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Valdosta State University |
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Valdosta State University |
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MIDTERM EXAM, PSY 310 KEY 36PTS.
1. List and describe the five types of descriptive studies. (5)
Naturalistic observation-observing a
subj. in its natural habitat w/o its awareness. Case study-a subjective
in-depth analysis of a single person for a finite period of time. Standardized
tests-instruments that measure ability/apitude. Surveys-instruments
that measure beliefs, attitudes, or opinions. Correlation-describes
if (and the strength of) a predictive relationship exists between two or
more variables (e.g., demographics and performance, or performance and
performance)
2. Why can't correlational studies establish cause and effect?(1)
Because correlational studies, like all descriptive
studies, use only dependent variables. Before cause-and-effect can be established,
the researcher has to manipulate an independent variable to see how it
affects the dependent variable(s).
3. Using complete sentences, describe the three remaining features of all good behavioral objectives. (Hint: "ABCD"--A refers to audience, the people to whom the objective applies). (3)
Behavior--what the S is supposed to say/do after instruction;
Conditions--When and where S is supposed to do the behavior;
Degree--How the performance will be judged;
a definition of "mastery."
4. Complete the following listing of Bloom's taxonomy of instructional objectives, and describe each level using a complete sentence. (Hint: KCAASE) (4)
knowledge: Memorizing information (inert)
comprehension: being able to accurately paraphrase information
Application: using content in new situations
Analysis: breaking a whole into its components
Synthesis: Using learned information to create new knowledge
Evaluation: judging by comparing to external
standards, or according to internal consistency.
5. LIST, in order, the 7 steps
of a good lesson plan. (3)Orient students (gain their attention);
Review prerequisites; present new content; learning probes; independent
practice; assessment/examination; & distributed practice.
6. Construct a task analysis for the following objective: After the unit on lesson plans, the student, when given a set of content material(s), will construct an LP over the material that includes all 7 components, each with at least 75% accuracy. (12)
1. Read the set of material.
2. Write a BO for EACH major point covered in the material (at least 5 BOs) (A) do ABCD analysis on BOs (B) write at least 3 probes for each major point/BO.
3. Identify and write down any entry level skills Ss need to master the content. (A) Write an outline on how you will review these skills.
4. Write a 6-step Task Analysis for each BO (these will include demonstrations and pedagogy).
5. Sequence the BOs and their TAs into general specific order; (A) n Write/outline a 50-200 word AO for the content/BOs.
6. If appropriate, construct an independent practice exercise (worksheet, etc.) that covers one or more of the BOs.
7. Write up a test consisting of items that all directly relate to the lesson's BOs. There should be at least 3 short answer questions at the application or higher level, and at least 2 multiple choice items for each objective and 25% of the objective items must tap the application or higher levels of Bloom's taxonomy.
7. Define the following terms: (3)
(a) schema interconnected concepts/knowledge where LTM infor. is stored
(b) advance organizer An abstract summary of info. to-be-covered that helps Ss organize/learn new content
(c) wait time how long (3-5 seconds) teachers should wait for Ss to respond to questions
8. The text described four general principles of effective studying. Describe two of these principles. (2) specificity: must be appropriate to the objectives and types of students with whom they are used; generativity: reorganizing the material to produce something new (what Bloom called synthesis); executive monitoring: Ss know how to use a particular technique (and when!), and how o know whether it is working; and personal efficacy: Ss must believe/know that studying will "pay off" for them
9. Define metacognition (1) metacognition is knowing how one learns; how I learn will be a bit different than how you learn, so (for me to be an effective learner) I must understand how I best learn. Metacognition strategies include: reviewing previous material; anticipating "what comes next," looking for cues inbedded in the material (charts, etc.) , rereading, etc.
10. List two of the six ways teachers
misuse seatwork. (2)too long/frequent; not graded; no/bad
instructions; no individual monitoring; used to "teach" rather
than as practice.
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MIDTERM PREP |
Last Updated: May 20, 1997