UNIT ONE - Introduction, Research, Statistics, and Standardized Tests by HC121104194937

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									                                                                                                       EDU 330


UNIT ONE - Introduction, Research, Statistics, and Standardized Tests
(BOT Rules addressed in this unit include 2E, 8B, 8D, 8E, 9D, and 9E)

CHAPTER 1
  Terms with which you should be familiar:

      action research                       descriptive research            principle
      assessment                            educational psychology          random assignment
      case study (research)                 experimental group              reflective teaching
      control group                         experimental research           research
      correlation                           general pedagogical knowledge   rubric
      correlational research                independent variable            statistical significance
      dependent variable                    pedagogical content knowledge   theory
                                                                            treatment



 Objectives:
 1. Identify some possible misconceptions about teaching and relevant research.
 2. Cite empirical evidence that subject content knowledge alone is not enough to be an effective teacher.
 3. Describe the different kinds of knowledge that impact effective teaching.
 4. Describe the role of research in the development of teaching as a profession.
 5. Our teacher education program at GAC views teaching as principled practice. Relate this theme to the
    various factors in teacher decision making.
 6. Describe the domain of the discipline of “Educational Psychology.”
 7. Explain what is meant by the Rosenthal Effect (Experimenter Bias Effect). Identify Thorndike’s
    criticism of the original study upon which this phenomenon was based.
 8. Describe the scientific process in educational psychology, starting with an initial observation and
    eventually resulting in a theory which can be used to predict outcomes.
 9. Apply the criteria discussed in class for evaluating a research study.

CHAPTER 13 Pages 461-472 only
  Terms with which you should be familiar:
      affective domain          psychomotor domain
      Bloom’s taxonomy          Specific Learning Outcome
      cognitive domain          task analysis
      General objective         taxonomy
      Gronlund Objective        Mager Objective
      instructional alignment   objectives




  Objectives:
     1. For the various levels of the cognitive and affective domains of learning, classify and write
         educational objectives.
     2. For a skill, concept, or principle in your teaching major, conduct a task analysis.
     3. Identify deficiencies in behavioral objectives.
     4. Rewrite deficient objectives according to Mager’s criteria.

      11/4/12 Unit 1 Study Guide
                                                                                             EDU 330

      5. Construct behavioral objectives according to Mager’s criteria.
      6. Write a Gronlund general objective, identify the taxonomic level, and write a specific
         behavior at this same taxonomic level for this general objective.


CHAPTER 15 and Pages 497-498
  Terms with which you should be familiar:

         accountability                measures of central tendency          reliability
         achievement test              median                                standard deviation
         aptitude test                 mode                                  standard error of measurement
         construct validity            national norms                        standard score
         content validity              normal distribution                   standardized test
         descriptive statistics        norming group                         standards-based ed
         diagnostic test               percentile                            stanine
         frequency distribution        percentile band                       true score
         grade equivalent score        percentile rank                       T-score
         high-stakes tests             predictive validity                   validity
         intelligence test             range                                 z-score
         mean                          raw score


      Objectives:
      1. Describe different uses of standardized tests and explain how they influence educational
          decision-making.
      2. Explain how different types of validity can be used to evaluate standardized tests.
      3. Interpret for a parent standardized test scores such as those on p. 541.
      4. Name 3 common standardized achievement tests commonly used in the schools.
      5. Describe the development and use of the first intelligence test.
      6. Compute an IQ score if given C.A. and M.A.
      7. Cite similarities and differences between the Stanford Binet and the Wechsler.
      8. Contrast individual and group intelligence test.
      9. Cite one reason for use of the SAT in helping to determine college admission.
      10. Name assessment situations that are more appropriately tested by a norm-referenced test; name
          some more appropriately tested by a criterion-referenced test.




   STATISTICS: (responsibility of cooperative group)

      1. Construct and interpret rank-ordered scores, simple frequency distributions, histograms,
          frequency polygons, and cumulative percentage curves.
      2. Given a set of test data, compute the following: mean, median, mode, range, variance, standard
         deviation, percentiles, percentile ranks, z scores, T scores.
      3. Change a given score from one scale (given mean and standard deviation) to another scale.


      11/4/12 Unit 1 Study Guide
                                                                                               EDU 330
4. Describe and draw a normal curve and label its areas; describe and draw a skewed curve, and
   identify a learning and teaching situation likely to produce skewed results.
5. Interpret and compare common standardized scores (e.g., z, T, stanine, CEEB) with respect to
   mean, standard deviation, and percentile equivalents.
6. From paired data, decide if a correlation coefficient is positive or negative and estimate if it is
    low, moderate, or high.




11/4/12 Unit 1 Study Guide

								
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