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1. According to the guidelines for observation, why is it recommended to explain the purpose of your observation to the teacher without giving "too much detail"?
To ensure the teacher can prepare the specific material needed for that assessment method
To avoid prompting atypical behavior in the teacher.
To prevent the students from becoming distracted by the observer's presence.
2. In the context of objective vs Subjective observation, which of the following is an examine of an objective description?
Leo felt frustrated when his lower fell
Leo seems shy and doesn't like to share.
Leo picked up the blocks and began building a new lower
3. When conducting a running record the term"specimen description" is used in academic contexts to emphasize that:
The record focusess developmental milestone that is unusual or
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The record captures the"Context,Behavior and interpretation."in a structured format.
4. What is the "major limitation."of The running record mathod Identified in the test.
It provided the zero Information about the context or the "story" of the behavior.
It is never intensive requires intense concentratio and maintaining objectivity is different.
Is it a closed-ended method that cannot capture unexpected or novel behavior
5. How does the text differentiate the timing of Anecdotal Records compared to Running Records?
Anecdotal records are written while the event is happening to capture the "cause-and effect flow"
Anecdotal records are written after the event takes place requiring recall.
Anecdotal records are written during specific time intervals from every 5 to 15.
6. In the CBI format of an anecdotal record, where must the interpretation be placed?
It should be interwoven With the fact to provide a complete narrative
It should be placed in the "Context" section to explain the selling
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7. Why is the ABC Narrative event sampling mathod considered A type of"Event Sampling" rather than time sampling?
Because the observed records behavior at fired intervals(Every 10 minutes.)
Because observed.
Because all on the
8. In the ABC Narrative Event Sampling How should a consequence(C) be Recordad If the behavior is ignored.
It should be left black to indicate no action was taken
It should be marked as N/A Because there was no reinforcement
The absence of a response should be documented as it can be key to extinguishing a behavior
9. Which observation mathod is described as closed ended and answers the question "can the child do this ?"without capturing the quality or context?
Rating Scales
Checklists
Anecdotal Records.
10. What is a specific associated with Rating Scales described as the "Error of central tendency?
Rating the child highly on all traits because they are generally lacked.
Rating everyone as "Average" (e.g ,a.3)To avoid extremes
Rating the behavior based on a single snapshot rather than typical performance.
11. According to the text ,what is the primary difference between a running record and an anecdotal record?.
Running records are subjective ,while anecdotal records are objective.
Running records are written while the event is happening,anecdotal records are written after.
Running records focus on high frequency behavior, anecdotal records focus on average performance.
12. When preparing for an observation, guidelines #5 suggests spending 10 minutes to "note the lay of the land" what is the specific purpose of this step?
To introduce yourself to the students and create friendly atmosphere
To satisfy curiosity about general matters so you can turn attention to specifics.
To select a position with your back to the wall to increase viewing range
13. In the context of ABC sampling , why is it necessary to have a"strict definition"of the target behavior?
To ensure their behavior fitst into the"Preconventional stage" of moral development.
To ensure every observer is recording the exact same action (Consistency.)
To allow the observer to capture low frequency behaviors like generosity.
14. What analogy is used to describe the observers role when conducting a
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15. Rating scales are described as being ideal for measuring which types of traits?
Abstract traits like "Self-Regulation" or "Confidence" that represent typical behavior.
Decorate skills like"Counting to 10."or "Identifying 5 colors"
Specific critical incidents or unusual problems-saving approaches.
16. How does the text defines distinction between learning and teaching?
Learning is an acquisition of facts.Teaching in the transmission values.
Learning is an internal change in Knowledge behavior.Teaching is the international facutation of learning
Learning is a social process.Teaching is a cognitive process.
17. 标题
Albert stopped crying when the loud Noise was removed
Albert started to fear any other furry objects (Rabbit,rats, santa mask.)
Albert only should fear when the specific well bunny present
18. According to Thorndike's "Law of effect.",behaviors are more likely to be repeated if they are:
Followed by a satisfying outcome
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19. In the educational implications of behaviorism, how is the role of the teachers defined?
As a guide and facilitater of discovery
As a contr of stimult
As a More knowledgeable others.(MKO)
20. According to Piaget ,what happens during the process of
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Schemas as are adjusted or changed to include new Information.
The learning rejects new Information that causes Disequilibrium
21. Which stages of Piaget's cognitive Development is characterized by "Symbolic thinking" but "no logical operation yet"?
Sensorimotor(0--2years)
Preparational(2--7years)
Concrete Operation(7--11years)
22. How did David Ausubel define"Meaningful learning."in contrast to rote learning?
Knowledge acquired though trial and error interaction with the environment.
New knowledge in connected with existing lodge.
Learning that occurs 1st socially, then becomes Internalized
23. What is the function of "Advance Organizers" in Ausubel's theory?
To reward students for correct answers before the lesson begins.
To function as scaffolding for understanding new and complex material.
To create this Disequilibrium to motivate students to resolve a problem.
24. According to David Ausubel, what is the most important single factor influenceing learning?
The clear structures of the curriculum material.
What the learner already knows
The student's intrinsic motivation to learn.
25. Vygotsky argued that learning occurs in which order?
1st intrapsychological (internal) ,then interpsychological (social)
1st interpsychological (social) ,then intrapsychological (Internalized)
Simultaneously though internal and external processes.
26. In Vygotsky's theory, the"Zone of Proximal Development"(ZPD)represents:
The set of tasks and learn can perform perfectly on their own.
The gap between what a learner can do independently and what they can do with help.
The level of cognitive developmental determined by biological maturation.
27. Who is considered "The Most Knowledgeable Other"(MKO) in Vygotsky's theory?
Only a certified learner or adult instructor
Someone or something with a barrier understanding or higher level,including digital tools
28. Ausubel's "Advance Organizers" are described as potentiaily taking which forms?
Reinforcements,Punishment,and neutral stimulu
Assassination,accommodation,and equilibration
Vertical,visual,or,conceptual(e.g,concept maps ,outlines,metaphors)
29. In the context of behaviorism what does Thomdike's" Law of exercise." state?
Behavior is followed by a satisfying outcomes are more likely to be repeated.
Repetition strengthens learning.
Learning is a product of environmental control by the teacher.
30. In the context of Piaget's educational implications, how should "Mistakes" will viewed?
As failures that require immediate punishment to prevent habits formation
As part of learning, where students revise understanding through experience.
As indicators that the student is not yet in the zone of proximal development.
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