PSYC 7010: LEARNING AND ASSESSMENT
SPECIFIC LEARNING OBJECTIVES
The Power Point Presentations can be viewed directly using Internet Explorer or can be downloaded by clicking the right mouse button and viewed using Power Point or the PowerPoint 97 Viewer. Exams will all be essays; guidelines for writing an essay are provided at the end of the objectives.
The following textbooks have student study guides with practice tests that can help you organize your knowledge:
OVERVIEW
1. Define educational psychology and discuss how it can help teachers and administrators to carry out their respective roles. Include in your discussion how the use of the scientific method and research have impacted the development of a knowledge base for educational psychology. [PPT Presentation: Introduction] [PPT Presentation: Research]
2. Compare and contrast the following terms:
a. learning, maturation, and development;
b. aptitude and achievement;
c. instruction, assessment, and evaluation;
d. reliability and validity;
e. traditional assessment and performance
assessment;
f. formative assessment and summative
assessment;
g. norm-referenced evaluation and
criterion-referenced evaluation.
Why is assessment and evaluation of aptitude and achievement such an important issue in
today's schools. Make some recommendations you would make for how assessment and
evaluation should be done at the grade level and subject you teach. [Dietel
et al., 1991]
3. Draw and discuss a model of the teaching-learning process. Name and define each of the categories of variables in your model and identify some of the research that has been used to build the model. (Be certain to identify the source of your model.) [PPT Presentation #1] [PPT Presentation # 2] [PPT Presentation # 3] [McIlrath & Huitt, 1995; Huitt, 1999]
4. Define and discuss academic learning time (ALT) and how it might be improved? (be specific about whether the proposed changes relate to the school or to the classroom; if to the classroom, whether they relate to instruction or management). How does ALT relate to John Carroll's model of school learning? Which theoretical approach to learning is the concept of ALT most closely linked? [PPT Presentation]
5. Provide an overview of the systems model of human development presented in class, describing how the behavioral, cognitive, humanistic and learning/development theories address different factors in this model. [PPT Presentation - Basics] [PPT Presentation - Context]
CONTEXT
6. Discuss at least 5 important trends that are presently influencing or are likely to influence education during the next 20 years. Include in your discussion the impact the transition to the information age is having on the required knowledge, attitudes, and skills required for successful adult living. Make recommendations on how professional educators should respond to changing conditions. [PPT Presentation] [Connections video][PPT in Spanish]
7. Name and discuss the essential foundations and competencies needed to work effectively in the information age as developed by the (U.S. Department of Labor) Secretary's Commission on Achieving Necessary Skills (SCANS). Discuss Dr. Huitt's critique of the SCANS report in terms of important attitudes, knowledge, and skills for being successful in the information age? How do these compare to the concept "Becoming a Brilliant Star?" What evidence would you use to persuade students, parents, educators and community members that these are indeed important? How is this view similar or different from Dr. Clarken's model "Becoming Our True Selves?" [See # 4 above; Huitt, 1997; Huitt, 2004] [Brilliant Star] [Clarken, 2004]
PROCESS VARIABLES AND LEARNING THEORIES
Overview
8. Define learning and describe the major focus and assumptions of the behavioral, cognitive, constructivistic, humanistic, and social cognitive theories of learning. Describe some implications of classroom and school practice that can be derived from these theories. [PPT Presentation]
Behavioral Theories
9. Compare and contrast three major behavioral theories of learning, giving examples of how each of these can be used in the teaching-learning process. [PPT Presentation]
10. Define operant learning and give original examples of four different methods for altering behavior using this theory. Discuss how this theory can be applied to the teaching-learning process, including how the Premack principle can be used to determine reinforcers. Additionally, name and define each of the schedules of reinforcement, and give an example of each kind as it might be used in the classroom. [PPT Presentation]
Cognitive Theories
11. Define and discuss the major viewpoints and theories related to cognition and memory in the systems model of human behavior. [PPT Presentation -- Overview] [PPT Presentation--Constructivism][PPT-Constructivism in Spanish]
12. Define and differentiate the stage, levels-of-processing, parallel distributed processing, and connectionist models of information processing. Draw and discuss the information-processing model of memory and give an example of how it works. Discuss the kinds of stimuli likely to arouse the orienting response and describe how short-term memory and long-term memory operate. Discuss some principles for getting information into both types of memory. How might these principles be implemented to improve instruction? [PPT Presentation -- Information Processing] [PPT Presentation -- Stage Model] [PPT Presentation --Using the Theory] [PPT Presentation - Terms]
13. Describe each of the six levels of Bloom's taxonomy of the cognitive domain, providing an original example of actions students might take to demonstrate competency at each level. [PPT Presentation--Domains]
14. Describe intellectual development according to Piaget, including a discussion of both the process and the stages of development. Note behavioral characteristics of each stage, describing how assimilation and accommodation are exemplified for each stage of development. Describe specific actions that teachers can take to incorporate Piaget's theory into the classroom. [183-217] [PPT Presentation-Process] [PPT Presentation-Stages]
15. Describe cognitive development according to Jerome Bruner and Lev Vygotsky. Compare Piaget's theory to Vygotsky's sociohistorical theory of cognitive development. How do these relate to other cognitive theories and to constructivism? What does Bruner add to this discussion? [PPT Presentation]
16. Define critical thinking and discuss why it is an important topic to be addressed by today's educators. How is critical thinking similiar to and different from creativity? [Hummel & Huitt, 1994][PPT Presentation]
17. Define metacognition and describe five ways to help students increase their metacognitive skills. [PPT Presentation]
18. What is the SQ3R/SQ4R/PQ4R method of study? What is the relationship of study habits and attitudes to achievement? What can you as a teacher do to improve these in students? [PPT Presentation]
Classroom Processes
19. Discuss J. B. Carroll's model of school learning. Relate Carroll's model to Bloom's model of mastery learning and to the concept of Academic Learning Time. [PPT Presentation]
Planning
20. Describe why planning is an important classroom activity. Name and define the major steps often used by educators in the planning process. Provide an original example of how you might use this process. Write an instructional objective for six different topics according to the standards set forth by either Mager or Gronlund. [PPT Presentation--Planning] [PPT Presentation--Objectives]
Instruction
21. Name and discuss four different categories of models of instruction, relating each category to a theoretical approach to learning and to a component of mind or behavior. [Huitt, Monetti & Hummel, in press] [PPT Presentation--Overview] [PPT Presentation--Direct Instruction]
22. Describe how the cognitive approach has impacted the direct instruction model. How can mastery learning combined with direct instruction utilize both a behavioral and cognitive approach? [PPT Presentation]
Management
23. Name and describe at least three general categories of classroom management activities a teacher might use if implementing a behavioral approach to classroom management, giving original examples of each. State which of these principles would be especially important during the first week of school year, and why. How does this conceptualization relate to the three aspects of classroom management: obedience, responsibility, and solidarity? [Randolph & Evertson, 1994] [PPT Presentation--Overview]
24. Using the research on the first-week management behavior of effective classroom teachers, state what you would do during your first week as a new teacher and why you would do that. Discuss the difference between focusing on increasing on-task behavior or decreasing off-task behavior (Give specific, original examples, not just generalities.). [PPT Presentation]
Affective/Emotional Theories
25. Name and discuss the major viewpoints and theories related to affective and emotion in the systems model of human behavior. [PPT Presentation]
26. Describe each of the five levels of Krathwol's affective domain, providing an original example of actions students might take to demonstrate competency at each level. [PPT Presentation]
27. Name and define five values you believe are especially important for students in the 21st century. Support your proposal with research, theory, and statements the requirements of being successful in an information age economy. How would recommend educators go about teaching those values? How is values education related to character education? [PPT Presentation]
28. Name and describe Erikson's theory of psychosocial development. Note behaviors associated with each stage and the implications of the theory for classroom practice. Evaluate the theory--that is, what evidence exists for its validation or what evidence would lead you to reject it? [PPT Presentation]
29. Describe how optimism, enthusiasm, and empathy might influence the teaching/learning process. [PPT Presentation]
30. Name and discuss the major principles and objectives of humanistic education. Describe what a teacher might do in order to implement these principles. Summarize the findings from the meta-analyses examining the outcomes of open education discussed in your text. Include findings regarding both achievement and affective outcomes. [PPT Presentation]
Conation, Volition, and Self-Regulation
31. Name and discuss the major viewpoints and theories related to conation, volition, and self-regulation in the systems model of human behavior. [PPT Presentation]
32. Define the terms self-concept and self-esteem and discuss how these might influence learning. [PPT Presentation]
33. Name and discuss the stages in Maslow's hierarchy of needs. How does this theory relate to achieving excellence in the nine areas of life presented in the "Becoming a Brilliant Star" exercise discussed in class? [PPT Presentation]
34. Discuss social learning theory and the social cognition theory of learning. Define conation, describe how it works and how it might develop. How does goal-setting impact conation and learning? How does conation relate to self-regulation and self-control? What can educators do to help students develop conation? [PPT Presentation-Social Learning and Social Cognition] [PPT Presentation-Conation]
35. Describe some implications of social learning theory and social cognition theory for instructional practice. How can cooperative learning be incorporated into a direct instruction format? What would we have to do to encourage the development of self-regulation? How does this theory relate to the research on the impact of teacher expectations and efficacy on student performance. What can teachers do to maximize the positive effects of teacher efficacy? [Ashton, 1984] [PPT Presentation]
Points of Agreement
36. Define learning and compare and contrast the factors that behavioral, cognitive, humanistic, and social cognitive theorists believe influence the learning process. Mention ways in which the theories are alike and ways in which they are different and how each can be used by educators to improve student learning. [PPT Presentation]
37. Name and discuss at least 5 principles of learning that most learning theorists agree on, regardless of their theoretical orientation. Give specific examples of how these principles could be used in the classroom. [PPT Presentation]
Summary of Learning and Developmental Theories
38. Discuss how your view of humankind's spiritual nature might influence your interpretation of human growth and development literature as well as the teaching/learning process. [PPT Presentation]
39. Describe the structure and functioning of the brain and other components of humankind's biological nature that might influence human growth and development as well as the teaching/learning process. [PPT Presentation] [PPT Presentation - Physical Development]
Model of Human Behavior
40. Name and define the major aspects of the systems model of human behavior presented in class. Be certain to distinguish between internal and external influences on development. Explain why context is such an important aspect of human behavior at this point in history. How can such a model help educators in their professional roles? [see #3 above; summarize #6, #16, #21, #24, #25] [PPT Presentation]
OUTPUT VARIABLES
41. Compare and contrast assessment, measurement, and evaluation and describe how these concepts are applied in an educational setting. In your answer be sure to define and contrast the following terms, giving original examples of each:
1. reliability and validity;
2. formative and summative evaluation; and
3. criterion-referenced and norm-referenced tests.
Discuss how and when these concepts would be important in classroom assessment, evaluation, and grading practices relative to the important variables discussed in this course. [Dietel et al., 1991; Popham, 1999][PPT Presentation]
42. Compare and contrast the behavioral, cognitive, social cognitive, and humanistic learning theories and describe important assessment issues highlighted by each theory. Describe some assessment procedures that can address these issues. [PPT Presentation]
43. Compare and contrast informal assessments, performance assessment, and portfolios with traditional assessments. In your discussion of traditional assessments describe the advantages and disadvantages of the following: [PPT Presentation]
a. Completion and Short-Answer Items;
b. Essay Items;
c. Multiple-Choice, Matching and True/False Items.
ADDITIONAL READINGS
Huitt, W. (2006, April 25). Educational accountability in an era of global decentralization. Paper presented at the International Networking for Educational Transformation (iNet) Conference, Augusta, GA. Available at http://chiron.valdosta.edu/whuitt/papers/edaccount.doc [PowerPoint] [mp3-Part1] [mp3-Part2]
Huitt, W., Monnetti, D., & Hummel, J. (in press). Designing direct instruction. In C. Reigeluth and A. Carr-Chellman, Instructional-Design Theories and Models: Volume III, Building a Common Knowledgebase. Mahwah, NJ: Lawrence Erlbaum Associates. Available online at http://chiron.valdosta.edu/whuitt/papers/designing_direct_instruction.doc
Hummel, J., & Huitt, W. (1994). What you measure is what you get. GaASCD Newsletter: The Reporter, 10-11.
In general, when you write an answer to an essay question you should follow the format you learned in Freshman English:
Some examples of good essay writing are provided by the Educational Testing Service, developer of the GRE-Writing Test.
There are a number of common errors in student writing that you should avoid. If you are not comfortable with writing, you might want to write some sample essays have have them checked by someone in the student writing center located in West Hall, Room 204.
Last updated: January 2005