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