Podcast
Questions and Answers
What distinguishes norm-referenced tests from criterion-referenced tests?
What distinguishes norm-referenced tests from criterion-referenced tests?
- Criterion-referenced tests compare performance to that of others.
- Norm-referenced tests evaluate students against a group. (correct)
- Criterion-referenced tests are based on cultural assessments.
- Norm-referenced tests assess mastery of specific skills.
Which assessment technique evaluates a student's performance on an actual task?
Which assessment technique evaluates a student's performance on an actual task?
- Performance-based assessment (correct)
- Formative evaluation
- Norm-referenced assessment
- Portfolio assessment
What is the purpose of using portfolio assessment?
What is the purpose of using portfolio assessment?
- To collect and assess various samples of a student's work. (correct)
- To evaluate test scores against a standard unit.
- To provide an overview of performance on standardized tests.
- To measure specific skills compared to peers.
What must teachers consider when constructing tests?
What must teachers consider when constructing tests?
What does it mean when scores fall within certain percentiles?
What does it mean when scores fall within certain percentiles?
What is the purpose of Ausubel's advance organizers?
What is the purpose of Ausubel's advance organizers?
Which reasoning method is primarily used in Ausubel's meaningful verbal learning?
Which reasoning method is primarily used in Ausubel's meaningful verbal learning?
What aspect does Bruner's discovery learning emphasize?
What aspect does Bruner's discovery learning emphasize?
In Gagne's model of events, the approach primarily focuses on:
In Gagne's model of events, the approach primarily focuses on:
Bruner's instruction model assumes that students learn best when they:
Bruner's instruction model assumes that students learn best when they:
Which characteristic is NOT part of Ausubel's meaningful verbal learning?
Which characteristic is NOT part of Ausubel's meaningful verbal learning?
What does meaningful verbal learning rely on in terms of student-teacher interaction?
What does meaningful verbal learning rely on in terms of student-teacher interaction?
What approach does Bruner suggest for students to understand concepts?
What approach does Bruner suggest for students to understand concepts?
What is the main focus of discovery learning?
What is the main focus of discovery learning?
Which approach involves guiding students to avoid common pitfalls while exploring a topic?
Which approach involves guiding students to avoid common pitfalls while exploring a topic?
Which of the following is NOT one of the nine events in Gagne's model of instruction?
Which of the following is NOT one of the nine events in Gagne's model of instruction?
How does assessment differ from measurement?
How does assessment differ from measurement?
What must tests demonstrate to be considered valid?
What must tests demonstrate to be considered valid?
Which type of validity assesses whether a test measures what it claims to measure?
Which type of validity assesses whether a test measures what it claims to measure?
What is a characteristic of standardized tests?
What is a characteristic of standardized tests?
Which method can be used to assess measurement reliability?
Which method can be used to assess measurement reliability?
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Study Notes
Psychology of Instruction
- Effective lesson planning is crucial for presenting new material to students.
- Three instructional strategy approaches include:
- Ausubel's advance organizers to connect new knowledge with broader concepts.
- Bruner's discovery learning for encouraging student-led exploration.
- Gagne's model of events that outlines instructional steps.
Ausubel's Meaningful Verbal Learning
- Advocates active teacher-student interaction through meaningful verbal learning.
- Emphasizes expository teaching, providing a clear and organized presentation of material.
- Utilizes deductive reasoning where students learn principles before specific instances.
- The use of advance organizers helps prepare students for subsequent learning.
Bruner's Discovery Learning
- Suggests that learning is more effective when students explore concepts independently.
- Promotes inductive reasoning to allow students to derive principles from examples.
- Involves problem-solving in which students generate hypotheses and conduct experiments.
- Encourages a focus on the learning process rather than the final product.
Guided Discovery
- Involves the teacher providing direction to prevent students from pursuing dead ends.
- Includes posing stimulating questions and offering engaging materials to foster inquiry.
- Supports students in generating and testing their own hypotheses.
Gagne's Model of Instruction
- Based on information processing theory, Gagne's model includes nine sequential events:
- Gaining students' attention.
- Providing lesson objectives.
- Retrieving prior knowledge.
- Presenting stimulus material.
- Guiding learning.
- Eliciting student responses.
- Providing feedback.
- Assessing performance.
- Enhancing retention and transfer of knowledge.
Assessment of Learning Outcomes
- Assessment interprets measurements, while measurement quantifies concepts numerically.
- Reliable measurement techniques include test-retest, equivalent forms, and split-half methods.
- Validity in tests ensures meaningful interpretation of scores, encompassing:
- Content validity
- Criterion-related validity
- Construct validity
- Standardized tests maintain constant administration and scoring procedures.
- Test results typically fall on a normal (bell-shaped) curve, equating mean, median, and mode.
- Norm-referenced tests compare student performance with peers; criterion-referenced tests assess mastery of specific skills.
- Percentiles indicate the proportion of students scoring below a given score.
- Various evaluation types include placement, formative, summative, and diagnostic evaluation.
- Test construction requires careful planning of content and format, addressing cultural bias.
- Performance-based assessment measures real-life task execution, while portfolio assessment gathers student work for evaluation.
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