child 495
sequence of conceptual learning
>Matching/Receptive/Expressive -Matching: putting two similar things together -Receptive: able to identify when they hear the word -Expressive: expressing an answer when asked
portfolios
A collection of work products. See what the child has learned in a certain amount of time, and have them turn in work they have completed.
sample
A subset or part of the whole group or subset of cases selected from larger population in order to better understand the larger population
achievement test
A test of a developed skill or knowledge. For example: a standardized test
intelligence test
A total score derived from several standardized tests designed to assess human intelligence
normative questions
Addressed by law, religion, or tradition and focus on values. (Is it appropriate to...?)
Circular Causality
An action is controlled or affected by its own outcome or result.
pre-assessment
Assessing to see what you need to teach in an upcoming lesson. Use it for planning an upcoming lesson and to see what the children already know about a certain subject so that you can determine what you need to teach
empirical questions
Can be answered by gathering information and allowing the data to define the outcome.
Curriculum-Based Assessment
Children are assessed on what is taught
performance assessment
Children demonstrate a skill or create a product that shows their learning
disconfirming evidence
Disproves a hypothesis. Never proven right until proven wrong.
interval coding
Divide a videotaped interaction into segments. For each observed segment, determine how many behaviors are present.
Portfolio Assessment
Evaluates the child's performance based on evidence that teachers and children have selected and compiled in a portfolio
indicator
Evidence of achievement of a specific level of a benchmark or standard.
Quantitative Research
Examination of questions through numerical measurement and analysis.
formative evaluation
Gathering information that is then used to shape and improve an instructional program
dynamic assessment
Give clues, leads, and hints to see what the person being assessed can do, with and without assistance
Intra-rater reliability
How similar is the coded outcome when the same person observes and event at 2 different points in time.
standards
Idea or things used as a measure, norm or model in comparative evaluations.
Representative sample
Important characteristics of population distributed in the same way as the sample.
Curriculum Embedded Assessment
Integrated with teaching and learning experiences, in contrast to tests that require children to perform on demand
summative evaluation
Is done at the end of a period of time, such as a school year (Ex. driving test)
Interpretivist Perspective
Marx Weber and Wilhelm Dilthey -Need to study social action with a purpose -Abstract explanation and empathetic understanding. -qualitative. Focus on opinions, beliefs.
The deductive method of inquiry
Moves from a general law or theory to particular instance.
inductive method of inquiry
Moves from observed data to a generalized explanation. Grounded Theories
Response set
Not being honest with answers in a survey, answering the same answer for a long stretch.
anecdotal record
Not planned. recording an event that happened that may have been significant. Detailed, but not long
independent variable
Often referred to as variable "X" when graphed. The variable believed to be causing change or creating a difference in the outcome of interest.
dependent variable
Often referred to as variable "y" when graphed. The outcome variables or variable being acted upon.
authentic assessment
Part of children's ongoing life and learning in the classroom, hallway, playground, lunchroom etc.
random assignment
Process of randomly determining what group a person will be assigned to in your sample.
random selection
Process of randomly determining whether individuals will or will not be a part of the sample.
Screening Assessment
Screening is a process for evaluating the possible presence of a particular problem
specimen record
Similar to a time sample with the only difference being that the observer decides the purpose of the observation before commencing
activity based assessment
Something that assesses a child's knowledge during an activity that is aimed at measuring a certain skill or task.
Standardized Assessment
Specific characteristics (1) APA/AERA guidelines (2) Methods for administration and security (3) Scoring systems based to specified criterion
Traditional Assessment
Standardized tests and other commonly used methods of assessment that yield a score
confirming evidence
Supports the hypothesis but does not prove it.
true measurement
The extent to which we measure what we intended to measure (T).
null hypothesis
The hypothesis that there is no relationship between two variables
p-value
The probability of an occurrence of a given an event???
operational definition
The procedure of how you will measure your variables
Developmental continuum
The sequence of skills that children can be expected to acquire as they develop.
mutually exhaustive
There is an option/response for everyone.
mutually exclusive
There is only one response for everyone. The answers/responses do not overlap
Informal Assessment
Throughout the classroom during any period of time. Whenever.
informed consent
To avoid causing harm to the study. -Explanation of the study. -Description of potential risks and benefits. -Disclosure of alternate procedures. -Offer to answer any questions. -Assurance of voluntary nature of study.
global coding
Watch the entire interaction, then do a general rating of each behavior frequency.
spurious relationship
When two variables appear to be causally related but their relationship is actually due to some unseen third factor.
developmental milestones
Where a child should be according to their age in fine motor, gross motor, speech, cognitive, self-help, and social and emotional
contrived observation
You are watching what people do while having specific things you want them to do. You watch them all do the same thing.
naturalistic observation
You go out, sit and just watch people naturally as they go about their lives. They don't know they are being observed.
paradigm
a distinct set of concepts or thought patterns, including theories, research methods, postulates, and standards for what constitutes legitimate contributions to a field
Institutional Review Board (IRB)
a group of people who review research proposals for the safety and confidentiality of participants
benchmark
a point of reference for measurement and evaluation
item analysis
a process of evaluating multiple-choice items by using difficulty level and the ability of the item to discriminate or differentiate between group performance
biased sampling
a sample that is some how systematically different from the lager population of interest
raw data matrix
a two dimensional tabular representation of data in which data fields can be organised by rows and columns.
categorical variable
a variable characterized by only qualitative differences
composite variable
a variable created by combining two or more individual variables, called indicators, into a single variable?????????? Used to measure multidimensional concepts that are not easily observed????
continuous variables
a variable that has an underlying continuum that can take on any value
Validity vs. Reliability
accuracy vs consistency
closed-ended items
allows for short answers, yes, no, etc.
open-ended items
allows for thought and opinion in answers. not a yes or no question.
interviewer bias
bias introduced when the interviewer subtly influences the interviewee's responses
checklist
checking off when you see a behavior occur
Norm-referenced
comparing scores to other students
criterion referenced
comparison to a criterion standard rather than other individuals
inter-rater reliability
consistency of results produced by the same test given by different people.
frequency counts
counting how many times something happens
Anecdotal records
detailed, but not as detailed as a narrative record, shorter, observing and writing what a child has done. Not planned.
Random error
error that is unavoidable, non systematic, occurs by chance
time sample
looking for how many times a certain behavior happens in a set amount of time.
participation counts
marking when children participate in activities
positive perspective
origins from religious scholars, oldest and most used form of research, founded by Auguste Comte, used after WWII. Very matter of fact, must have facts to prove things. More quantitative.
ITERS/ ECERS/ SACERS
part of it is done while in class, part of it is done outside of when the students are there. Rated on scale of 1-7. Certain criteria must be met in order to receive a score. There are items and benchmarks and a total score.
the teaching/ assessment cycle
preassessment -- teaching -- evaluate--assess-- reflect
basic research
pure research which adds to the base of information in a field but has no immediate applications
event sample
recording how many events occur in a certain time.
Qualitative Research
research that examines phenomena within the cultural and social context in which it takes place (observed)
applied research
research that has immediate applications
artifacts/ work products
something a child/ person has produced
Peabody Picture Vocabulary Test
test the child's Receptive language. must start with age marked. Show sample items beforehand. Have the book facing them, only say "point to.." or "show me..."
research hypothesis
the anticipated relationship stated in a declarative statement.
linear causality
undirectional causality, in which each cause is itself the effect of a prior cause, and where no effect can precede its cause.
jotting
very brief, usually to remind you later. Not super detailed, but quick.
narrative description
very detailed, explains everything that happened during a certain time period. Very detailed, but time consuming, and may miss things from trying to write so much.
Alternative Assessment
(performance test, authentic assessment) measure applied proficiency more than knowledge
Formal Assessment
Rules that it should follow, pre assessment, post-assessment. Given in the same setting. Structure.
aptitude test
-Component of a competence to do a certain kind of work at a certain level.
univariate statistics
-Data that only has one variable
Rhoda Kellogg Analyzing children's art stages
-Diagrams -Combines -Aggregates -Mandalas -Suns -Radials -Humans
Experiential Reality vs. Agreement Reality
-Experiential: What we know as a function of what we have experienced. Observation. -Agreement: What we know as a function of what others have told us-tradition, authority, etc.
NAEYC- DAP guidelines concerning assessment
-Make ethical, appropriate, valid, and reliable assessment a central part of all early childhood programs. -To best assess young children's strengths, progress and needs, use assessment methods that are developmentally appropriate, culturally and linguistically responsive, tied to children's daily activities, supported by professional development, inclusive of families, and connected to a specific beneficial purpose. -The purposes of doing assessment are: 1. making sounds decisions about teaching and learning, 2. identifying significant concerns that may require focused intervention for individual children, 3. helping programs improve their educational and developmental interventions.
selective observation
-Paying attention to situations which support our own conclusion. Reaching a conclusion based upon the observation of a few events
three main points of the Belmont Report
-Respect for the person: recognition of the personal dignity and autonomy, special protection of those with diminished autonomy, informed consent, comprehension, and voluntariness -Beneficence: do no harm -Justice: Do not focus on one group or population, benefits and burdens of research are fairly distributed
Lowenfeld's stages of artistic development
-Scribble Stage: (1-3) children at this age are engaged in the physical activity of drawing. there is no connection made between the marks and representation during most of the scribble stage. However, towards the end of this stage children begin to give names to marks. Mostly children just enjoy making marks. -Preschematic: (3-4) children at this stage are beginning to see connections between the shapes that they draw and the physical world around them. Circles and lines may be described as people or objects that are physically present. the child makes connection to communicating through drawings. -Schematic: (5-6) children at this stage have clearly assigned shapes to objects that they are attempting to communicate. they often have developed a schema for creating drawings. there is a defined order in the development of the drawing. drawings at this stage have a clear separation between the sky and ground. objects are placed on the ground.
Mildred Parten's play stages
-Unoccupied: the child is not engaging in any activity. -Solitary: the child is engaged in an activity alone. -Onlooker: The child is observing others play but does not join in. -Parallel: The child is engaged in an activity next to another child, but they do not interact. -Associative: the child plays with another child doing the same activity, however they do not have the same goal. They share toys and interact but do not work together. -Cooperative: the child plays with another child in the same activity, they are both interacting and have a shared purpose in their play.
Diagnostic Assessment
-a form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning. Used to identify or diagnose children with potential learning problems