PSYC473 Final Flashcards

Question

goal orientation in motivation

Answer 1

* Focus on how goals influence motivation, such as mastery vs. performance goals.

Answer 2

Motivated by desire for knowledge acquisition and self improvement → intrinsic non competitive, knowledge for itself, resilient

Answer 3

Impact of teacher expectations on student performance. -Students will live up or down to teacher expectations -Teachers should Communicate positive expectations -Utilize wait time- communicate high expectations -Keep assessment/test results private -Guard against bias-threat all students equally

Answer 4

Motivated by desire to gain recognition from others and earn good grades- can be discouraged → focus on getting good grades, taking easy courses, avoid challenges

Answer 5

Effects of anxiety on motivation and academic success. Anxiety: a constant companion of education Source: fear of failure + loss of self esteem Effects of anxiety on students: Difficult in learning Difficulty in transferring knowledge Self conscious in performance settings Might develop math anxiety

Answer 6

Intrinsic Motivation: Motivation driven by internal satisfaction. * Extrinsic Motivation: Motivation due to external rewards or pressures. Teachers should be realistic and try to make learning intrinsically satisfying but should not refrain from using extrinsic rewards when needed

Answer 7

Avoid promising extrinsic rewards for activities that are already intrinsically motivated Intrinsic motivation generally declines from early elementary to secondary school Rewards should be contingent on the quality of performance rather than on the participation in an activity Strategic use of both intrinsic and extrinsic motivation is necessary in most learning situations

Answer 8

Principles for providing external rewards that enhance motivation without reducing intrinsic interest. Express clear expectations students should know explicitly what is expected of them Feedback provide frequent immediate and clear feedback (specific praise, quizzes, asking questions, etc) Value increase the value and availability of extrinsic motivators reward and emphasize effort and progress/improvement over time-portfolios Self praise teach students to praise themselves/ pat themselves on the back

Answer 9

Purpose of praise Reinforce appropriate behavior Provide feedback to students on what they are doing right Praise is effective when it is Contingent Specific Credible Neither too easy nor too difficult to obtain

Answer 10

Importance of beginning the school year with clear expectations and structure * Develop rules and procedures that are: o Explicit (clearly stated and modeled) o Applied promptly and fairly * Establishing consistency early promotes classroom predictability and trust

Answer 11

Address misbehavior with the least intervention possible o Use the simplest method that will work o Avoid overreacting or escalating minor issues (prevention, nonverbal cues) praise of correct behavior, praise for other students, verbal reminders, repeated reminders, consequences)

Answer 12

Definition: Systematic application of antecedents and consequences to change behavior * Often used in classroom settings to support positive behavior change Identify target behaviors and reinforcers via observations collected Establish a baseline for target behavior Target behavior must be operationally defined clear observable and measurable Choose a reinforcer/ criteria for reinforcement Choose a punisher/criteria for punisher Observe behavior and compare Reduce frequency of reinforcement Identify target behaviors/ reinforcers Observe misbehaving student Focus on one or a small set of closely related behaviors Target most serious, most obvious, and more frequently occurring behavior first Determine Select reinforcers and punishers Determine what desired behavior is set goal Determine how the desired behavior may be reinforced Praise or other representations of praise for appropriate behavior ?? If they do well with responsiveness you dont have to reinforce it so much Children with exceptionalities

Answer 13

Focus on observable behaviors * Identify what maintains or reinforces them

Answer 14

Positive Behavioral Interventions and Supports (PBIS) = proactive approach * Focuses on teaching expected behaviors and recognizing them consistently

Answer 15

Observe the misbehaving student * Focus on one or a small set of related behaviors * Prioritize: o Serious behaviors o Obvious/frequent behaviors * Determine reinforcers maintaining those behaviors

Answer 16

Collect data on how often the behavior occurs before intervention * Helps evaluate if the strategy is effective

Answer 17

Define the desired behavior (set a clear goal) * Decide how it will be reinforced o Praise or recognition preferred over tangible rewards * Avoid punishment whenever possible o Use only as a last resort o Example: Time Out Determine what desired behavior is set goal Determine how the desired behavior may be reinforced Praise or other representations of praise for appropriate behavior ?? If they do well with responsiveness you dont have to reinforce it so much Children with exceptionalities

Answer 18

Once desired behavior is consistent, fade reinforcement gradually * Encourages independence and internal motivation

Answer 19

Consistent structure and fairness = foundation of effective environments * Use positive reinforcement before punishment * Behavior modification focuses on observable change and data-based decisions * Reflect on how to balance individual and classroom-wide needs

Answer 20

Measures how well objectives have been met. * Includes quizzes, tests, written evaluations, grades. * Purposes: 1. Feedback to students 2. Feedback to teachers 3. Information to parents 4. Selection/certification decisions 5. Accountability 6. Incentives for student effort Assessment can be broader These consist of any means to formally measure student performances, quizzes, written evaluations The point of the assessment is to give feedback to students but it can also give feedback to teachers It may also be used as information for parents (like 5 week progress reports) Some assessments help select you for certain things like the SAT Or an assessment that helps select you for advanced classes They can be used to assess teachers They can be an incentive for increasing effort

Answer 21

Uniform in content, administration, scoring. * Used for broad comparisons across populations/settings.

Answer 22

Gather data to identify student needs, strengths, areas for growth

Answer 23

Intentional assessment helps determine where students are at with instruction,helps educators make effective decisions In lesson planning it helps address diverse learning styles Identification of group and individual interventions Supports differentiation and scaffolding Assessment data→ analysis → lesson objective→ activities

Answer 24

* Helps differentiate instruction. * Guides individual/group interventions. * Supports scaffolding. Example: If students struggle with fractions → teacher uses manipulatives, real-life applications.

Answer 25

1. Assessment data 2. Analysis 3. Lesson objectives 4. Differentiated activities

Answer 26

Statements of skills/concepts students are expected to know after instruction. B. Components of Objectives 1. Condition – how learning will be assessed 2. Performance – observable action (action verb) 3. Criterion – level of success needed

Answer 27

Start identifying learning goals and desired outcome Then determine what evidence show that students have met those goals And finally planning instruction to lead students there Step 1 Define learning objectives Ex. compare and order fractions Step 2 Conduct assessment to determine student understanding A brief pre assessment to gage knowledge Step 3 Interpret data and set target objective (backwards planning) Step 4 Develop differentiated instruction Hands on activities Visual tools Extension projects Step 5 Conduct follow up assessment and monitor progress

Answer 28

Is known as instructional objective or behavioral objective, is a statement of skills or concepts that students are expected to know at the end of some period of instruction Objectives specify the conditions of performance and the criteria for assessment In practice, the skeleton of an instructional/behavioral (learning) objective is: Condition: how will learning be assessed Performance: observable action or action verb of what student will be able to do Criterion: defines success (criterion needed to be successful) how well do they have to do it

Answer 29

Students classify previous class assignments within Bloom’s levels. * Used to frame objective writing (e.g., brushing teeth lesson). When teachers write learning objectives they use a framework for identifying the level of cognitive demand expected of students At lower levels (remember and understand) objectives might focus on recalling facts or explaining concepts At the middle levels (apply and analyze) students use their knowledge in new situations or break info into parts Higher levels (evaluate and create) push students to make judgements or produce original work It helps guide teachers with instruction

Answer 30

Identify the broad goal (students will know how to brush teeth). 2. Develop instructional objectives using Bloom’s levels. 3. Complete a task analysis for one objective. 4. Identify prerequisite knowledge and questions needed about student readiness.

Answer 31

1. Identify prerequisite skills. 2. Identify component (sub) skills. 3. Plan how components integrate into the full skill. Identify prerequisite skills Determine what students need to do before instruction Ex. before comparing fraction students will understand numerators and denominators Identify component skills Breakdown the learning object into smaller subskills that must be explicitly taught Plan how component skills will be assembled into the final skill

Answer 32

Diagnostic in nature. * Identifies strengths/weaknesses. * Guides midcourse changes. Designed to tell teachers whether additional instruction is needed to tell students whether additional learning is needed Formative, or diagnostic, tests are given to discover strengths and weaknesses and to make midcourse corrections in pace or content Ex. exit ticket, or answering questions in class In contrast, summative evaluation refers to tests of student knowledge at the end of instructional units

Answer 33

End-of-unit measures of learning. Reliability is essential. Summative evaluations may or may not be frequent, but they must be reliable and (in general) should allow for comparisons among students Ex. including information i learned i should be able to use it now effectively, anywhere you are expected to know the information and apply it

Answer 34

Norm-Referenced: Compare scores to others. * Criterion-Referenced: Compare to defined mastery criteria. Norm referenced interpretations Focus on comparisons of a student's scores with those of other students. Within a classroom. Grades commonly are used to give teachers an idea of how well a student had performed in comparison with classmates Criterion referenced interpretations focus on assessing students mastery of specific skills, regardless of how other students did on the same skills. Criterion referenced evaluations are ebay if they are closely tied to specific or well specified domains of the curriculum being taught

Answer 35

A. General Features * Standardized content, conditions, scoring. * Developed by experts. * Norms established for comparison. B. Uses of Standardized Tests 1. Selection & placement 2. Program entry (e.g., college, special education) 3. Diagnosis of learning/behavioral conditions 4. Accountability & evaluation 5. School improvement Tests given under standardized conditions Uniform in content, administration, and scoring Carefully constructed to provide accurate information about students’ levels of performance Typically created by curriculum experts or other experts who determine at what students should know at a certain ge or be able to do in a particular subject Establish norms to which any individual score can be compared Comparisons can be across classrooms, schools, school districts, states Test developers attempt to ensure the group resembles the larger population of students who will ultimately use the test SES, ethnic background, gender, etc considered

Answer 36

A. Aptitude Tests * Measure general school-learning potential (e.g., IQ). B. Norm-Referenced Achievement Tests * Achievement batteries * Diagnostic tests * Single-subject tests C. Criterion-Referenced Achievement Tests * Aligned with specific objectives (e.g., driver’s test).

Answer 37

Selection and placement Diagnosis Evaluate students progress and schools effectiveness Evaluation and accountability Learning disabilities intellectual disabilities and autism School improvement Help guide curriculum development and revision Entry in certain programs (college admission, sped, certification and licensure

Answer 38

History & Development * Binet’s early IQ test → identify children needing special education. * Ratio IQ → Now deviation IQ (mean = 100, SD = 15). B. Characteristics of IQ Scores * Normally distributed * Stable by age 6 * Predictive of school performance C. The Differential Ability Scales–II (DAS-II) * Ages 2:6 to 17:11 * Batteries: Early Years (Lower/Upper) & School Age * Domains: verbal, nonverbal, spatial, working memory, processing speed

Answer 39

First developed by alfred binet, early 1900s (france) to identify children with mental retardation who may need special education Then ratio IQ is the ratio of test takers mental age divided by chronological age, multiplied by 100 IQ (intelligence quotient) used to truly be a quotient Now deviation IQ is a comparison of individual performance of other is the same age in the standardization sample Usually IQ has a standard score mean of 100 and a SD of 15 68% of people perform within the norm Most scores fall near the mean, with a small number of scores well above/ below mean When given an IQ test, most people will score similarly on subtests that make up the test IQ highly correlated with school performance IQ scores relatively stable by age 6

Answer 40

Is a comprehensive individually administered test designed to assess cognitive and intellectual abilities in children and adolescents. It is widely used in educational and psychological settings for various purposes, including identifying learning disabilities, developmental delays, or intellectual giftedness Key feature Age range: 2 years, 6 months, 17 years, 11 months Structure Divided into 3 core batteries; early years lower, early years upper, school; age batteries depending on child's age Subtest are categorized into core and diagnostic to assess wide range of abilities

Answer 41

Verbal ability: measures acquired knowledge, language skills, and verbal reasoning Nonverbal ability: focuses on abstract reasoning and problem solving using nonverbal materials Spatial ability: tests visualization spacial reasoning, and problem solving with spatial relationships Working memory and processing speed: assess cognitive efficiency and the ability to hold and manipulate information

Answer 42

Is a comprehensive individually administered test designed to assess cognitive and intellectual abilities in children and adolescents it is widely used in educational and psychological settings for various purposes including identifying learning disabilities, developmental delays, or intellectual giftedness Kye features Age range→ 2 yr, 6 months –?

Answer 43

Types of Derived Scores 1. Percentiles 2. Grade Equivalents 3. Standard Scores (stanines, NCEs, z-scores) B. Percentile Example * A score at the 83rd percentile means the student performed better than 83% of the norming group. C. Grade Equivalents * Rough approximations; easily misinterpreted. After students take a standardized test, the tests are usually sent for computer scoring. The students raw scores are translated into one or more derived scores such as: Percentiles - the percentage of scores in the norming group that fall below a particular score Grade equivalents- the grade and months t which particular score is thought to represent typical performance

Answer 44

Validity * Does the test measure what it is intended to measure? * Depends on test purpose (e.g., predicting academic performance). B. Reliability * Accuracy and consistency of scores. * Factors reducing reliability: ambiguous items, motivation, anxiety, guessing.

Answer 45

Sometimes called percentile rank abbreviated as % ILE indicates the percentage of students in the forming group who scores lower than a particular score For ex if you ranked a group of 30 students from bottom to top on test scores, the 25th student from the bottom would score in the 83rd percentile (25/30)

Answer 46

Relate students scores to the average scores obtained by students at a particular grade level The advantage of grade equivalents is that they are easy to interpret and make some intuitive sense Ex. if an average student gains one grade equivalent each year, we call this progressing at expected levels Grade equivalent scores should be interpreted as only as rough approximation

Answer 47

stanines based on the standard deviation of scores Normal curve equivalents (based on a comparison of scores with normal distribution) Z-scores (the location of scores above or below the mean)

Answer 48

The use of standardized tests to assess teachers, schools and districts has increased dramatically in recent years All states now have statewide testing programs in which students at selected grade levels take state tests In recent years there have been many developments and proposals for changes in testing

Answer 49

Ambiguous test item Differences in specific item content Lucky or unlucky guessing Inconsistent motivation Anxiety

Answer 50

One major issue in the interpretation of standardized test scores is the possibility of bias against students from low income or diverse backgrounds In one sense, this is a question of test validity A test that gives an unfair advantage to one or another category of student cannot be considered valid Of greatest concern is the possibility that tests could be biased because their items assess knowledge or skills that are common to one group or culture but not another

Answer 51

Providing test accommodations to students with disabilities remains controversial Researchers have found that extending testing time Increases scores for all students (not only those with disabilities Students with disabilities benefit more than other students Reading items to students, however, is primary beneficial to students with disabilities

Answer 52

NCLB, with its focus on accountability for the achievement of all subgroups, has heightened concern about the testing of English learners Students who speak no English cannot respond meaningfully on tests given in english Accommodations include Rewriting tests to simplify the instructions or the items themselves Providing extra time Presenting tests in two languages at the same time

Answer 53

A growing trend in recent years had been the effort to hold teachers, schools, and districts accountable for what students learn All U.S states most canadian provinces, and england (among other countries) have implemented regular standardizes testing programs and publish results on a school by school basis

Answer 54

The accountability movement had led to many attempts to use data to inform educators about how students. Teachers, and schools are going beyond what is required by each state The trend toward using data to drive reform in schools and districts includes: Benchmark assessment Data driven Value-added assessment systems

Answer 55

Many districts and states are administering benchmark assessments that Assess children three times a year

Answer 56

Goes beyond simply looking at scores on state tests School leaders involved in data driven reforms organize information from state tests and benchmark assessments by: Subskill subgroup Grade level Other categories Adding information to the root causes of the schools problems such as Attendance Dropout programs in use

Answer 57

Set priorities and goals, it is not enough simply to know the data. The school must take action based on the data. This begins with setting priorities and goals for solutions the school might try. The goals should be; Measurable Focused on student achievement Realistic attainable Develop strategies The most important step in date driven reform is to develop specific strategies to solve identified problems School leaders need to consider potential solutions–?

Answer 58

A. Cultural Bias * Tests reflecting dominant culture may disadvantage low-income/diverse students. B. Accommodations for Students with Disabilities * Extra time → benefits all, especially students with disabilities. * Read-aloud items beneficial primarily for students with disabilities. C. English Learners * Must ensure meaningful access. * Accommodations may include simplified instructions, extra time, or bilingual formats.

Answer 59

A. High-Stakes Testing Trends * States publish school-by-school results. * Consequences for schools, teachers, students. B. Data-Driven Reform Includes: * Benchmark assessments * Subskill analysis * Subgroup performance review * Root-cause investigations (attendance, dropout, curriculum changes) C. Steps in Data-Driven Reform 1. Determine the question to answer 2. Collect data 3. Analyze results 4. Set priorities and measurable goals 5. Develop strategies

Answer 60

A functional limitation that interferes with physical or cognitive abilities. * Disabilities may be visible or invisible, and each may influence daily functioning differently.

Answer 61

A condition imposed on a person with disabilities by society, the physical environment, or the person’s attitude

Answer 62

All children are exceptional All children can learn Learners with exceptionalities are individuals whose physical, mental or behavioral performance is so diff fro the norm (higher or lower) that additional services is required to meet their needs

Answer 63

“A student who has Down syndrome,” not “a Down syndrome student.” * Avoid equating the person with the disability: Language should affirm dignity, not define people by a condition.

Answer 64

Involves significantly below-average intellectual functioning with challenges in adaptive behavior. * Supports may include: o Communication development o Interpersonal/social skills o Emotional regulation o Personal care skills o Coping strategies for school demands People often get this confused with learning disability Formally known as mental retardation It is significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a student’s educational performance Ex. they can have difficulty counting change or taking care of their body, socially they can have difficulty engaging in conversation, they can generalize information (in class we sit vs the playground cant discriminate the behaviors) Developmental period is early childhood before the age of 18→ a person with these disabilities has it before 18 and it affects educational experience

Answer 65

Is teach different adaptive behaviors to navigate school Ex. keep track of belongings, take notes, navigate school, coping with the demands of school, developing interpersonal relationships, developing language skills, socioemotional development, personal care (bathing + safety behaviors)

Answer 66

Difficulties in acquiring and using skills in: o Listening, speaking o Reading, writing o Reasoning, computation * These challenges may persist into adulthood. * Not due to general intellectual disability or lack of instruction.

Answer 67

Features include: o Attention difficulties o Impulsivity o Sometimes hyperactivity * Differs from learning disabilities because attention regulation is the core challenge.

Answer 68

Among the most common disabilities in schools. * Language involves symbolic communication (spoken, written, sign, gestures). * Speech involves articulation and sound production. * Can include articulation errors, fluency disorders, voice issues, expressive/receptive delays.

Answer 69

Characteristics may include: o Persistent difficulty learning not explained by other factors o Trouble forming or maintaining relationships o Inappropriate behaviors or emotional responses o Depression or unhappiness o Physical symptoms or fears related to school or personal issues

Answer 70

A developmental disability affecting social interaction, communication, and behavior. * Often evident before age 3. * May include rigid routines, repetitive behaviors, and restricted interests. * Some individuals have exceptional abilities in specific areas.

Answer 71

Sensory: Visual or hearing impairments. * Physical: Cerebral palsy, muscular dystrophy, spinal cord injury, spina bifida, etc. * Health: Diabetes, seizures, cystic fibrosis, sickle-cell anemia, effects of chronic illness, etc.

Answer 72

Includes students with exceptional abilities in academics, arts, leadership, or creativity. * Historically based on IQ but now defined more broadly. * Some groups are under-identified (girls, minority groups, students with disabilities, underachievers).

Answer 73

Approximately 13% of students receive special education services. * Most common eligibility categories include: o Specific learning disabilities o Speech/language impairments o Other health impairments o Autism o Developmental delay (in younger children)

Answer 74

Federal Legislation * PL 94-142 established the right to special education services for all children with disabilities. * IDEA (Individuals with Disabilities Education Act) ensures: o A free and appropriate public education (FAPE) o Special-education services tailored to individual needs

Answer 75

Must include: * Present levels of performance (PLEPs) * Annual goals and, when applicable, short-term objectives * Services to be provided * Participation levels in general education * Dates/duration of services * Transition planning beginning at age 16 to support career/employment readiness

Answer 76

Services range from least to most restrictive: * Consultation or support provided to the general education teacher * Special education services for part of the day (resource room) * Self-contained classrooms * Special day schools * Residential programs * Home or hospital instruction The goal is always placement in the Least Restrictive Environment (LRE) appropriate for the student.

Answer 77

The team typically includes: * General education teacher * Special education teacher * School psychologist * Parents/guardians * Administrators or related service providers as needed Roles: * Determine eligibility for services * Develop and review the IEP annually * Monitor student progress and adjust programming

Answer 78

Tier 1: Universal Instruction * High-quality instruction for all students. * Strategies include: o Clear instructions o Study and metacognitive strategies o Cooperative learning o Effective classroom management Tier 2: Targeted Intervention * Additional small-group or individual support for students not making adequate progress with Tier 1. * Often supplemental reading or math support. Tier 3: Intensive Intervention * Highly individualized, long-term intervention for the small percentage of students not responding to earlier tiers. * Intended to prevent retention or unnecessary special education referral unless needed.

PSYC473 Final Flashcards

(103 cards)