Term
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Definition
| to inquire about and improve one's own situation (plan, act, monitor, reflect) |
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Term
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Definition
| Intensive study of one person or one situation |
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Term
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Definition
| research design that attempts to make connections between two |
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Term
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Definition
| research design that provides basic information about behaviors without making connections between behaviors, events, or conditions |
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Term
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Definition
| a discipline that links the science of psychology with educational practice |
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Term
| Ethnography/Ethnographic Studies |
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Definition
| a descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved |
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Term
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Definition
| research design that allows cause and effect between study variables to be inferred |
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Term
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Definition
| a systematic plan of action |
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Term
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Definition
| a basic generalization that is accepted as true and that can be used as a basis for reasoning or conduct; developed from theories |
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Term
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Definition
| a set of ideas used to explain a phenomenon and make prediction about behavior |
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Term
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Definition
| the process of assigning numbers (scores) to describe the extent to which someone possesses a certain attribute or skill |
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Term
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Definition
| the process of obtaining information that is used for making decisions about curricula, students, programs, and educational policy. This term is also used to describe the actual tools (test, papers, projects, etc.) used to gather information |
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Term
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Definition
| a pre-planned systematic attempt to discover what students have learned |
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Term
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Definition
| may involve techniques such as listening, observing students' interactions, asking questions, and reading journal entries in order to record information for the purpose of providing feedback |
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Term
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Definition
| provides feedback that helps the teacher guide students' learning while it is still in progress |
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Term
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Definition
| helps the teacher evaluate students' progress, as well as the efnd of a ufectiveness of instructional methods, at the enit or grading period. |
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Term
| Criterion-referenced letter grades |
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Definition
| grades that represent what students have accomplished relative to pre-set criteria or standards |
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Term
| Percentage Grading System |
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Definition
| the teacher assigns grades based on what percentage of information a student has answered or completed correctly; all percentage grades are averaged to compute a final grade |
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Term
| Constructed response essay |
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Definition
| requires students to write essays in which they are free to express their thoughts and ideas, and to organize the information as they see fit. With this format, there is usually no single correct answer; rather correctness ends up being a matter of degree |
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Term
| Short answer/completion task |
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Definition
| items come in three basic varieties; question, completion, and association. This format requires filling in a short response, usually consisting of a word or phrase |
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Term
| Alternate Choice/Selected response format |
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Definition
| presents a proposition that a student must judge which of the provided answers is correct. |
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Term
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Definition
| a question format in which students must choose the correct answer from among the list of response alternatives |
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Term
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Definition
| presents students with directions for matching, a list of premises, and a list of responses. The student's job is to match each premise with one of the responses |
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Term
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Definition
| presents a proposition that a student must judge and mark as either true or false, right or wrong, yes or no |
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Term
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Definition
| the degree to which a test measures what it is intended to measure |
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Term
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Definition
| the consistency of test results |
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Term
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Definition
| The degree to which all students have an equal opportunity to learn and demonstrate their knowledge and skill |
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Term
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Definition
| The extent to which the development, administration, and scoring of assessments is economical and efficient |
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Term
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Definition
| measures important abilities using procedures that simulate the application of those abilities to real-world intellectual problems, roles, or situations |
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Term
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Definition
| any form of assessment that requires students to carry out an activity or develop a product in order to demonstrate skill or knowledge |
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Term
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Definition
| an assessment tool that provides pre-set criteria for scoring student performance, making grading simpler and more transparent |
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Term
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Definition
| qualities of an assessment instrument or rater that offend or unfairly penalize a group of students because of the students' gender, SES, race, ethnicity, etc. |
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Term
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Definition
| "Does your impression of a student influence the grade he/she receives?" |
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Term
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Definition
| "is there a floor effect in which you tend to use the bottom part of the grading scale?" |
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Term
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Definition
| "is there a ceiling effect in which you use only the high end of the grading scale?" |
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Term
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Definition
| "Do you tend to give the same score to everyone?" |
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Term
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Definition
| tests that are used to compare an individual score to the scores of other students from a norm sample |
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Term
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Definition
| a large group of individuals who represent the population of interest on numerous dimensions such as gender, age, race, and SES |
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Term
| Criterion-Referenced tests |
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Definition
| tests that are used to compare an individual score to a pre-set criterion for a learning objective |
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Term
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Definition
| tests that are created by numerous experts in the field, focus on broad areas of learning, and have standard procedures and scoring |
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Term
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Definition
| Standardized tests measuring how much students have learned in a given content area |
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Term
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Definition
| tests meant to predict future performance |
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Term
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Definition
| Individually administered tests to identify special learning problems |
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Term
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Definition
| measure of central tendency where all scores are summed and the sum is divided by the number of scores in the group (simple average) |
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Term
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Definition
| Measure of central tendency that is the middle score in a list of all scores |
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Term
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Definition
| measure of central tendency that is the most frequently occurring score among the group |
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Term
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Definition
| the degree of variability in a group of scores |
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Term
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Definition
| measure of how widely scores are distributed |
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Term
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Definition
| a frequency distribution that is symmetrical and bell-shaped |
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Term
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Definition
| a score that is typical or representative of the entire group |
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Term
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Definition
| a frequency distribution that is symmetrical and bell-shaped |
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Term
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Definition
| a score that is typical or representative of the entire group |
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Term
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Definition
| type of test score that denotes the percentage of people in the norm sample who scored below or equal to a raw score |
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Term
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Definition
| scores based on the median score for a particular grade-level of the norm group |
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Term
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Definition
| the number of correct answers |
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Term
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Definition
| scores that are created by converting raw scores, typically using the mean and standard deviation, into scores that more easily and accurately describe score differences as compared to some other types of scores |
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Term
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Definition
| specific descriptions of what students will know or be able to do once they have completed the lesson |
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Term
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Definition
| clear statement of what students are intended to learn through instruction |
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Term
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Definition
| Instructional objectives stated in terms of observable behaviors. A good objective has three parts: 1 the intended student behavior (what must the student do) 2. the conditions under which the behavior will occur (how will this behavior be tested or recognized) 3. the criteria for acceptable performance on the test |
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Term
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Definition
| Instructional objectives stated in terms of higher-level thinking operations. Includes a general statement of the objective and is followed by a list of sample behaviors that would provide evidence that the student has attained the objective |
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Term
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Definition
| A categorization of six learning objectives which includes lower-level objectives (remember, understand, apply) and higher-level objectives (analyze, evaluate, create) |
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Term
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Definition
| A behaviorist teaching method which maximizes academic learning time and minimizes off-task behavior by using teacher control, structured lesson, and extensive practice. |
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Term
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Definition
| Ability or abilities to acquire and use knowledge for solving problems and adapting to the world |
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Term
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Definition
| Mental efficiency, nonverbal abilities grounded in brain development. Abilities that allow us to reason, think, and learn new things (think of it as an individual's potential for learning. |
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Term
| Crystallized Intelligence |
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Definition
| Ability to apply culturally approved problem-solving methods. It can increase throughout the life span because it includes the learned skills and knowledge such as vocabulary and facts. Knowledge base resulting from formal and informal education. |
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Term
| Gardner's Theory of Multiple Intelligences |
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Definition
| In Gardner's theory of intelligence, a person's eight separate abilities; logical-mathematical, linguistic, musical, spatial bodily-kinesthetic,interpersonal, intrapersonal, and naturalist. These are not the same as learning styles. |
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Term
| Sternberg's Theory of Successful Intelligence |
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Definition
| Considers intelligence to be a person's ability to succeed in life. Success is defined according to an individual's personal goals. Successful intelligence comes about by balancing the strengths and weaknesses in the following abilities (analytical, creative, and practical) |
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Term
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Definition
| A phenomenon in which IQ scores have increased over successive generations throughout the world |
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Term
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Definition
| refers to the phenomenon that the greater the expectation placed upon people, often children or students, the better they perform |
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Term
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Definition
| is a score derived from one of several different standardized tests designed to assess intelligence. IQ scores are used in many contexts: as predictors of educational achievement or special needs. The average range is from 85 to 115 |
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Term
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Definition
| The ability to respond accurately, quickly, and using few cognitive resources such as attention and strategies while performing a mental or physical task. |
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Term
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Definition
| Knowing how rather than knowing that-knowledge that is more likely to be learned during everyday life than through formal schooling |
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Term
| Emotional Intelligences (EQ) |
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Definition
| The ability to process and use emotional information accurately and efficiently. There are four broad abilities; perceiving, integrating, understanding, and managing emotions. |
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Term
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Definition
| the focusing of mental processes on particular environmental stimuli. Attention is defined as a cluster of integrated events and processes that determine which stimuli receive further processing |
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Term
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Definition
| The part of working memory that is responsible for monitoring and directing attention and other mental resources. |
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Term
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Definition
| Grouping individual groups of data into meaningful larger units |
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Term
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Definition
| a form of mental representation that reflects and understanding of declarative or procedural knowledge |
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Term
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Definition
| A hypothesized weakening over time of information stored in long-term memory, especially if the information is used infrequently or not at all |
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Term
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Definition
| Knowledge related to "what is," to the nature of how things are, were, or will be. |
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Term
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Definition
| A cognitive process in which learners expand on new information based on what they already know |
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Term
| Information Processing Theory |
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Definition
| A theoretical perspective that focuses on the specific ways in which individuals mentally think about and "process" the information the receive |
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Term
| Interference (proactive and retroactive) |
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Definition
| A phenomenon whereby something stored in long-term memory inhibits one's ability to remember something else correctly |
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Term
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Definition
| The component of memory that holds knowledge and skills for a relatively log period of time |
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Term
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Definition
| Repetition of information over and over to keep it "fresh" in working memory |
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Term
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Definition
| a special memory aid or trick designed to help students learn and remember a specific piece of information |
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Term
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Definition
| Part of working memory. A memory rehearsal system for verbal and sound information of about 1.5 to 2 seconds |
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Term
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Definition
| Process of reminding students of things they have already learned relative to a new topic |
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Term
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Definition
| Knowledge concerning how to perform a certain skill or task. |
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Term
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Definition
| A memory task in which one must retrieve information in its entirety from long-term memory. |
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Term
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Definition
| Constructing a logical but incorrect "memory" using information retrieved from long-term memory plus one's general knowledge and beliefs about the world. |
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Term
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Definition
| A cognitive process in which information is repeated over and over as a possible way of learning and remembering it. When it is used to maintain information in working memory, it is called maintenance rehearsal. When it is connected with prior knowledge and expanded upon, it is called elaborative rehearsal. |
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Term
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Definition
| a hint about where to " look" for a piece of information in long-term memory. |
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Term
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Definition
| A component of memory that holds incoming information in a n unanalyzed form for a very brief period of time (probably less than a second for visual input and two or three seconds for auditory input.) |
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Term
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Definition
| Part of working memory. A holding system for visual and spatial information. |
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Term
| Working memory/ short-term memory |
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Definition
| a component of memory that holds and processes a limited amount of information; also known as short-term memory. The duration of information stored in working memory is probably about five to twenty seconds. |
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Term
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Definition
| Applying abstract knowledge learned in one context to a different situation. |
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Term
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Definition
| Spontaneous, automatic transfer of highly practiced skills. |
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Term
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Definition
| occurs when previous learning facilitates learning on new task |
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Term
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Definition
| Occurs when previous learning hinders learning on a new task |
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Term
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Definition
| a defining feature of high-road transfer in which information that is consciously and actively learned is retrieved and applied to a new situation, guided by one's metacognition. |
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Term
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Definition
| A prescribed sequence of steps that, if selected and followed correctly, guarantees a correct solution |
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Term
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Definition
| limits the search for solutions to situations that are most similar to the one at hand. |
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Term
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Definition
| the inability to use objects or tools in a new way |
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Term
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Definition
| a general problem-solving strategy that relies on common sense or rule of thumb |
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Term
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Definition
| a heuristic in which the main problem-solving goal is divided into subgoals. |
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Term
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Definition
| the means we use to reach a goal in spite of an obstacle or obstacles |
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Term
| Working backward strategy |
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Definition
| a heuristic in which you start with the final goal and think backward to identify the steps that would be needed to reach that goal |
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Term
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Definition
| your memory for meanings and general (impersonal) facts |
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Term
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Definition
| Association of automatic responses with neutral stimuli |
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Term
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Definition
| Learning by simple association |
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Term
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Definition
| All events that do not evoke an automatic response |
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Term
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Definition
| the behavior that evokes an automatic response |
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Term
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Definition
| Behavior that evokes a learned response. |
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Term
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Definition
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Term
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Definition
| strategy used to decrease an inappropriate behavior by no longer providing reinforcement for that behavior, or ceasing to provide the pairing between stimuli and response |
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Term
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Definition
| strategy used to decrease an inappropriate behavior by no longer providing reinforcement for that behavior, or ceasing to provide the pairing between stimuli and response |
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Term
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Definition
| learning in which voluntary behavior is strengthened or weakened by consequences or antecedents. |
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Term
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Definition
| Nonverbal event that occurs prior to a behavior |
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Term
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Definition
| a consequence of behavior that increases the occurrence of that behavior/ |
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Term
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Definition
| Strengthening behavior by presenting a desired stimulus after the behavior |
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Term
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Definition
| strengthening behavior by removing and aversive stimulus when the behavior occurs. |
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Term
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Definition
| A consequence of a behavior that decreases the occurrence of the behavior |
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Term
| Positive (presentation) punishment |
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Definition
| Decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior |
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Term
| Negative (removal) Punishment |
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Definition
| Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior. |
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Term
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Definition
| Consequences are provided after every single instance of the behavior. |
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Term
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Definition
| Consequences are provided periodically for the behavior |
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Term
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Definition
| Reinforcement based on the number of responses between reinforcers. |
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Term
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Definition
| Length of time between reinforcers |
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Term
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Definition
| reinforcement is provided either on a fixed ratio or fixed interval schedule so that the individuals know when to expect the reinforcement |
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Term
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Definition
| Reinforcement is provided based on a variable ratio or variable interval so that the reinforcement is not exactly predictable |
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Term
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Definition
| Behavioral strategy used to increase an appropriate behavior by providing another behavior as reinforcement |
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Term
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Definition
| Behavioral strategy used to increase an appropriate behavior by reinforcing small steps towards the behavior. |
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Term
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Definition
| Behavioral strategy includes having a student repeatedly do the right or appropriate behavior |
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Term
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Definition
| Behavioral strategy used to decrease an inappropriate behavior by having a student perform the behavior until it is no longer reinforcing. |
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Term
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Definition
| The disappearance of a learned response |
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Term
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Definition
| Behavioral strategy used to decrease an inappropriate behavior by taking away something desired. |
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Term
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Definition
| Behavioral strategy used to decrease an inappropriate behavior by taking away something desired. |
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Term
| Social Isolation (time-out) |
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Definition
| behavioral strategy used to decrease an inappropriate behavior by removing an individual from a setting that includes reinforcement to a setting in which reinforcement is denied. |
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Term
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Definition
| Behavioral strategy used to make restitution for an inappropriate behavior by having a student perform an appropriate behavior. |
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Term
| Successive Approximations |
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Definition
| Small components that make up a complex behavior |
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Term
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Definition
| A psychological paradigm that characterizes learning as a process of actively constructing knowledge |
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Term
| Individual Constructivism |
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Definition
| A form of constructivism in which individuals construct meaning by themselves from their experiences. |
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Term
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Definition
| A form of constructivism in which individuals construct meaning by interacting with others within a social and cultural context |
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Term
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Definition
| Gradual orderly changes by which mental processes become more complex and sophisticated |
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Term
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Definition
| Basic structures for organizing information; concepts |
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Term
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Definition
| physical actions performed mentally |
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Term
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Definition
| the state of affairs when the individual's schemas are in balance with the environment. |
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Term
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Definition
| a discrepancy between one's existing knowledge and a new experience |
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Term
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Definition
| the inborn tendency found in all biological organisms to adjust to the demands of the environment |
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Term
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Definition
| the mental process whereby an individual incorporates new experiences into existing schemas, thus transforming incoming information to fit previous ways of thinking. |
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Term
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Definition
| modifying one's existing knowledge or creating new concepts when new information cannot fit into one's existing thinking. |
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Term
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Definition
| the act of keeping away from assimilating or accommodating existing schemas to fit incoming information |
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Term
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Definition
| awareness that objects and people continue to exist even when not present |
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Term
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Definition
| thinking about the world primarily from one's own physical or cognitive viewpoint |
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Term
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Definition
| talking from the perspective of ones own interests and experiences without regard for the interests and conversational contributions of the listener |
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Term
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Definition
| understanding that quantity or amount remains the same even though appearance changes |
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Term
| Zone of Proximal Development |
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Definition
| The difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals. |
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Term
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Definition
| The real tools (computers, scales, etc.) and symbol systems (numbers, language,graphs) that allow people in a society to communicate, think, solve problems, and create knowledge |
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Term
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Definition
| a social process in which people interact and negotiate (usually verbally) to create an understanding or to solve a problem. The final product is shaped by all participants. |
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Term
| More Knowledgeable Other (MKO) |
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Definition
| the mko refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. |
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Term
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Definition
| a temporary social support provided by an adult or more capable peer for a child to accomplish a task |
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Term
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Definition
| children's self-talk, which guides their thinking and action. Eventually these verbalizations are internalized as silent inner speach |
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Term
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Definition
| Engagement in an activity or behavior which is rewarding in and of itself |
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Term
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Definition
| Engagement in an activity or behavior to obtain an external outcome such as a reward or praise |
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Term
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Definition
| An individual's belief that outcomes or events are caused by either external factors outside of one's control (external locus) or internal factors (internal locus). |
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Term
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Definition
| Positive feedback on an individual's behavior or performance in verbal or written form. |
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Term
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Definition
| a positive consequence that is given after display of a behavior, which will cause the individual to perform the behavior again |
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Term
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Definition
| rewards that are given for participating in an activity or for completing an activity without regard to performance level |
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Term
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Definition
| a student's expectation for success; "can I do this task?" |
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Term
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Definition
| Reasons for undertaking a task; "do I want to do this taks?" |
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Term
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Definition
| a phenomenon in which students give up trying because they attribute repeated failures to causes that they do not control |
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Term
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Definition
| an intrinsic motivation to focus on mastery, improving intellectually, and acquiring new skills and knowledge |
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Term
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Definition
| motivation to avoid lack of mastery or looking incompetent according to one's own criteria of performance |
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Term
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Definition
| students who choose mastery-approach goals |
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Term
| Performance-avoidance goals |
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Definition
| motivation to avoid lack of mastery or looking incompetent compared to the performance of peers |
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Term
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Definition
| a motivation to avoid academic work and prefer easy tasks |
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Term
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Definition
| a dimension of attributions in which the cause of an outcome is considered to be stable (unchangeable) or unstable (changeable) |
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Term
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Definition
| a perception that one;s ability if fixed (stable and uncontrollable) |
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Term
| Incremental view of ability |
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Definition
| a perception that one;s ability is improvable (unstable and controllable) |
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Term
| Failure-accepting students |
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Definition
| students who accept failure and give up trying to demonstrate their ability because of repeated failures to perform up to their expectations |
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Term
| Failure-accepting students |
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Definition
| students who accept failure and give up trying to demonstrate their ability because of repeated failures to perform up to their expectations |
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Term
| Failure avoiding students |
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Definition
| students who are highly motivated to avoid failure, but have low motivation to approach success situations and value learning only if it makes them look competent |
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Term
| Success-oriented students |
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Definition
| students who are intrinsically motivated, and define success in terms of becoming the best they can be, regardless of the achievements of others. |
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Term
|
Definition
| students who are motivated by a need to perform better than others to ensure their success and prove their ability |
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Term
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Definition
| emphasizes factors intrinsic to the individual, such as needs, choice, self-determination, and self-actualization as resources of motivation |
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Term
| Maslow's hierarchy of needs |
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Definition
| a humanistic theory which emphasizes a need for self-actualization which is obtained by first satisfying lower-level deficiency needs and being needs |
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Term
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Definition
| a developmental process where one moves from less self-determined to more self-determined |
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Term
|
Definition
| autonomy, or the feeling of having choice in one's actions rather than being controlled or pressured |
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Term
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Definition
| one's expectations for success on a particular task |
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Term
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Definition
| the ability to control one's emotions, cognitions,and behaviors by providing consequences to self. |
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Term
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Definition
| One's overall evaluation of our worth as a person |
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Term
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Definition
| an approach to learning cognitive skills within the context of authentic activities in which novices are guided, participate at a level commensurate with their ability, and gradually take over more responsibility with increasing skill |
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Term
| Instructional Conversations |
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Definition
| a method of encouraging elementary school students' interaction with and comprehension of stories during reading lessons based on Vygotsky's Zone of Proximal Development |
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Term
| Instructional Conversations |
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Definition
| a method of encouraging elementary school students' interaction with and comprehension of stories during reading lessons based on Vygotsky's Zone of Proximal Development |
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Term
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Definition
| methods that provide students with realistic problems that don't necessarily have "right" answers. |
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Term
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Definition
| a method of grouping students together to work collaboratively characterized by five elements; positive interdependence, individual and group accountability, interpersonal skills, face-to-face interactions, and group processing. |
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Term
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Definition
| a feature of cooperative learning which involves members of the group working together and depending on each other so that all group members succeed. |
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Term
| Individual and group accountability |
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Definition
| a feature of cooperative learning which involves group goals (group accountability) and personal responsibility for helping other members and contributing to the group goal (individual accountability) |
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Term
|
Definition
| a feature of cooperative learning which involves skills such as trust, communications, decision-making, leadership, and conflict resolution. |
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Term
|
Definition
| a feature of cooperative learning which involves effective help and and feedback to improve performance, exchanging resources effectively, challenging each others reasoning, and motivating each other to achieve goals |
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Term
|
Definition
| a feature of cooperative learning which involves reflecting on how well the group is functioning and how to improve it |
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Term
|
Definition
| a method of creating groups of students who are similar in achievement or ability level |
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