Show:
Instructional Strategies
Assessment Strategies
RSVP
Classroom Environment
Miscellaneous
100
In this type of instruction, the teacher has most of the control and she demonstrates that control by delivering direct instruction, scaffolding, and asking students a lot of questions.
What is teacher-directed instruction? Review: Above terms, higher-order thinking questions vs. lower-order thinking questions
100
This type of assessment is used to determine students’ achievement related to a particular topic or content area (after instruction).
What is summative assessment? Review: Summative vs. Formative Assessment
100
This component of good assessment has to do with the extent to which an assessment or procedure for administering that assessment is similar for all students.
What is standardization?
100
A good model of effective classroom management is based off of this style of parenting.
What is authoritative parenting?
100
In Andrade and Brooke (2010), students in the treatment group were given this tool so that they could assess whether or not they had met the standards for their essays. Students in the comparison group were not given this tool. Students in the treatment group (i.e. students who used this tool) had higher scores than students in the comparison group.
What is a rubric?
200
Cooperative learning, peer tutoring, and discovery learning are all characteristics of this type of instruction.
What is learner-directed instruction? Review: Above terms
200
This type of assessment is a spontaneous day to day observation of how students behave and perform in class.
What is informal assessment? Review: informal vs. formal assessment
200
A table of specifications can be used to maximize this kind of validity in summative assessments.
What is content validity? Review: above terms and other kinds of validity
200
When we talk about classroom environment, we talk about these two aspects of the environment:
What is the physical aspect and the psychological aspect? Review: above terms
200
These are the four steps of the Ladder of Feedback, in order from bottom to top.
Clarify, Value, Concerns, Suggest ALSO FILL OUT COURSE EVALUATIONS FOR ME!!!
300
This is the tool teachers use to create instructional objectives for their students. This tool includes higher order cognitive processes, such as create, evaluate, and analyze. It also includes lower order processes, like apply, understand, and remember.
What is Bloom's Taxonomy? Review: Bloom's Taxonomy, instruction goals vs. instructional objectives
300
Assessments have many purposes but can be thought of as existing on a spectrum with these dual purposes.
What are learning and accountability? Review: the different purposed of assessment, the dual purpose spectrum and where different assessments (e.g. self-assessment, portfolios, rubrics, exhibitions, etc.) fall on it
300
“How much class time does this take? How quickly and easily can this be scored?” These questions refer to this component of a good assessment.
What is practicality?
300
Effective teachers communicate this to students, which makes students believe that the teacher knows what the students are doing at all times.
What is withitness? Review: withitness and strategies to communicate this
300
Butler and Nisan (1986) found that students who were given task-related feedback on their work reported higher levels of this as compared to students who were given merely normative grades and as compared to students who were given no feedback at all.
What is intrinsic motivation? What is achievement?
400
In the backward design for planning instruction, this is the first step.
What is: Identify end results for instruction (goals and objectives)? Review: Sequence of the backward design
400
Both raw scores and criterion-referenced scores are determined by looking only at the performance of an individual student. In contrast, this type of score compares a student's performance to the performance of other students.
What is a norm-referenced score? Review: raw scores, norm-referenced scores, criterion-referenced scores
400
Using a rubric/concrete criteria to grade assignments helps to maximize this RSVP component.
What is reliability? Review: What are other ways of thinking about reliability?
400
Give an example of a circumstance in which it is reasonable to ignore a misbehavior.
Review: page 335 of textbook
400
These are the three questions that guide effective feedback:
1) Where am I going? (What are the goals?) 2) How am I going? (What progress is being made toward the goal?) 3) Where to next? (What activities need to be undertaken to make better progress?) Review: formative assessment, effective feedback, rubrics, self-assessment, peer-assessment
500
When planning instruction, teachers have to create learning objectives and learning goals that align with these general statements regarding what students should be able to know and do depending on their grade level.
What are standards? Review: NYS Standards, CCLS, other things to consider when creating objectives and goals
500
Popham (1999) states that students' performance on standardized tests depends on these three factors:
1) what the student learns in school 2) the student's inherent cognitive ability 3) what the student learns outside of school Review: Popham (1999)
500
I want to measure your intelligence so I administer the FTOI (Fathead Test of Intelligence). Basically I take the circumference of your head and compare it to the average head circumference of people your age to give you a norm-referenced score. I find that people with bigger heads have higher IQ scores and people with smaller heads have lower IQ scores. Does the FTOI have high or low reliability? Does the FTOI have high or low validity?
High Reliability Low Validity Review: difference between reliability and validity, can you have validity without reliability?
500
This is the next logical step for dealing with a misbehavior if a student is not responding to cues in the classroom.
What is talking privately with the student?
500
For your final assignment in educational psychology class, you have to do a presentation on how to create an effective classroom environment. In terms of each RSVP characteristic, what should the teacher be concerned about? How can she ensure that the final assignment is a good assessment?
Reliability: rubric for scoring Standardization: set time, same instructions and requirements for everyone Validity: what are the instructional goals? will students be able to demonstrate their understanding of the topic by giving a presentation or would giving a paper-pencil test be better? Practicality: money, resources, time to grade Review: RSVP, concerns and strengths/weaknesses of different assessment in terms of RSVP