disabled. -Another premise is that examination of family or personal histories is not essential for change to occur. -Includes 7 key principles: 1. Demonstrate Human involvement. 2. Focus on current behavior. 3. Examine current inappropriate behavior. 4. Create a plan for change. 5. Require evidence of student commitment. 6. Re-evaluate the plan. 7. Remove punishment. |
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THEORIES Behaviorism |
4. Behaviorism- Is a worldview that assumes that a learner is essentially passive, responding to environmental stimuli.
-The learner starts off as a clean slate and behavior is shaped through positive or negative reinforcement. -Both positive and negative reinforcement increase the possibility that the antecedent behavior will happen again. -In contrast punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. -Positive indicates the application of a stimulus; -Negative indicates the with holding of a stimulus. -Learning is therefore defined as a changing in behavior by the learner. |
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ASSERTIVE DISCIPLINE
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Assertive Discipline: A structured approach designed to assist teachers in running an organized, teacher-in-charge classroom environment, including a discipline plane, classroom rules, positive recognition, and consequences.
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DESIST STRATEGIES
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Desist Strategies: Discipline technique in which the teacher systematically communicates his or her desire for a student to stop a particular behavior, using either private or public communication.
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TRANSITIONS
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Transition: plan used to fillers or students activity or routines that fill the gap created by transitions between instructional episodes and administrative activities.
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Pre-Lesson Transitions |
Delegate administrative task to students whenever possible. Establish and follow a routine for managing attendance, announcements, materials distribution and collection, and special activities. It is good to rotate the students selected for such administrative support activities. |
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Transition that occurs during a lesson |
Student rarely complete an activity in a uniform time span. A prepare teacher recognized the likelihood of this and prepares supplementary activities or additional resources for the fast worker. |
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Post Lesson Transitions |
Teacher controls of the classroom can easily break down at the end of an instructional episode, due to the many details a teacher must attend to before the class move on. |
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STUDENT BEHAVIORAL CHANGES
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Student Behavioral Change: Basic steps in behavior modification.
1. Collect baseline information to verify the problem behavior. 2. Use a strategy to bring about a change in the behavior. 3. Revert to the baseline problem by discontinuing the selected strategy. 4. Once again,reintroduce the strategy. |
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PARENT INVOLVEMENT
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Parent Involvement: Active parents follow the development of their children, reinforce the expectations of the schools, and monitor student behavior and participation.
-Getting the parents into theschools is so important that it is the eighth goal in the Goals 2000 Educate America Act of 1994: “Every school will promote parental involvement andparticipation to promote social, emotional, and academic growth of children." |
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SCHOOL VIOLENCE |
Student Violence: Alcohol, drugs, harassment,bullying and cyber bullying are a few of the abusive and destructive student behaviors teachers may encounter.
-With instruction being our primary focus, we often miss the signals of these problems in our classes. -It is very importantfor every teacher to be aware of the classroom and school environment and to work at ensuring that it is safe and inclusive. -Most schools have specific, directive policies for reporting child abuse. -Teacher attitudes should reinforce the importance of laws when dealing with Alcohol and drug abuse. -Teachers should give instructional strategies for overcoming bullying. |
