Yes or NO : see attached  | Psychology

Research Requirement:

see attached  ReadCluster14inyourtextaswellasthecluster14powerpoint.docx Read Cluster 14 in your text as well as the cluster 14 power point. Then submit your typed response to the Homework assignment by the due date listed. Homework Yes or No Do you think homework should be assigned? Whether you say yes or no, provide an explanation as to why you feel that way. Then provide 1 reason for the other side of the argument (so if you said no to homework and explained yourself, I want you to also include why someone else may say yes). ReadCluster15inyourtextaswellasthecluster15powerpoint.docx Read Cluster 15 in your text as well as the cluster 15 power point, then submit your typed responses to TESTING... in canvas by the due date. Please number the responses 1-6. I only need the responses. TESTING... 1. Name one condition of a standardized test 2. Provide an example of a classroom assessment other than a quiz/test/exam. 3. Explain what it means if a student scores in the 76th percentile on the science portion of a standardized test. 4. What is the mode in the following list of scores? 62,75,75,83,94,94,94,99 5. What is the mean of the following list of scores? 62,77,81,82,95 6. Is this test that you are taking right now SUMMATIVE or FORMATIVE? EdPsyccluster14.pdf Teaching Every Student Cluster 14 Effective Teaching Clear Learning Goals Effective Use of Time Proactive and Caring Classroom Management Clear Explanations with Examples Providing Guided and Independent Practice Frequent Checks for Understanding with Immediate Feedback Planning Several levels- year, term, unit, week and day Reduces but does not eliminate uncertainty in teaching Must allow flexibility Need wide-range knowledge about students’ interests, abilities and about the subject Collaboration with other teachers is best Direct Instruction Systematic instruction for mastery of basic skills, facts and information Characterized by high levels of explanation, demonstration and interaction with students. Effective Direct Instruction Use a number of examples Organize lessons- outline, objectives Plan for difficult parts- anticipate student problems, think of analogies Strive for clear explanations- avoid vague words, be specific, focus on one idea at a time Signal transitions- “now we will turn to” Communicate enthusiasm- tell students why the lesson is important HOMEWORK YES Why do you think homework should be given? NO Why do you think homework should not be assigned? Homework Assign the right kind Students must see the value in it They must understand the assignment Must be held accountable for the hmwk- check it Seatwork Often overused Should follow up a lesson and give students supervised practice with feedback Students should see the connection between the seatwork and the lesson “Does doing this seatwork help students learn anything that matters? Questioning and Response Time All students should have experience with thought-provoking questions Helps them master critical thinking and problem-solving skills Teachers should wait 3-5 seconds after posing a question Wait time leads to longer answers, more students likely to participate Calling on everyone? Slide 1: Cluster 14 Slide 2: Effective Teaching Slide 3: Planning Slide 4: Direct Instruction Slide 5: Effective Direct Instruction Slide 6: HOMEWORK Slide 7: Homework Slide 8: Seatwork Slide 9: Questioning and Response Time EdPsyccluster15.pdf Classroom Assessment, Grading and Standardized Testing Cluster 15 Standardized Tests Nationwide tests given under uniform conditions and scored according to uniform procedures. Classroom Assessments Many forms: unit tests, essays, portfolios, projects, presentations, etc. Formative Assessments Ungraded testing used before or during instruction to aid in planning and diagnosis. Supports learning Ex. Pre-test- Assesses readiness Summative Assessments Testing that follows instruction and achievement Reports learning Ex. Final exam Reliability Consistency of test results. About the same score from one occasion to the next. Validity Degree to which a test measures what it intends to measure. Informal Assessments Ungraded formative assessments that help teachers make decisions. Ex. Exit tickets and journals. Scoring Rubrics Rules that are used to determine the quality of a student’s performance. Measures of Central Tendency Typical score for a group of scores Mean Arithmetical Average Median Middle score in a group of scores Mode Most frequently occurring score Standard Deviation Measure of how widely scores vary from the mean. The smaller the standard deviation, the more the scores are clustered around the mean. Normal Distribution The most commonly occurring distribution in which scores are distributed evenly around the mean. Percentile Rank Percentage of those in the sample scoring at or below an individual’s score. Slide 1: Cluster 15 Slide 2: Standardized Tests Slide 3: Classroom Assessments Slide 4: Formative Assessments Slide 5: Summative Assessments Slide 6: Reliability Slide 7: Validity Slide 8: Informal Assessments Slide 9: Scoring Rubrics Slide 10: Measures of Central Tendency Slide 11: Mean Slide 12: Median Slide 13: Mode Slide 14: Standard Deviation Slide 15: Normal Distribution Slide 16: Percentile Rank