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Classroom Assessment Edu 405 Solved final Past Paper
Define
link and loop in assessment
.
Assessment
is not an isolated
concept; it is always linked
to some other things as
well.
What is
a loop? A loop is defined as
a process
which
is connected to its beginning.
A system is said
to perform closed-loop
processing if the system feeds
information back into itself
Assessment
is also done in a loop such as,
a system
that keeps informing the beginning means that
some change is
to be made there and then
the cycle starts.
See the image below:
Give
example of mode
What is
Mode?
The mode
is the value which appears the most often in the data. It is possible to have
more than one mode if there is more than one value which appears more than
others.
For
instance:
2,15,6,8,4,6,10,3,6,13,6,11,6
Mode: 6
The data
values: 2,2,3,5,5,7,8
The values which appear most often
are 2 and 5.
They both appear more time than any of
the other data values.
What
is standard deviation
A
quantity expressing how much the members of a group differs from the mean value
for the group. It can be interpreted as an individual value compared with the
mean
How
assessment guide teacher in learning
Assessment guides
teachers as well about their teaching materials and techniques.
If learners have a picture about
learning quality, teachers can also have an idea how they have performed as
teachers
Types of
bias
What
is Bias?
- Inclination for or prejudice
against one person or group, especially in a way that is considered to be
unfair; systematic unfair treatment of a particular group of individuals.
- There are different types of it:
• Unfairness
•
Offensiveness etc.
Write Two
types of graph
Line Graphs
Comparing various sets of data can be complicated,
but line graphs make it easy. The plotted peaks and dips on the grid allow you
to monitor and compare improvement and decline. Line graphs are most often used
by scientists, professionals and students.
Topic 255
Bar Graphs
Bar Graphs compare data in a simple format
consisting of rectangular bars.
With a few varieties to choose from, settling on the
right bar graph might be confusing.
Should you go with a horizontal, vertical, double or
group bar graph?
Topic 256
Histograms
Almost similar to Bar graph, a histogram is a
graphical representation of the distribution of data.
It is an estimate of the probability distribution of
a continuous variable.
Topic 257
Dot Graph
A dot plot is a two- dimensional graphical display.
One axis of the dot plot (usually the horizontal) is a scale covering the range
of quantitative values to be plotted. The other axis, usually vertical, shows
descriptive labels for the data shown there.
Topic 258
Box Graph
A box and whisker plot is a diagram showing
statistical distribution of a data set. This plot makes it easy to see how the
data is distributed along a number line. It shows five-number summaries:
the smallest
observation (sample minimum), lower quartile (Q1), median (Q2), upper (quartile
(Q3), and largest observation (sample maximum).
Topic 259
Pie Graphs
Simple to make and
simple to understand, a pie chart is a popular form of data comparison,
consisting of a circle that is split into parts. They are used to represent
categorical data or values of variables.
They are basically
circles that are divided into segments or categories.
Percentages
are used to compare the segments, with the whole being equal to 100%.
Characteristics
of essay type answers
Very common
• Explain in detail, based on the
information
• Critical analysis
• Cause/effect
•
Compare/contrast
Answers are written according to the general rules of
academic writing. Use indications; being each paragraph with a topic sentence;
support the topic sentence(s) with reasons and/or examples; use translation
words to show logical organization; write a conclusion. Use correct punctuation
throughout.
Briefly
describe characteristics of short answers
The
student needs to give:
•
Precise information
•
Specific information
•
Complete understanding
•
You know
• You
understand
• You
apply
• You
analyses
• You
synthesis
• You
evaluate
What
is knowledge level in bloom taxonomy give one example on your own
recalling the facts, terms, basic concepts and answers.
. Example 1:
Objective: Students should be able to define noun.
Question: What is a noun?
Whn
bloom taxonomy is created.
1956 by Dr Benjamin bloom
What
is distracter analysis
The best distractor is one that contains the common mistakes that
students will make.
In distractor analysis,
however, we are no long: interested in how test takers select the correct
answer, but how the distracters were able to function effectively by drawing
the test takers away from the correct answer
Benefits
of rubrics
What
is frequency.
The
frequency is the number of times each value occurred. For example, if 24 occurs
6 times in some data, its frequency is 6.
What
is the definition of graph
A
diagram showing the relation between variable quantities, typically of two
variables. each measured along one of a pair of axes at right angles
Define
medine
The median is the value that lies in the middle of some score when
the score has been arranged.
For instance:
6, 17, 22, 24, 24, 29, 30, 36, 41, 45, 47, 50, 52
Median: 30
Topic 225
Median
(Number of Scores is Odd)
If the number of values is an odd number, simply the middle
position score is the median.
The data values:
10, 12, 14,18, 20, 22, 25
Median: 18
Rubrics: A rubric is a scoring tool that
teachers use to assess student learning after a lesson.
A rubric usually in the form of a matrix or grid; is a tool used
to interpret and grade students’ work against criteria and standards. Rubrics
are sometimes called "criteria sheets", “grading schemes", or
"scoring guides
Comparison
of comprehension and analysis level
Item
development
The term item is used as a shorthand for questions on the test.
Item development can proceed only when a clearly agreed upon set of objectives
is available.
It is advised that an item should measure only a single objective.
Each objective, however, should be measured by one or several
items, depending on the test specifications
Importance
of instructional strategies
Instructional strategies are chosen to foster students learning
towards meeting the objectives
Significance
of objective questions
Write with clear terminology.
• Clear statement.
• Avoid confusions.
• Keep each item separate.
• If more options than one are correct, ask for the best answer.
• Complete requirement.
• Correct grammar.
• None of the above’ should not be used as options.
• Bring variety.
How
teachers can improve his feedback?
Give
comments based upon observable behavior and not assumed motives or intends.
-
Give positive comments first in order to give the student confidence and gain
his/her attention.
-
Emphasize the sharing of information.
-
There should be opportunities for both parties to contribute.
-
Don’t overload the students.
- Give realistic feedback.
Assessment
guide the teacher
Assessment
guides teachers as well about their teaching materials and techniques.
If learners have a picture about learning quality, teachers can
also have an idea how they have performed as teachers
Evaluation
level
This
level refers to making judgments about information validity of ideas or quality
of work based on a set of criteria.
Aim
&objective
What is an objective?
- A
specific result that a person or system aims to achieve within a time frame and
with available resources.
- Something that one’s efforts or actions are intended to attain
or accomplish; purpose; goal; target; the objective of this lesson; the
objective of a seminar; the objective of a fund raising etc.
Importance
of assessment
Assessment is related to the targets of learners and tests them
about these targets. This way, it helps to mark the position of some learner.
Assessment approaches promote learner engagement and encourage
learners to become more independent in their learning
Mean
and percentage
These are closer to each other as both refer to probable value.
Mean is equal distribution of score.
Whereas percentage refers to value with reference to 100, which is
a probable value
Characteristics
of yes/no – true /false
Yes/No questions are simply multiple choice questions with two
possible responses.
• You know
• You understand
• You apply
Imp
of measurement
Measurement:
refers
to dimensions/quantity/weight. Measurement is normally shown by using numbers.
For example, measuring a box, or weighing it. Measurement is always with
reference to some scale
Application
level
This
level refers to applying gained knowledge to actual situations
Item
format
The format of the
item necessarily proceeds from the test blueprint. The blueprint indicates the kinds of skills and the balance
of test content to be measured. The selection of item types and test format should be
based on the kinds of skills to be measured and not on some personal like or
dislike for a particular item format.
/////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
Classroom Management Solved past final Papers Edu 305
Total
Questions: 35
Mcq's 30
Short Question of 2 marks: 5
Short Questions of 3 Marks: 5
Detailed questions of 5 marks: 5
Q: 1 explains intimidation techniques of physical coercion in your own words.
Mcq's 30
Short Question of 2 marks: 5
Short Questions of 3 Marks: 5
Detailed questions of 5 marks: 5
Q: 1 explains intimidation techniques of physical coercion in your own words.
Some of the intimation techniques used by teachers
are:
1.
Threats:
A
teacher threatens the student with negative consequences on the breach of
acceptable behavior. It is a warning to students to act responsibly.
2.
Sarcasm:
It
is a negative approach used by a teacher to demean a student. A student is
looked down upon and despised through cynical and ironic remarks for not
maintaining appropriate behavior in classroom.
3.
Ridicule:
A
students is mocked at by the teacher as a way to make him/her embarrassed at
the onset of a negative behaviour.
4.
Disapproval:
Misbehavior
is overtly disapproved by the teacher verbally and through the use of negative
undertones.
5.
Psychological
coercion: A teacher uses an oppressive strategy to control
misbehavior. This may include emotional outburst by the teacher and giving
mental distress to make a student comply with authority.
Physical force:
A teacher physically abuses a student for failure to comply with
appropriate behaviour patterns. Although corporal punishment is banned in
schools, some schools do resort to physical force as a way to address
management issues
Q: 2 How does development of self-efficacy and empathy enhance student success inclassroom?
Q: 2 How does development of self-efficacy and empathy enhance student success inclassroom?
Performance
accomplishments
-
The manner in which accomplishments are
received has an influence on an individual’s self-efficacy, expectations and
actions.
-
In the classroom, for example, poor
grades and other negative assessments of ability can lower self-efficacy
beliefs.
Vicarious
learning
1.
Beliefs are often required through
observation and interpretation.
2.
In observing the modeling behavior of
others, the learner is able to reflect on past experiences with such behavior
and make meaning of its relevance in a new situation.
Topic:
154 - Development of self-efficacy 2
Verbal
persuasion
1.
Beliefs about self are influenced by the
message conveyed by others. Encouragement supports self-efficacy, criticism
hampers it.
2.
Family, teachers and friends all play a
significant role in verbal persuasion about appropriate behaviors.
Physical/Affective
Status
1.
Stress and anxiety have a negative
effect on self-efficacy as well as learning.
2.
“The brain learns optimally when
appropriately challenged but downshifts under perceived threats”.
It functions best in a supportive environment
Q: 3 How can principals assist teachers in improving their classroom management skills?
Q: 3 How can principals assist teachers in improving their classroom management skills?
Q: 4 On what issue parents must agree if they are manage their children’s behavior?
Q: 5 what does the term social competence means?
Social competence is
the ability to act in a caring and helpful manner towards others.
Q: 6 identify some of the behaviors of students that need counseling services in schools?
a) Aggressive
behavior
b) Bullyism
c) Criminal
behavior
d) Sadistic
behavior
e) extreme
shyness
f) lack
of self-efficacy
Q: 7 explain overlapping as a classroom management strategy.
Overlapping means
handling two or more situations or activities simultaneously.
A
teacher who can instruct a group of students while responding to student
concerns from outside of the group can keep an entire classroom working
smoothly
Make eye contact
with, move closer to, or stand beside a misbehaving student to deter off task
behavior while continuing to direct other activities.
Direct a question to
a student who has not been paying attention to regain his/her attention.
Remove an object a
student is playing with without interrupting a presentation.
What strategies should be implemented in schools to control violence among students?
1. Practice for a Crisis
Prepare students and
teachers just as they are trained for the eventuality of a fire.
2. Train all staff to respond to
student aggression:
Precise methods to be
used, procedures to be followed, and role-playing should be a part of this
training.
Topic:
250 – Planning to Control Violence – 2
3. Dress Appropriately
Low-heel shoes, proper
clothing, and the omission of sharp jewelry and dangling earrings are
recommended.
4. Move items of value out of reach
Topic:
251 – Planning to Control Violence – 3
5. Establish trust and rapport with
students
Although rapport alone
will probably not eliminate violent or aggressive acts, it will enhance
prevention and intervention procedures.
6. Remain calm and in control
Act authoritatively as
a teacher and remain calm in the wake of an aggressive act by a student.
Topic:
252 – Planning to Control Violence – 4
7. Define behavioral expectations and
apply consequences for rule compliance and noncompliance
Clear identification of
rules and other boundaries and consistent application of consequences can help
minimize aggressive acts.
8. Maintain a therapeutic attitude
Therapeutic adults are
able to maintain a willingness to understand students and to consider their
emotional fragility.
Q: 8 How can preventive discipline be exercised by teacher in the classroom?
Q: 9 What does indirect bullying include?
Indirect bullying involves purposeful actions that
lead to social exclusion or damage to a student’s status or reputation in an
attempt to get others to not socialize with the victim
Q: 10 What strategies can a teacher use to develop strong social competence among students?
Q: 10 What strategies can a teacher use to develop strong social competence among students?
-
Knowledge
-
Skills
-
Attitudes
-
Beliefs
Behaviours by using interactive teaching techniques
Q: 11 write three ways in which the consequences of breaking rules should be clearly specified and communicated to staff, students and parents.
Q: 11 write three ways in which the consequences of breaking rules should be clearly specified and communicated to staff, students and parents.
Rules and the consequences of breaking them should be
clearly specified and communicated to staff, students and parents by such means
as:
-
Newsletters
-
Student assemblies
Handbooks
Q: 12 How can by bullying stop in classroom. Being a teacher give 5 examples.
Q: 12 How can by bullying stop in classroom. Being a teacher give 5 examples.
Bullying occurs when a person wilfully and
repeatedly exercises power over another with hostile or malicious intent. See
below the cycle of bullying:
Bullying includes:
-
Insulting
-
Teasing
-
Abusing verbally & physically
-
Threatening
-
Humiliating
-
Harassing
paper
2:
Total
Questions: 35
Mcq's 30
Short Question of 2 marks: 5
Short Questions of 3 MArsk: 5
Detailed questions of 5 marks: 5
Mcq's 30
Short Question of 2 marks: 5
Short Questions of 3 MArsk: 5
Detailed questions of 5 marks: 5
1.Direct
bulling
is used when verbal and physical aggression is used to
harm a student.
2.teacher
training in classroom discipline?
Training Programmes should include learning
activities and practice in the areas of:
-
Organizing the room and materials
-
Developing a workable set of rules and
procedures
-
Assuring student accountability
-
Formulating and explaining consequences
-
Planning activities for the first week
-
Maintaining the management system
3.Avoid
nice teacher syndrome?
-
Do not fall into the trap that imprisons
many beginning teachers. Avoid the nice teacher syndrome.
-
These teachers want their students to
like them and thus give them unnecessary allowance.
-
Thus disruptive behaviour is encouraged
and sometimes becomes difficult to handle.
4.setting
benchmark for behavior expectation?
Benchmarks
1.
Benchmarking is used to record
performance by using a specific indicator.
2.
Benchmarks are specific points of
reference connected to levels of performance against which students are
monitored.
Development
of Benchmarks
Benchmarking can be
done for:
a)
Communication with teacher
b)
Communication with peers
c)
Interpersonal relationships
d)
Material safety
e)
Following rules
6. performance accomplishment?
7.
The manner in which accomplishments are
received has an influence on an individual’s self-efficacy, expectations and
actions.
8.
In the classroom, for example, poor
grades and other negative assessments of ability can lower self-efficacy
beliefs.
6.teacher
enthusiasm?
Teacher enthusiasm
positively affects student behavior and improves students student achievement
as well.
1.
Move around the class
2.
Tone the voice
3.
Share and articulate interest in the
subject
7.
Affective objective in lesson plan?
1.
Behavior modification happens over time
2.
Drastic changes in behaviors are not
long lasting
3.
Integrate affective objectives in the
lessons
4.
Make students and other stakeholders
realize that they are as important as cognitive objectives
5. Continuous
integration will lead to behavior modification
8.What do
mean by extrinsic motivation and intrinsic motivation?
Topic:
171 - Intrinsic Motivation:
1. Intrinsic
motivation is a desire to attain targets for the sake of learning.
2. The
urge for a true desire for mastery is driven by intrinsic motivation.
3. Students
are rewarded for showing keen interest in the tasks assigned to them whether
they are academic or behavioural in nature.
4. An
intrinsic motivated reward further put faith in students’ ability and reaffirms
the displayed behaviour.
Topic:
172 - Extrinsic Motivation:
-
Extrinsic motivation occurs when a
student is driven to perform behaviour in order to win a reward or avoid a
punishment. For example:
(i)
You want to put up a good behaviour
because of fear of punishment.
(ii)
You want to help others in a classroom
to get some defined incentives.
-
Students who must put forth more than
the average degree of effort to accomplish a goal often become discouraged and
invest less energy in challenging tasks. (Levin, 1994)
-
Rewards can provide temporary incentives
to encourage persistence when the natural, invisible rewards of success and
mastery are infrequent.
10
process of EBSS?
1. Clarify
the need for effective behavioural support and establish commitment, including
administrative support and participation.
2. Priority
of this should be reflected in the school improvement plan.
3. Develop
a team focus with shared ownership.
Processes
of EBSS:
1. Create
a comprehensive system that prevents as well as responds to problem behaviour.
2. Tie
effective behavioural support activities to the school mission.
Develop an action plan establishing staff
responsibilities
11. Features
of effective behavioral support?
1. There
is total staff commitment to managing behaviour, whatever approach is taken.
2. There
should be clearly defined and communicated expectations and rules.
3. Have
an instructional component for teaching students self control and/or social
skill strategies.
Prepare a support plan to address the needs of
students with chronic, challenging behaviours
12 How
create discipline problem in school?
1. classroom
discipline is not possible without school wide discipline, so it is very
important to make classroom management a part of curriculum.
13.What
is the role of administrative leadership and discipline?
The principal plays a very important leadership role
in establishing school discipline, both by effective administration and by
personal example.
Administrative
Models:
Principals of well-disciplined students are usually
highly visible models.
Principal-Teacher
Rapport
-
Teachers’ satisfaction with school
discipline policy is related to their relationship with the principal.
-
A principal should be able to create
consensus among staff on rules and their enforcement.
14.
teacher parent partnership role?
Parents and teachers
can engage in:
-
Joint learning activities
-
Supporting each other in their
respective roles
-
Carrying out classroom and school
improvement activities
-
Conducting collaborative curriculum
projects in the classroom
-
Participating together in various
decision-making activities
When parents sense an inviting school climate, they
emphasize nurturing and supporting behaviours in their interactions with
teachers, their participation in the school environment also increases
15.Source
of frustration among aggressive student?
Sources of frustration
can be:
-
Failure
-
Lack of maintenance of social
relationships
-
Boredom
-
Lack of positive reinforcement
-
Irrelevant curriculum
-
Overexposure to punishment
Feelings of powerlessness
paper
3:
1:What is organizer model ?
They
include a list of steps to be taken in the lesson, background information, key
vocabulary and a statement of outcomes
2: On what issue parents must agree if they are manage their
children’s behavior?
3: identify some of the behaviors of students
that need counseling services in schools?
4:What strategies should be implemented in
schools to control violence among students?
1. Practice for a Crisis
Prepare students and
teachers just as they are trained for the eventuality of a fire.
2. Train all staff to respond to
student aggression:
Precise methods to be
used, procedures to be followed, and role-playing should be a part of this
training.
Topic:
250 – Planning to Control Violence – 2
3. Dress Appropriately
Low-heel shoes, proper
clothing, and the omission of sharp jewelry and dangling earrings are
recommended.
4. Move items of value out of reach
Topic:
251 – Planning to Control Violence – 3
5. Establish trust and rapport with
students
Although rapport alone
will probably not eliminate violent or aggressive acts, it will enhance
prevention and intervention procedures.
6. Remain calm and in control
Act authoritatively as
a teacher and remain calm in the wake of an aggressive act by a student.
Topic:
252 – Planning to Control Violence – 4
7. Define behavioral expectations and
apply consequences for rule compliance and noncompliance
Clear identification of
rules and other boundaries and consistent application of consequences can help
minimize aggressive acts.
6: Lack of social competence how effect students
Schools are under
pressure to create:
-
safe
-
orderly
-
effective learning environments
·
Efforts should be made by schools to
create environments where all students acquire social as well as academic
skills that will allow them to succeed in school and beyond.
Social skill instruction in schools benefit students
not only socially, but also academically, as appropriate behaviors increase
their access to instructional time
7:Teacher Bullyism?
A bullying teacher is one who uses his/her power to:
-
Punish
-
Manipulate
-
Ridicule a student beyond what would be
a reasonable disciplinary procedure
-
Teacher bullyism is professional
malpractice
-
It is teaching through coercion and creates
a disconnect between teacher and students
-
Sarcasm and humiliation of students lead
to lower self- esteem in students
8:Motivating Sudents for supplementary Material?
1.
To keep more advanced students
challenged, prepare an activity resource book to keep in the classroom.
Students who finish activities s quickly can work on
supplementary activities while waiting for the rest of the class to finish
9: Teacher attributes in social skills?
Social
attractiveness
A teacher should have:
v A
cheerful disposition
v Friendliness
v Emotional
maturity
v Sincerity
Ego
strength
1.
Self-confidence that allows teachers to
be claim in a crisis.
2.
Active listeners without being
defensive.
3.
Avoidance of win-lose conflicts.
4.
Problem solving orientation.
Topic:
164 - Teacher attributes in teaching social skills 2
Realistic
perception of self and students
-
Teachers should have realistic
perceptions of self and students without letting perceptions become clouded by
the hostility or anxiety.
Enjoyment
of students’ presence
-
While maintaining identity as an adult,
a teacher and an authority figure try to be friendly but not overly familiar
and being comfortable with the group without becoming a group member.
10:School Wide Code Of Conduct?
1.
Safety:
Are
my actions safe for myself and for others?
2.
Respect:
Do
my actions show respect for myself and for others?
3.
Honesty:
do
my words and actions represent truth?
4.
Responsibility:
Do
my actions meet the expectations to take care of myself and be a dependable
member of the community?
5.
Courtesy:
Do
my actions help make this a nice place, where people feel welcome and accepted,
and where they can do their work without disruptions?
11: Principle-Teacher Rapport?
-
Teachers’ satisfaction with school
discipline policy is related to their relationship with the principal.
A principal should be able to create consensus among
staff on rules and their enforcement
12:Dealing with violence?
-
Troubled students need habilitative
services instead of haphazard punishment.
-
A full range of educational, mental
health, and other services should be available to them.
-
Aggressive and violent behaviours do not
develop overnight and cannot therefore be eliminated in short periods of time.
Topic:
242 - Dealing with Violence – 2
-
The entire community is better off when
troubled students are served more appropriately.
-
It is important to identify them and
apply behavior modification strategies.
School-wide discipline policies need to be formulated
and taught to all students
13: How can handle aggressive behavior of the student, as a
teacher?
Teacher can respond by active listening and non
judgmental talk
Teacher can use proximity control, boost student
interest, or provide assistance with assignments
Teacher can remind student of rules, use conflict
resolution, and encourage student to ask for help
Teacher can escort the
student from class, get help, restrain student if necessary, and protect the
safety of the other children.
Teacher can decide
whether to use supportive or punishment techniques
14: how communication and reprimand as a classroom Management stragies?
If you must reprimand students, use a normal tone of
voice, look at the student, do not use gestures such as pointing your finger,
and do not insist on the last word.
/////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
...................................................................................................................................................................
Psy
406
Final
Term papers
Paper
1:
Total
Questions 50
MCQS
40
Subjective
Questions : 10
·
Modeling
·
In
the Bandura’s view of learning modeling is a special term. It is used in the
present context to describe,changes in behavior, thinking or emotions that
occur through observing another person, called a model.
·
Modeling
has been used in the past to teach a variety of subjects and skills. For
example, it has been applied and used in teaching of sports, dancing, cooking and
other skills. They watch models and they learn by these
·
models.
Skillful, knowledgeable teachers know that students look up to their teachers
as models; therefore some teachers use their own persons as models to teach
students in the classrooms. Teachers can use their
·
own
behaviors as models for students for learning. Take the example of enthusiasm;
those teachers who are themselves enthusiastic about their school subjects
present a good model for their students to be
·
enthusiastic
about those subjects. On the other hand those teachers, who are not so
enthusiastic about their own subjects of teaching, present a bad model for
students to copy and imitate.
·
Research
has shown that modeling can be effective way learning when “good” models are
copied and
·
reinforced.
Research also shows that practicing the role of a good model helps learning,
such that the more the practice the higher the learning of a good model. It has
been shown by research that teaching of new
·
behaviors
can be easily done by presenting a role model. New behaviors are easily leaned
by someone if he sees, observes, and models his behaviors in accordance with
the behavior of the model. For example, if wesee in everyday life, a daughter
learns a new recipe by watching her mother’s cooking who is the role model for
her
self-regulation
·
is
the process we use to activate and sustain our thoughts, behaviors and emotions
in order
·
to
reach out goals. In other words what we do to attain our goals in life,
including self-learning, learning of
new
skills, sustaining old skills, self-control and motivating ourselves to attain
what we want to attain, is selfregulation.
Psychologists,
after experimentation and observation, have identified four factors that
contribute to selfregulation.
These
four factors include: -
1.
Knowledge
2.
Motivation
3.
Volition
or will power
4.
Family’s
influence
Let us look at them in some detail
helplessness
The
third factor in this regard is what is called “learned helplessness”. Low SES
students (or any student
who
failed continually) may come to believe that doing well in school is
impossible. Many of their friends
and
relatives never finished school, so it seems normal to quit. This false belief
further prevents some
students to put in extra work, and
thus results in low academic achievement
1.
Difference
btw achieving grades and working to learn
Educators
now agree that assessment should be done in such a way that it motivates
students to learn, to
know
and not only to achieve high grades.
Educators
have also been interested in knowing if there is a difference between working
to achieve a grade,
and
working to know. The answer lies, they feel, in the fact how a teacher grades
his students. If the teacher
only
tests superficial, simple knowledge of his students, without making an effort
to check the depth and
details
of knowledge of his students, then students are less motivated to learn and
more motivated to
achieve
high grades. The aim of the teacher should also be motivating students to learn
and not only to
score higher grades
2.
Evaluation
process
The
fifth factor in this context that increase /influences student motivation to
learn is the evaluation process
carried
on by the teacher. If the evaluation and grading is carried out in objective
and standardized manner,
that
motivates students as opposed to grading and evaluation based up teachers or
evaluators subjective
judgment
and haphazard marking standard. When students are encouraged to set up and
participate in the
evaluation
process, this practice motivates students to learn better than before. So
evaluation must not only
be standardized but
should also have input by the students
3.
Over
learning
It
is another important method of learning and retaining. Over learning is
practicing a skill beyond, over and
above
the point of mastery in that skill. Research shows that over learning helps the
learner in two important
Ways.
Firstly it helps to retrieves information. And secondly this revival process
becomes way efficient and
quick. So over
learning, learning beyond mastery level is another way of efficient and quick
retrieval
4.
Skinner
behavior theory
Later
an American psychologist B. F. Skinner conducted his own experiments further to
elaborate the
process
of learning. He began with the belief that many human behaviors are operants,
not respondents.
Classical
conditioning describes only how existing behaviors might be paired with new
stimuli; it does not
explain
how new operant behaviors are acquired.
Behavior,
like response or action is simply a word for what a person does in a particular
situation.
Conceptually
we may think of a behavior as sandwiched between two sets of environmental
influences,
those
that precede it (its antecedents) and those that follow it (its consequences).
This relationship can be
shown
very simply as antecedent-behavior-consequence, or A-B-C. As behavior is
ongoing, a given
consequence
becomes an antecedent for the next ABC sequence. Consequences determine to a
great extent
whether
a person will repeat the behavior that led to the consequences. The type and
timing of
consequences can
strengthen or weaken behaviors.
5.
Locus of
control
Locus
of control or locus of causality refers to whether a person’s behavior is
caused by internal or by
external
factors. If we take a bird’s eyes view of different points of view regarding
what motivates people,
four
major approaches appear as explanations. Let us view these four major points of
view of what
motivates a person
6.
Effective
feedback
There
are some strategies of effective feedback. Feedback should
1.
be
provided in written comments.
2.
be
personalized rather than impersonal.
3.
include
constructive criticism, should not criticize for the sake of criticism, but
with the purpose of
effecting
improvement in the performance of a student.
4.
contain
specific comments on errors committed by the student.
5.
point
out and comment upon faulty strategies adopted by students for writing the
answers.
6.
contain
suggestions on how to improve.
7. include
comments on positive aspects must also be a part of the feedback
7.
Learning
strategies
By
adopting the procedure of problem solving, any novice can become an expert.
Research has shown that
experts
have rich storehouses of three kinds of knowledge, namely:
(a)
Declarative knowledge: is about facts and figures.
(b)
Procedural knowledge: is about different procedures adopted in different life
situation
(c) Conditional
knowledge: tells how things operate
8.
Non- material
culture
Then there is
non-material culture which is expressed in one’s language, the customs,
traditional ways of behavior and living etc. the way one dress, walks,
hand/arms and gestures etc. All of these, according to some are expressions non
material culture. Experts also put forward the view that although there might
be diversity in cultures, as in case of Pakistan, in terms of punjabi, baluchi,
pashtun and sindhi culture, there is also cultural uniformity. It refers to
common perceptions, goals and patterns of behavior.
Emotional
intelligence
Q-1 Difference between self-management and class-management? (5)
Classroom
Management
Classroom management refers to
maintain a positive and productive learning environment. These are the
techniques that you as a teacher
may rise to create a healthy learning environment, free of behavioural
problems. This is done by the
teacher or a administration.
Self-management
on the other hand is themanagement of one’s own behaviour and to accept
responsibility for one’s actions. In class roommanagement, the teacher demands
obedience and regulation of behavior from students. In self-management the
student himself controls and directs his behavior
Q-2 How would you differentiate between psychological constructivism
and social constructivism?(5)
1) Psychological
Constructivism
Psychological constructivists are
concurred about an individual builds up his cognitive and emotional
apparatus. They are interested in
looking attain individual, how he gains knowledge, his beliefs, expectations
and self-concept. This approach
is also called “first-wave constructivism”, associated with the names of such
psychologists as Piaget and
others.
2) Social
Constructivism
Social constructivism, also
sometimes called “second wave constructivism” is associated with the name of
Vygotsky and others. They
emphasize social interaction and cultural context of the learner as some of the
factors that influence learning
of a person. For example, during fasting if you start teaching student, it
would
be difficult to learn so it may
hinders performance and learning. These factors should keep in mind to
facilitate learning. As you can
see now psychologists have considered both the individual/psychological as
well as social/cultural factors
playing their roles in a person’s learning. A teacher who keeps both of these
categories of factors in mind
while dealing and teaching his students will prove to be more successful than
other teachers,
research tells us.
Q-3 Any five important things that a teacher should keep in mind
while communicating result grades to the students?(5)
Experts recommend that while
conveying results the teachers should
Plan ahead for such
communication
Begin communication on a
positive note
Listen to parents/guardians
carefully
Plan and carryout follow-up
contacts
End on a positive
statement
Q-4 define will power? Write any event from your life when will
power played a prominent role in your self-regulation?(5)
Self-regulated students are
people who apply high level of will power or volition to keep focused at
the task at hand and gain maximum benefits from their effort. They know how to
protect themselves from
Distraction and keep
themselves focused on the task at hand.
Q-5 Describe any five ways in which teacher can curtail cheating habits
of their students?(5)
In order to discourage cheating
teachers may make sure that students are well prepared for
tests/exams. This is the
responsibility of a teacher that they should not put students in high pressure
to perform well, which we know
encourages cheating. They should make extra help available
specially to low scoring
students. Teaching is, infect, a two way process; supervisor must ensure strict
control during exams. They should monitor carefully when students are tested
and enforce
monitoring standards
diligently
Q-6 How would you create a link between autonomy and motivation?
Autonomy
The second motivational factor
that may encourage students is autonomy. It means that once they are clearly
given the tasks to fulfill then
they must also be given freedom or autonomy as to how to fulfill those tasks,
or carry out activities to
achieve the goals in for those tasks. The third factor that increases student
motivation to learn is
recognition. When students are recognized and rewarded for task accomplished,
and
learning carried out, this reward
or recognition encourages and motivates students to undertake further
work, which motivates
them
Student
Motivation
Motivation is one of the key
factors in motivation. Almost, all students are motivated in one way or
another.
Some psychologists
have identified six factors that motivate students to learn. (3)
Q-7 How does response set create hindrance in transference?
Response set on the other hand is
the rigidity of response. It is the tendency to response in a familiar way. If
a person consumes to react and
response in the old, familiar ways, he/she is said to showing a response set.
Functional fixedness, the
inability to use objects and tools, including knowledge in a new way and
response
set the rigidity of response
pattern are two most significant barriers in the ways of transfer of learning
from
one situation, or one domain to
another situation or domain. Some psychologists distinguish between two
levels or kinds of transfer:
(3)
Q-8 Which method is considered more beneficial for exams, weekly or
monthly.Justify your answer with examples.(3)
Q-9 Define self-regulation? Exemplify that how do you rate your ability
of self-regulation?
Subject matter always changes
with the passage of time as it is dynamic. A good teacher not only assesses
and regulates students properly
but also regulate himself that is very important. Educational psychology is
not one way stream rather this is
two way stream. Another concept in this regard is what is called “selfregulated
teaching”. It is when a teacher
reviews his teaching on a regular basis. Psychologists assume that a
good teacher must possess
following qualities:
a) A good teacher knows their
subject
b) Knows various teaching
strategies. As dozens of teaching strategies are available. It
depends how he can engage
students in the classroom by using most effective strategy. A
combination of demonstrating,
lecturing and practicing is a good strategy. Any of the
strategy must be adopted by
keeping in mind the subject and level of experiences of the
field.
c) He must know the particular
way of teaching.
d) They know cultural backgrounds
of their students. This is very important to know as it
affects learning process. There
are two main cultures in our county: urban and rural
cultures. Another example is if a
teacher expect students to perform well in studies during
Christmas then it would be
difficult for Christian students to concentrate because they are
in a specific frame of mind. So a
good teacher should consider these factors while teaching
and giving any important tasks.
e) He should know about the
setting of the classroom to make learning process more easy
and effective. Should know set up
learning situations (Labs etc. and learning in
pairs/groups etc.)
f) He should know whether an
individual dyad is better or group work will be more effective
according to the situation and
subjects. Choose appropriate courses for students.
g) Know the goals and purpose of
leadership. Some people think leaders are born and some
other think are made. But
researches have shown in various countries including Pakistan
that leaders are made.
They have certain visions and this vision can be taught. (3)
Q-10 Amna, a
two year s old baby girl wants to put her clothes on by herself.Her mother
allows her to try until she succeeds or ask for assistance.In which stage of
psychology develop(given by Eric Ericson) Amna is passing through. Name
that stage and justify it?
(3)
Paper 4:
February 29, 2016
1.
Objectives comes from the topics
2.
gender bias
Gender
bias is the difference in view of males and females that often favors one
gender over the other.
3.
,cognitive development and
language,behavioral views of learning
A very complex
human organism is brain that plays a vital role. Being an educational
psychologist, it is
necessary to
know what brain is and how it develops while studying developmental process. In
fact,
development
takes place all the time in human beings from the time of conception till death.
Sometimes
this development
is fast and sometimes relatively slow. Basically development in the context of
educational
psychology
refers to changes that occur in human beings between conception and death.Human
development can
be divided into various aspects, namely:
a) Physical
Development
b) Personal
Development
c) Social
Development
d)
Social Development
4.
portfolio,
A portfolio is a
systematic collection of work, often including work in progress, revisions,
student selfanalyses and reflections on what the student has learnt. Written
work or artistic pieces are common contents of portfolios but students might
also include graphs, diagrams, snapshots of displays, peer comments or audio or
videotapes, laboratory reports and computer programs, anything that demonstrates
learning in the area being taught and assessed
5.
high road transfer
This is an
acquisition of knowledge in one field and then drawing or abstracting knowledge
and then using that obstructed know in a different situation. For example you
have learned to deal with children at home,and you use some of that knowledge
to deal with children as a nursery class teacher. Obviously you cannot use all
the knowledge gained at house, but only the derived abstracted knowledge in
your role as a class teacher
6.
ripple effect,
Ripple effect is
the spread of certain behaviors because of imitation and is, actually, the
outcome of modeling by a large number of people in a group or a class. For
example, you have taught an idea to student and he has further explained it to
other students
7.
social cognitive and constructivist view of learning,
The first view
of learning was put forward by a psychologist, Bandura. According to him, human
beings learn as a result of social factors. Bandura recognized the influence of
social factors, or society on the learning of a person. The major variable of
learning in social learning theory is modeling which bandura has emphased. When
a child born, he sees around him significant others especially parents. He
learns by observing them; they are the models for a child. But modeling should
not be understood as it is understood in the world of fashion design today
8.
evaluation process
9.
The
fifth factor in this context that increase /influences student motivation to
learn is the evaluation process carried on by the teacher. If the evaluation
and grading is carried out in objective and standardized manner, that motivates
students as opposed to grading and evaluation based up teachers or evaluators
subjective judgment and haphazard marking standard. When students are
encouraged to set up and participate in the evaluation process, this practice
motivates students to learn better than before. So evaluation must not only be
standardized but should also have input by the students
10.
,better time management
Allocated time: One way to
better time management is estimating the amount actually spent on learning.
This is called
allocated time. Allocated time is the time period that a teacher sets aside for
learning.
Engaged time: Then there is
engaged time; this refers to the time period specifically spent in actively
learning.
Time on task: You may also
become familiar with what educational psychologists call “time on task”, this
is the time period that is spent on actively engaged in learning a specific
task at hand. Time spent on various ways in learning may or may not lead to
real learning
11. ,Emotional
intelligence,
These four
abilities includes: -
1. Perceiving
emotions
2. Integrating
emotions
3. Understanding
emotions
4. Managing emotions
12. reciprocal
questioning,mean,reliability,
Reciprocal
Questioning: Reciprocal
questioning involves a small group of three/four students asking each
other relevant
questions about the lesson, thus learning and cooperating at the same time. It
requires no special materials or testing procedures. After a lesson or
presentation by the teacher, students work in pairs or triads to ask and answer
questions about the material. The teacher question stems then students are
taught how to develop specific questions on the lesson material using the
generic question stems. The students create questions and then take turns
asking and answering. This process has proved more effective than traditional
discussion groups because it seems to encourage deeper thinking about the
material.
13. Action
zone
The concept of
action zone is important in this context. Action zone is the area in the
classroom where student teacher interaction, and student participation is
greatest in the class. To increase action zone and make learning most effective
in class, it is suggested by experts that a teacher should:
a) Move around
in classroom rather than stay at one place
b) Establish eye
contact with all students
c) Direct
questions to all students
d)
Vary seating of students from time to time
Paper 5:
March 4, 2016
total 50
10 questions
1-fear of failure affects our motivation discuss in context
to pakistani society.
One important variable that
motivates people including students is the fear of failure.
People, including students want
to avoid failure, that fear motivates them. Psychologists have identified
there levels of such tear:
1) The first is low fear of
failure, where students keep their learning goals challenging and moderately
difficult.
2) The second level is high fear
of failure, where learning and performance goals are very high and
difficult to achieve.
3) And the third level is failure
accepting where students, expect to fail and are depressed even before
they
actually fail
2-Humanistic approach
about motivation.
The second approach in understanding
behavior is what called the Humanistic Approach. This approach suggests that
human needs exist in the form of a hierarchy such that there are lower level
needs, essential for survival; and higher level needs for intellectual
achievement; and finally the need for giving expression to one’s highest level
of self; or self-actualization. According to this theory, motivation comes from
fulfilling lower level needs and when the lower level needs is satisfied then
one is motivated to fulfill higher level needs.
3-reviewing
in learning of mathematics.
In teaching of mathematics
educational psychologists emphasize antinomy, reflection and reviewing etc.Antinomy
refers to, in this context, student’s commitment to their answers that is they
must be able to explain their answers to questions related to the lesson.
Reflection means students can
understand and explain the lesson in different ways, what they did, and why did
they do that. Reviewing means going over the solution again and finding the
answer to be correct.So promoting independent ways to provide answers,
developing reflection and reviewing the solution are important ways of teaching
4-central
tendency type and explain.
A mean is simply the
arithmetical average of a group of scores. To calculate mean, all the scores
are added and divided by the number of people who were tested. This procedure
yields a single figure, the mean of the group. The mean offers one way of
measuring central tendency, the score that is typical or representative of the
whole distribution of scores.
When you have a large number of
scores, there is the middle point or middle score of those large numbers of
scores. The middle score in a series of score is called the median.
In that large number of scores,
there might be some scores that occur more frequently than others. The score
that occurs most frequently in a series of scores is called the mode.
The standard deviation is
a measure of how widely the scores vary from the mean. The larger the standard
deviation, the more spread out the scores in the distribution
5-kohlburg
conventional reasoning
One of the important names in
philosophy related to development is that of Lawrence Kohlberg; who like
Erikson proposed different stages
of a person’s development, particularly moral development. Kohlberg
views the development of morality
at three levels and six stages.
Levels of
Development
1. Pre-conventional Moral
Reasoning
2. Conventional Moral
Reasoning
3.
Post-Conventional Moral Reasoning
8-first
wave of constructivism
Psychological constructivists are
concurred about an individual builds up his cognitive and emotional
apparatus. They are interested in
looking attain individual, how he gains knowledge, his beliefs, expectations
and
self-concept. This approach is also called “first-wave constructivism
9-functional
fixedness.
Learning is hindered when the
learner does not consider unconventional uses for materials at hand.
Functional fixedness is the
inability of person, or a learner to use tools and objects in a new and a moral
way.
It is the lack
of flexibility in using tools of learning.
10-over
learning.
Paper 6:
Final Paper Educational
Psychology PSY 406: 27th Aug 2015
Total question = 50
MCQs =40
Subjective question = 10 ( All
5 marks' question was indirect not simple )
differentiate continuous reinforcement and inttement reinforcement
Continuous
reinforcement schedule is operative when a reinforcer is presented after
every appropriate response. That is one way in which learns.
The
second is called intermittent reinforcement schedule, when reinforcement
is presented intermittently, at some responses only.
The
third is called interval schedule when a reinforcer is presented at
definite time intervals.And the fourth called ratio schedule when a
reinforcer is provided after a certain number of responses,without reference to
time interval. Skimmer believed that we learn by these four procedures.
1.
A
teacher should be aware of the basic principles of learning that reinforcement
is a major factor in
2.
learning.
The teacher should also know that time interval and that number of responses
also play a part in
3.
learning. Knowing these basic facts about learning will
greatly facilitate a teacher’s work.
3. Any strategy who develop
compassion and tolerance in class?
( jigsaw)
Jigsaw: One direct
method, as developed by some psychologists, is called the “Jigsaw”. Jigsaw is a
method
to develop cooperation and
thereby develop tolerance in a diverse classroom situation where each student
in
the class is responsible for
teaching one section of the lesson to another student. Each student therefore
has
to cooperate with another
classmate of different mistral background in order to learn the whole lesson.
In
this way, students confront
complex, real life problems and not simplified worksheets. They learn by doing
and teaching others. The students
must take positions and argue for them. They may encounter different
representations of the same
information, i.e., graphs, databases, maps or interviews and have to integrate
information from different
sources. The students have a good chance of learning how to do library research
by actually doing it.
4. define Task nature?
The first motivating factor in
this regard to the nature of task, on the work the students are expected to
carry
out. Research shows that if task
that they are assigned is structured and specific, then it motivates students.
And conversely if it is vague and
haphazard it de motivates students. Clear goals are motivating, as opposed
to the vague ones
5. three benefits of planning
in class?
6. Influence of
"knowledge" on self regulation?
In reference to knowledge,
research has shown that a student’s self-regulation is influenced by this
knowledge of his own self, the
subject matter that he is studying or is supposed to study, the strategies that
are available to him to study,
and matter the subject, and the context where they will need to apply the
subject that they are learning
7. what you learn from your
school and what were your experience of teaching? ( may be from effective
teaching)
8. jocub kounin 's
contribution? ( classroom management)
9. Meaning based learning and
sound base learning and which is usefull in teaching English?
Paper 7:
August 29, 2015 at 12:06pm
PSY406 Current Paper
40mcqs
1- Define self-regulataion. How do u rate ur ability of self-regulation?
40mcqs
1- Define self-regulataion. How do u rate ur ability of self-regulation?
Self-regulation is when a person or group governs or
polices itself without outside assistance or influence. An example of self-regulation is when you limit, of your own accord,
how much you will eat (3)
2- Explain wittiness. (3)
3- Three ways to measure central tendency. Name and define
2- Explain wittiness. (3)
3- Three ways to measure central tendency. Name and define
Mean
Mode
Standard deviation. (3)
4- Are you extrinsically motivated or intrinsically motivated? Give example.
4- Are you extrinsically motivated or intrinsically motivated? Give example.
Check motivation on youtube (3)
5- Three kind of students that are motivated from token economy.
5- Three kind of students that are motivated from token economy.
Definition. A token
economy is a form of behavior
modification designed to increase desirable behavior and decrease undesirable
behavior with the use of tokens.
Individuals receive tokens immediately after displaying desirable
behavior. The tokens are
collected and later exchanged for a meaningful object or privilege. (3)
6- Why it is important to manage emotions? (5)
7- Cognitive apprenticeship ? (5)
8- Language is part of materialistic or non-materialistic culture? Select and explain? (5)
9- Which positive qualities did u learn from school and how did they inculated in their personality? (5)
10- Action zone and its significance? (5)
6- Why it is important to manage emotions? (5)
7- Cognitive apprenticeship ? (5)
8- Language is part of materialistic or non-materialistic culture? Select and explain? (5)
9- Which positive qualities did u learn from school and how did they inculated in their personality? (5)
10- Action zone and its significance? (5)
Paper 8:
1. As
you are a student of educational psychology, point out the new horizons of this
field.
2.
What do you know about accommodation? Explain with the help of an example.
3. Narrate the implications of the theory of operant conditioning in educational settings.
3. Narrate the implications of the theory of operant conditioning in educational settings.
2 Long questions of 5 marks each.
4. What do you know about differential method? Explain with reference to educational psychology.
5. The self-concept evolves through constant self evaluation in different situations. Write a comprehensive note on development of self concept
.............................................................................................................................................................4. What do you know about differential method? Explain with reference to educational psychology.
5. The self-concept evolves through constant self evaluation in different situations. Write a comprehensive note on development of self concept
prepared by Wasim
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