Term
| What is the Information processing model/theory? |
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Definition
| The Information Processing Model is the model that describes the process that the human minds uses to take in information, encode it, and retrieve itÉ.. a theory that describes how information enters our memory system and how it is organized and finally stored. |
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Term
| What is the Sensory Register? |
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Definition
| the memory storage that briefly holds incoming stimuli from the environment until it can be processed; or input from the environment; five senses and things that are around for a millisecond |
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Term
| What are some characteristics of the sensory register? |
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Definition
| Unlimited capacity, holds the information until you attach meaning to it and transfer it to working memory which is also known as short term memory |
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Term
| What is the Working Memory/Short term Memory? |
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Definition
| The bits of information held for 15-30 seconds --> either encoded or discarded |
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Term
| Where does the information go after working memory if it is encoded? |
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Definition
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Term
| What is the Short term memory? |
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Definition
| It is the storage that holds information as people process and try to make sense of it. |
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Term
| What is the Phonological loop? |
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Definition
| Words, sounds-rehearsal, visual-spatial, sketch pad-images |
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Term
| What are the ÒGestaltÓ principles of perception? |
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Definition
| Figure-ground, Similarity, Proximity, Closure |
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Term
| What are the strategies to increase attention (6 factors) |
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Definition
| 1. Size Ð newspaper heading its larger, 2. Intensity Ð bright and loud, 3. Novelty- new and unusual, 4.Incongruity Ð donÕt make sense donÕt belong, 5. Emotion Ð strong emotional associations, 6. Personal significance Ð important to us at a particular time |
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Term
| (WM) What is the Articulatory loop? |
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Definition
| The inner voice and hearing |
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Term
| (WM) What is the Visual-spatial sketchpad? |
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Definition
| Inner eye) short term storage system for visual and spatial information, allowed you to picture the figure and see that it could be broken into a rectangle and triangle. |
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Term
| What are WM Strategies to help learning? |
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Definition
| Encoding, Retrieval, and Cognitive Load |
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Term
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Definition
| Represents information in long-term memory (can be represented as either visually/verbally) |
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Term
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Definition
| Mentally combining separate items into larger more meaningful units. |
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Term
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Definition
| It is processing without great deal of mental effort. (ex. Learning how to drive) The ability to perform mental operations with little awareness or conscious effort. |
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Term
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Definition
| mental energy expended to learn and retain. |
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Term
| What are some WM strategies point out important information? |
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Definition
| 1. Competent Ð classify by categories or concept, 2. Sequential Ð builds to climax, 3. Relevance Ð central unifying idea or criteria, 4. Transitional (connective) Ð relational words or phrases |
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Term
| What is Long-term memory (LTM)? |
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Definition
| Ðpermanent information storage, final storage area and stores factual & procedural information. |
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Term
| T or False? LTM has no capacity, no limitations |
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Definition
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Term
| What are the 3 LTM strategies? |
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Definition
| Rehearsal, Internal Organization, Elaboration |
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Term
| What is Declarative Knowledge? |
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Definition
| Can be expressed through words and symbols |
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Term
| What is Procedural Knowledge? |
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Definition
| Knowing how to do something |
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Term
| What is Conditional Knowledge? |
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Definition
| Know when and why; application of declarative and procedure |
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Term
| LTM is _____________ & ________________ |
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Definition
| Accessed slowly & has a limited availability |
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Term
| STM is ________________&________________ |
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Definition
| Accessed instantaneously & is fully available |
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Term
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Definition
| Preview questions, Read, Reflect, Recite and Review |
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Term
| The Constructivist view of learning is ______________ _____________ |
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Definition
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Term
| What is the constructivist view of learning? |
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Definition
| Learners must individually discover and transform complex info for themselves and make it their own. ( Little Guidance from the teacher on the side) |
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Term
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Definition
| Zone of Proximal Development (the gap between what you can do on your own, and what you can do with help is under this category). |
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Term
| What is Top Down Processing? |
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Definition
| You begin with a complex problem and work out or discover the answer for yourself. This is the opposite of Òbottom upÓ which is beginning with basic skills and applying them. |
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Term
| What are Cooperative Learning Methods? |
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Definition
| Instructional approaches in which students work in small, mixed ability groups. Ex. Jigsaw (what we did in class for our 1st test study guide), STAD (student teams- achievement Division), CIRC (Cooperative Integrated Reading & Composition: groups work on language arts skills). |
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Term
| What is STAD Ð (Student Team Achievement Divisions)? |
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Definition
| 1. Teacher presents lesson, 2. Students work with teams, 3. Students take individual quizzes, 4. Students performance compared to past performance and team points are awarded (DonÕt confuse score with individual grade) |
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Term
| What is Discovery Learning (Tessellation)? |
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Definition
| Students are encouraged to learn on their own through active involvement with concepts and principles. Conduct Experiments, ÒdiscoverÓ principles on your own. |
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Term
| What is Self Regulated Learning? |
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Definition
| Self Regulated Learners have knowledge of the effective learning strategies and how and when to use them. They are motivated by learning itself, thus able to persist on a task through completion. This is what Dr. Ladd wants form us, not to worry about the grade, but learning the concepts. (LOL) |
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Term
| What is Means-Ends Analysis? |
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Definition
| connect current situation with a goal (ends)- decide what needs to be done (means) |
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Term
| Why do we need to Teach Thinking Skills? |
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Definition
| Purpose- Make students better able to process new info of all types. Ex. Instrumental Enrichment (a series of paper and pencil exercises designed to develop intellectual abilities) |
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Term
| What are the Thinking skills? |
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Definition
| 1. State the problem, situation, or goals. 2. Search for idea, options, etc. 3.Evaluate options, ideas, etc. 4. Elaborate on the ones that look more successful. |
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Term
| What is Critical Thinking? |
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Definition
| It is the ability to make rational decisions about what to do and what to believe. It is an approach to information that permits evaluation of truth or reasonableness. |
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Term
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Definition
| Emphasizes effort, continuous improvement and understanding |
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Term
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Definition
| Makes higher grades, and public displays of ability and understanding |
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Term
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Definition
| Process of setting personal goals, combined with the motivation |
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Term
| How do we develop self-regulation? |
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Definition
| 1) emphasize the relationship between responsibility, 2) solicit student input into classroom procedures that include responsibility, 3) teach responsibility as a concept, link consequence to action, 4) model responsibility and a mastery focus, and guide studentsÕ goal setting, 5) provide a concrete mechanism to help students monitor goal achievement |
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Term
| What are some teacher characteristics that increase motivation? |
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Definition
| Personal teaching efficacy, collective efficacy, teaching modeling, caring, ask open-ended questions |
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Term
| What is Effective teaching? |
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Definition
| Teaching that maximizes student learning |
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Term
| What are the steps for planning instruction? |
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Definition
| 1. Select topics that are important for students to learn, 2. Specify learning objectives related to the topics, 3. Prepare and organize learning activities to help students read the learning objectives, 4. Design assessments to measure the amount students have learned, 5. Ensure that instruction and assessments are aligned with the learning objectives |
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Term
| What are learning objectives? |
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Definition
| This is a statement that specifies what students should know or be able to do with respect to a topic or course of study (ex: PLOs) |
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Term
| What is cognitive domain? |
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Definition
| It is the area of learning that focuses on memory and higher cognitive processes such as applying and analyzing (ex: Scott wanted his students to understand the concept of force, the relationship among forces, and how to apply BernoulliÕs principle to real-world examples. These describe learning objectives in the cognitive domain) |
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Term
| What is the 4 step process to Prepare and organize learning activities to help students read the learning objectives? |
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Definition
| 1. Identify the components of the topic, 2. Sequence the components, 3. Prepare examples that students can use to construct their knowledge of each component, 4. Order the examples with the most concrete and obvious presented firstÉ..Task Analysis is also included |
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Term
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Definition
| It is the process of breaking content into component parts and sequencing the parts (a planning tool) |
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Term
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Definition
| Standards are statements that describe what students should know or be able to do at the end of a prescribed period of study |
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Term
| What is Instructional alignment? |
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Definition
| It is the match between learning objectives, learning activities, and assessments |
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Term
| What are the Essential Teaching Skills? |
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Definition
| They are basic abilities that all teachers, including those in their first year of teaching, should possess to maximize student learning |
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Term
| Give examples of essential teaching skills. |
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Definition
| Examples include: Attitude, Organization, Communication, Focus, Feedback, Questioning, Review and closure |
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Term
| What are Models of Instruction? |
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Definition
| They are prescriptive approaches to teaching designed to help students acquire a deep understanding of specific forms of knowledge |
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Term
| What are the four models of instruction? |
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Definition
| 1. Direct instruction, 2. Lecture discussion, 3. Guided discovery, 4. Cooperative learning |
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Term
| What is Direct instruction? |
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Definition
| It is an instructional model designed to teach well-defined knowledge and skills needed for later learning |
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Term
| What is Lecture discussion? |
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Definition
| It is an instructional model designed to help students acquire organized bodies of knowledge |
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Term
| What is Guided discovery? |
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Definition
| It is a model of instruction that involves teachersÕ scaffolding studentsÕ construction of concepts and the relationships among them |
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Term
| What are the five phases of Guided discovery? |
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Definition
| 1. Introduction and review, 2. The open-ended phase, 3. The convergent phase, 4. Closure, 5. Application |
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Term
| What is Cooperative learning? |
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Definition
| It is a set of instructional models in which students work in mixed-ability groups to reach specific learning and social interaction objectives |
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Term
| Cooperative Learning is: __________________________ |
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Definition
| Grounded in VygotskyÕs work |
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Term
| Cooperative Learning : __________________________ |
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Definition
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Term
| Unlike direct, lecture, and guided discovery, cooperative learning activities ____________________________ |
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Definition
| donÕt follow a specific set of steps |
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Term
| T or F? Assessments provide opportunities for teacher to directly address student misconceptions |
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Definition
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Term
| What are Standardized Tests? |
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Definition
| They are assessment instruments given to large samples of students (nation-wide in many cases) under uniform conditions and scored and reported according to uniform procedures. |
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Term
| Standardized tests are designed to do what? |
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Definition
| Answer questions that are difficult to answer with teacher-made assessments alone. |
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Term
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Definition
| The representative sample whose scored are compiled for the purpose of national comparisons. |
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Term
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Definition
| They are Scores on standardized tests earned by representatives groups from around the nation. |
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Term
| How are standardized tests controversial? |
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Definition
| They are controversial because of the money spent, overemphasized, detract from balanced curriculum, and beginning teachers are inadequately prepared. |
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Term
| Norm referenced is compared how? |
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Definition
| It is compared by students performance to that of others in his/her class |
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Term
| Criterion referenced systems assign what? |
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Definition
| They assign grades in terms of predetermined standards ( 90+ A, 80+ B....ect) |
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Term
| What are the five different types of standardized tests? |
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Definition
| 1.Achievement- Assesses how much students have learned in specific content areas, 2.Diagnostic-Detailed description of learners strengths and weaknesses in specific areas, 3. Intelligence-Designed to measure an individuals capacity to acquire and use of knowledge, to solve problems, and to accomplish new tasks, 4. Aptitude-Standardized tests designed to predict the potential for future learning and measure general abilities developed over long periods of time ( SAT or ACT), 5. Readiness- Standardized tests that assess the degree to which children are prepared for an academic or pre-academic program. |
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Term
| What is Frequently Distributions? |
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Definition
| Distributions of test scores that shows a simple count of the number of people who obtained each score. |
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Term
| What is the Measures of Central Tendency? |
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Definition
| Are quantitative descriptions of a groups performance as a whole, and comprise the mean (average), median (middle), and mode (most). |
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Term
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Definition
| Variability- The degree of difference or deviation from the mean |
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Term
| What are the three measures of variability? |
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Definition
| 1. Range- Distance between the top and bottom score in distribution, 2. Standard Deviation- Statistical measure of the spread of scores, 3. Normal Distribution- The mean, median, and mode are equal and the scores distribute themselves symmetrically in a bell-shaped curve. |
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Term
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Definition
| They are the number of items an individual answered correctly on a standardized test or subtest |
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Term
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Definition
| They Show percentage of students in the norming sample that scored at or below a particular raw score. |
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Term
| What are Percentile Bands? |
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Definition
| They are ranges of percentile scores on standardized tests |
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Term
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Definition
| It is a description of an individuals standardized test performance that uses a scale ranging 1-9 points |
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Term
| What are grade equivalents? |
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Definition
| A score that educators determine by comparing an individuals score to the scores of students in a particular age group. |
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Term
| What are the two types of standard scores? |
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Definition
| 1. Z-score- number of standard deviations from the mean, & 2. T-score-defines the mean at 50 |
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Term
| What is standard-based education? |
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Definition
| The process of focusing curricula and instruction on predetermined goals or standards |
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Term
| What does accountability mean? |
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Definition
| The process of requiring students to demonstrate that they have met specified standards and holding teachers responsible for students performance. |
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Term
| What are high-stake tests? |
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Definition
| Standardized tests that educators use to make important decisions that affect students, teachers, schools, and school districts. |
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Term
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Definition
| 1. Content (what is on the test), 2. Test Procedures (performance), 3. Interpretation and use (minority) |
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