Formative Assessment - ANSWER Assesses students DURING instruction. Low stakes and worth no points.
Examples of Formative Assessment - ANSWER Curriculum-based assessment, exit tickets, think-pair-share, white boards,
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Formative Assessment - ANSWER Assesses students DURING instruction. Low stakes and worth no points.
Examples of Formative Assessment - ANSWER Curriculum-based assessment, exit tickets, think-pair-share, white boards, response cards
Benchmark Assessment - ANSWER Evaluates students at periodic intervals, frequently at the end of the grading period
Examples of Benchmark Assessment - ANSWER PA LEAP test, DIBELS
Diagnostic Assessment - ANSWER Assesses students strengths and weaknesses PRIOR to instruction
Summative Assessment - ANSWER Measures student achievement at the END of instruction. High stakes and worth many points.
Examples of Summative Assessment - ANSWER PSSAs, Terra Novas, end of unit tests
Screening - ANSWER Assesses to see if a student needs specialized assistance or services for developmental, physical, cognitive, or academic needs. Checks to see if students are learning basic skills or if there are delays.
Authentic/Performance Assessment - ANSWER Assesses a student's ability to perform a REAL WORLD task
Examples of Authentic/Performance Assessment - ANSWER Science experiment, give a speech, presentation, or performance, long-term project, using math to buy an item with exact change
Normative/Norm-Referenced Assessment - ANSWER Compares a student's performance against a national or other "norm" group. Comparing INDIVIDUALS to the GROUP.
Examples of Normative/Norm-Referenced Assessment - ANSWER IQ tests, SAT, ACT
Criterion-Referenced Assessment - ANSWER Measures a student's performance against a specific goal, objective, or standard. Designed to measure the results of instruction.
Examples of Criterion-Referenced Assessment - ANSWER AP Exams, Unit-Midterms/Final exams
Piaget Stage of Cognitive Development: Sensorimotor - ANSWER Birth-2 yrs. Children know the world through movements and sensation. Object permanence is the key feature.
Object Permanence - ANSWER Piaget's Cognitive Development Theory. Things continue to exist, even though they cannot be seen.
Piaget Stage of Cognitive Development: Preoperational Stage - ANSWER 2-7 yrs. Children think symbolically and can use words and pictures to represent objects. Language development is a large milestone of this stage. Egocentric viewpoint.
Egocentrism - ANSWER Piaget's Cognitive Development Theory. Children in the Preoperational Stage are unable to look (both emotionally and concretely) from another's viewpoint.
Piaget Stage of Cognitive Development: Concrete Operational Stage - ANSWER 7-11 yrs. Begin to think logically about concrete events. Understand Law of Conservation. Difficultly with abstract or theoretical concepts. Use inductive logic (specific information >>> general principal).
Piaget Stage of Cognitive Development: Formal Operational Stage - ANSWER 12+ Abstract thought about moral, ethical, and philosophical issues. Use deductive logic (general principal>>>specific situation). Can think hypothetically and make systematic plans. Trial and error not needed for problem solving.
Reversability - ANSWER Piaget's Cognitive Development Theory. Emerges during Concrete Operational Stage. Able to understand that mental concepts/relationships can be reversed.
Decentration - ANSWER Piaget's Cognitive Development Theory. Emerges during the Concrete Operational Stage. Children can focus on more than one part of the problem at once.
Conservation - ANSWER Piaget's Cognitive Development Theory. Objects can maintain their properties even if their appearance changes. Same amount of water in a tall skinny glass as in a short wide glass. Few children understand this before the age of 5.
Constructivism - ANSWER Piaget's theory of cognitive development. People cannot be "given" information which then they immediately can understand and use. Instead, they have to "construct" knowledge through experience. As they construct knowledge, they build schemas (mental models) t
Schemas - ANSWER Piaget. Both the mental and physical actions involved in understanding and knowing. Categories of knowledge that help us to interpret and understand the world.
Assimilation - ANSWER Piaget. The process of taking in new information into our previously existing schemas.
Accommodation - ANSWER Piaget. Changing or altering existing schema in the light of new information. New schemas can be developed here too.
Social Ecological Model of Human Development/Systems Theory/Human Ecology Theory - ANSWER Bronfenbrenner. A child's development is the result of all the forces around them: Microsystem (direct interaction: caregivers, peers, family), Mesosystem (the interaction of several microsystems [parent-teacher conferences]), Exosystem (impacts the child, but outside the child's control [parent promotion, parent has to travel due to work]), Macrosystem (culture, social forces, economy, political forces), Chronosystem (transitions and shifts in one's lifespan)
Maslow's Hierarchy of Needs - ANSWER Humans are motivated by needs. There are 5 levels of need. When one has been fulfilled, a human seeks the next level. One must satisfy the basic needs before moving to the higher, growth needs. (1) Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep. (2) Safety needs - protection from elements, security, order, law, stability, freedom from fear. (3) Love and belongingness needs - friendship, intimacy, affection and love, - from work group, family, friends, romantic relationships. (4) Esteem needs - achievement, mastery, independence, status, dominance, prestige, self-respect, respect from others (5) Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences.
Domains of Early Childhood Development: Physical - ANSWER First to develop after birth. Includes gross and fine motor, sensory, perceptional.
Domains of Early Childhood Development: Social/Emotional - ANSWER The ability to build and maintain relationships. Includes cooperative play, conflict resolution, empathy, manners, and fairness. Ability to recognize own emotions.
Domains of Early Childhood Development: Cognitive - ANSWER The ability to think, reason, and learn. This includes cause-and-effect, early-math skills, counting, and patterning.
Domains of Early Childhood Development: Lanugage - ANSWER The ability to understand the spoken word and express herself verbally. Can have back-and-forth conversation.
Domains of Early Childhood Development: Self-Help/Adaptive - ANSWER Everything a child needs to know to be independent: learning to dress oneself, , feed oneself, using the toilet, brushing teeth, bathing, tying shoes.
Fine Motor Development - ANSWER Moving the small muscles in coordination with the eyes. Activities to develop: putting together puzzles with small pieces, peg board games, painting, drawing, cutting, stringing and lacing activities, construction and building sets like Legos, buttons, snaps, and tying
Gross Motor Development - ANSWER Moving the large muscle groups. Activities to develop: walking on their toes or heels; walking with toes pointed in or out; walking or moving like a certain animal; playing kickball, basketball, or skating; swinging, sliding, climbing on monkey bars; balancing while walking along a curb; walking while balancing a book on the head; jumping, doing jumping jacks, and jumping over obstacles. Participating in sports groups.
Vygotsky's Theory of Socioculture Cognitive Development - ANSWER Children learn through interaction with others/society and culture (as opposed to Piaget, who saw learning as a self-directed activity with universal stages). Others informally and formally convey meaning about the world. Children can achieve more through help. Actual development (what they can achieve independently) and level of potential development (what they can achieve with help).
Actual Development - ANSWER Vygotsky. Upper limit of tasks a child can perform individually
Level of Potential Development - ANSWER Vygotsky. The upper limit of tasks a child can perform with the assistance of a more competent individual.
Zone of Proximal Development - ANSWER Vygotsky. The range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently.
Erikson's Stages of Development - ANSWER Each individual passes through 8 stages of development, each characterized by a distinct psychological "crisis." Each must be resolved before moving to the next stage. If the person copes with a crisis in a maladaptive manner, the outcome will be more struggles with that issue later in life.
Erikson Stage 1: Age 0-1 (Infancy) - ANSWER Trust vs. Mistrust: In the first year of life, infants depend on others for food, warmth, and affection, and therefore must be able to blindly trust the parents (or caregivers) for providing those.
Erikson Stage 2: Age 1-2 (Toddler) - ANSWER Autonomy (Independence) vs. Doubt (or Shame): Toddlers learn to walk, talk, use toilets, and do things for themselves. Their self-control and self-confidence begin to develop at this stage.
Erikson Stage 3: Age 2-6 (Early Childhood) - ANSWER Initiative vs. Guilt: Children have newfound power at this stage as they have developed motor skills and become more and more engaged in social interaction with people around them. They now must learn to achieve a balance between eagerness for more adventure and more responsibility, and learning to control impulses and childish fantasies.
Erikson Stage 4: Age 6-12 (Elementary & Middle School) - ANSWER Competence (aka. "Industry") vs. Inferiority: School is the important event at this stage. Children learn to make things, use tools, and acquire the skills to be a worker and a potential provider. And they do all these while making the transition from the world of home into the world of peers.
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