CNE Exam

Median

50% point

Motivational Theories

ARCS, Trophy, Vroom's expectance Model, Belongingness

Constructivism

Active learning, learning built on previous knowledge, doing is learning, reflection

Quirck's Teaching Styles

Assertive- content specific suggestive- teacher uses experiences then learners research more collaborative- teaser uses skills to promote problem solving facilitative- challenge learner to reflect

Arcs Model

Attention, Relevance, Confidence, Satisfaction

Social learning

Bandura, feedback is important. Positive expectations are incentives

Achievement Testing

Cognitive domain knowledge translation- convert from one form to another application-use in a situation analysis-break down into parts synthesis-put parts to a whole evaluation- judging the value

D value (discrimination)

D=Ru-Rl/1/2 T Ru= # in upper group who answered correctly Rl=# in lower group who answered wrong T= total learners

Humanism

Dignity of human race most important,

Emancipatory education

Education is microsystem of society. Both educator and learner learn

Demonstrator teaching style

Educator coaches, demonstrates and encourages

Scientific knowlege

Evidence based

Planning to make a change

FAME Feasibility appropriateness meaningfulness effectivemess

Feminism

Focuses on empowerment

Vroom's Expectancy Model (VFEM)

Force- effort person willing to put in Valence- How attractive goal is Expectance- Possibility of goal being achieved F=V x E

FIRE UP

Funne Interesting be Real Engane be Unique be Passionate

Point Biserial Index (PBI)

Item discrimination. range from -1 to +1 Positive means those who scored well on exam answered item correctly Should be + for correct answer - for distractors PBI: General rules (Penn, 2009; McGahee & Ball, 2009) Below 0.2: Poor; revise item 0.2-0.29: Fair 0.3-0.39: Good 0.4-0.7 Very good

Estimate reliability with single administration

Kuder-Richardson formula

Facilitator teaching style

Learner centered, active learning, accountability on learner

Trophy Model of Motivation

Modeling, communicate expectations, direct instruction, socialization

Kuder Richardson Formula

Need: # of items mean SD KR or .9 or better standardized tests Class test KR .5-.8= reliable KR21=1-M9K-M)/K(s to the second power) K= # of items M= mean s=sd

Knowles adult learning theory

Supports constructivism. build on knowledge

Piaget describes cognitive learning

accommodation, assimilation, & equilibration

active learning

algorithms audience response systems (clickers) case studies storybooks clinical conferences concept mapping collaborative learning debate discussions games group projects...

Pedagogy

art and science of teaching

Andragogy

art and science of teaching adults

Mean

average

assessment of critical thinking skills

california critical thinking disposition inventory watson- glaser critical thinking appraisal

Four C's

caring comedy creativity challenge (high expectations)

Domains

cognitive- intellectual abilities affective- values/attitudes psychomotor- motor skills

Experiential learning theory (ELT)

concrete experiences, abstract conceptualization or thinking about an experience, reflective observation, active hands on experimentation

reliability

consistency of test scores

passive learning

demonstration lecture role modeling

Approaches and study skills inventory for students (ASSIST)

determines deep/surface/strategic learner

Content related validity

does test measure intended outcomes adequate sampling of material properly constructed, administered and scored

Criterion based validity

does test performance predict future performance? Correlation coefficient (r) + low scores on one measure = low scores on another + r= good scores on one = good scores on another criteria

strategic learning

does what is needed to complete a course

Delegator teaching style

educator as consultant

Formal authority teaching style

educator in control. Focus on content

Lesson plans

ensure educational goals met provide historical record Communicate with others

Teaching styles

expert formal authority demonstrator faciliator delegator

P value of .3

good for item discrimination

information processing

how info is received, stored and processed.

pragmatism

ideas can be tested scientifically

Existentialism

individual meaning of life, subject matter 2nd to positive self concept

narrative pedagogy

learners choose what is to be learned, deeper thinking

Achievement test

measure clearly defined learning outcomes based on sampling reliable (consistent results)

SD

measures variability

Validity

measures what it is supposed to measure

surface learning

memorization

Ethical knowledge

moral decisions

Revise items

p value too high or low distractors with highly positive point biserials Items that correlate less than .15 distractors not chosen Items that all get right

Discrimination (p value)

p= number that answered correctly/total # of responses x 100

personal knowledge

personal experience, empathy

learning objective

process (teacher centered_

learning

process through a planned experience

Norm ref tests

ranking of learners in a class Percentile national standardized tests such as SAT

Situated learning theory

reality based. (Clinical practice)

Table of specifications (test development)

representative sample of content and learning outcomes weight for each area # of questions from each section

Reconstructivism/Critical Theory

schol alone can prepare learner for life, social change

progressivism

school mimics society, real life curriculum

Self directed learner

self directed learning readiness scale (SDLRS)

discrimination

separates learners from non-learners

learning outcome

speaks to the produce (learner centered)

Criterion Referenced

specific knowledge an learner should know detailed learning domain large # of items teacher created based on objectives

essenitalism

stimulus and response, Pavlov's dogs. positive reinforcement. Faculty driven

epistemology

study of what is knowledge

Expert style

teach w/ vast knowledge can be intimidating

traditional learning styles

teacher centered

Factors that affect reliability (consistency in scores)

test length, group variability

perennialism

traditional education, teacher centered

deep learning

understand both concepts and meaning

aesthetic knowledge

understanding situation patient is in now