EDS300H5 Study Guide - Final Guide: Mindset, Lev Vygotsky, Forgetting Curve

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27 Dec 2016

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Part b: short answer questions eds: the purpose of assessment is to assist student learning. To assess the effectiveness of a particular instructional strategy. To assess and improve the effectiveness of curriculum programs and improve teaching. There are 3 types of assessment- diagnostic, formative and summative. Diagnostic assessment purposes is to ascertain, prior to instruction, each student"s strengths, weaknesses, knowledge, and skills. Evaluation of an individual learner used to help individual improve performance, this can be in the form of feedback. This is where the evaluation of an individual learner used for judgments or decisions about the individual, takes place in the form of grades most times. Diagnostic is the best form because it allows for the use of backwards design- where teachers design curriculum and learning experiences to meet specified purposes, starting for the standards of assessment before the course begins. Mastery learning therefore does not undermine criterion-referenced assessment but works together.

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Item 6

Original Source Material

Student Version

The philosophical position known as constructivism viewsknowledge as a human construction. The various perspectives withinconstructivism are based on the premise that knowledge is not partof an objective, external reality that is separate from theindividual. Instead, human knowledge, whether the bodies of contentin public disciplines (such as mathematics or sociology) orknowledge of the individual learner, is a human construction.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Does knowledge exist outside of, or separate from, theindividual who knows? Constructivists hold that human knowledge,whether the bodies of content in public disciplines (such asmathematics or sociology) or knowledge of the individual learner,is a human construction (Gredler, 2001).

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

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Item 7

Original Source Material

Student Version (written in 2002)

The technological tools available today for creatingcomputer-based learning materials are incredibly more powerful thanthose introduced just a few years ago. We can make our own movieswith camcorders in our homes; we can publish our own books. Soonteachers and students will be able to use computer-video technologyto produce their own learning materials. All it takes is time,know-how, and some funds.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Frick (1991) suggested that teachers and students would becapable of using computer-video technology to make learningresources. Furthermore, Frick's observation regarding tools forcreating learning materials that leverage computers that are a lotmore powerful than technology used just a few years back remainstrue over a decade later.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Which of the following is true for the Student Versionabove?

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Item 8

Original Source Material

Student Version

No matter how kindly voters treat the panderer in the votingbooth, the public overwhelmingly believes that candidates will sayone thing to get elected and then ignore their pledges once inoffice. This lack of sincerity, to the extent that happens, reducespublic confidence in government. Candidates should say what theybelieve. At the same time, the public should demand that candidatesspeak frankly and truthfully about issues of concern, and it mustunderstand that once a person is elected and looks at the fact inmuch greater detail, changes in attitude do and should occur.

References:
Simon, P. (2003). Our culture of pandering.Carbondale, IL:Southern Illinois University Press.

The relationship between voters and candidates is a complicatedone. For example, the vast majority of the public is convinced thatcandidates will promise anything to be elected and then pay noattention to their promises once elected (Simon, 2003). Such astate of affairs sets low expectations for those running foroffice.

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Item 9

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Overall findings revealed that the technology skills ofpreservice teachers participating in this study were relativelylow, while providing a basis upon which to identify prerequisiteskills and instructional objectives for teaching technology skillsand integration practices. In planning experiences fortechnology-rich teacher education programs, curriculum designerscould consider some skills as prerequisite, such as wordprocessing, basic computer operation skills, e-mail, and skillsassociated with the World Wide Web.

Reference 1
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Developmentof an instrument to measure preservice teachers' technology skills,technology beliefs, and technology barriers. Computers in theSchools, 25(1), 112-125.

Original Source Material 2
With regard to factors that contribute to the teachersâ readiness,computer proficiency took priority. Basically, if teacher computerproficiency increases, the teachersâ feeling to be more ready tointegrate technology into instruction alsoincreases.

Reference 2
Inan, F. A., & Lowther, D. L. (2010). Factors affectingtechnology integration in K-12 classrooms: A path model.Educational Technology Research and Development,58(2), 137-154.

Low computer proficiency may negatively affect the use oftechnology in schools (Inan & Lowther, 2010) To addresspotentially low technology skills among preservice teachers,teacher educators could consider some skills as prerequisite, suchas word processing, basic computer operation skills, e-mail, andskills associated with the World Wide Web. However, this approachwould require instructional options for students who lack suchskills.

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Item 10

Original Source Material

Student Version

Educational processes and systems are complex, and any attemptto measure them, especially at this level of aggregation, can onlylead to broad and general discussions. However, we contend thatthis discussion is necessary. Further, attempting to measure globalprocesses in education may provide another puzzle piece totheoreticians as well as national and local policy-makers, who areworking at understanding and, in the latter case, steeringeducational systems.

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

In attempting to study and direct the future of complexeducational systems, theoreticians and policy-makers may findaggregated measures of global processes in education useful despitelimitations that may be associated with these measures (Rutkowski& Rutkowski, 2009).

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

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pucehamster827

Read the article below and write a brief (1-2 paragraph) summary. This assignment should be approximately 250 words . Complete this assignment as a Word document.

Time to Scrap Performance Appraisals

Times have changed. More and more companies have decided to radically change (read âscrapâ or âre-engineerâ) their performance appraisal process.

Last week at our research conference we spoke with Adobe, Juniper, Kelly Services, and a variety of other companies who have decided to do away with traditional performance ratings and dramatically change the annual appraisal process.

Our research shows that this is a strong and positive trend.

Why the process must change.

Why do companies have annual reviews in the first place? They are an artifact from traditional top-down organizations where we had to âweed outâ the bottom performers every year. By forcing managers to rate people once per year we can have annual talent reviews and decide who gets more money, who to promote, and who to let go.

Coupled with the performance rating is the âpotentialâ rating, which tries to capture an individualâs potential to move up two levels in the organization (the traditional definition).

This approach is based on a philosophy that â we cant totally trust managersâ so weâre going to force them to fit people into these rating scales. And in many companies (around 20%) there are forced distributions, which mandate that some percent of employees are rated at the bottom and only a limited percent can be rated at the top.

The well publicized problems with this process abound. These include:

Employees need and want regular feedback (daily, weekly), so a once-a-year review is not only too late but itâs often a surprise. Regular coaching is the key to alignment and performance.

Managers cannot typically âjudgeâ an entire year of work from an individual at one time (imagine if your spouse gave you an annual review!), so the annual review is awkward and uncomfortable for both manager and employee.

Manager-employee relationships are not 1:1 like they used to be. We work with many leaders and peers during the year, so one person cannot adequately rate you without lots of peer input.

While some employees are a poor fit and likely are poor performers, these issues should be addressed immediately, not at the end of the year.

Some companies really do have a lot of high performers, so forced ranking eliminates great people and damages the culture.

People are inspired and motivated by positive, constructive feedback â and the âappraisalâ process almost always works against this.

The most valuable part of an appraisal is the âdevelopment planningâ conversation â what can one do to improve performance and engagement â and this is often left to a small box on the review form.

Companies are nervous about eliminating this process because:

We need a fair and validated way to distribute compensation increases (donât we?)

We need a record of low performance when we let someone go

We need to capture performance data in an employeeâs profile for future promotion and other talent reviews, development plans, and career migration

We need a way to make sure managers are doing their jobs well.

Well, Iâve probably discussed these issues with 100+ companies over the last five years and our research shows more and more that companies are ready to let this process go.

Organization structures have changed and companies need to be more agile. We have a shortage of key talent and the keys to success now focus on regular alignment, coaching, creating passion and engagement, and continuous employee development.

The new keys to success:

Develop a âfeedback-richâ culture and set of tools (often online, sometimes formal, often informal) that encourages all employees to give each other feedback. Tools from companies like Achievers, Globoforce, and most HR software vendors now enable and make this easy.

Separate the discussions about performance from discussions about potential and future career plans. Yes we need to evaluate people when raise time comes, but that can be a totally different conversation from.

Talk about performance regularly and let employees create their own goals on a regular basis. Force managers to provide ongoing feedback and teach them how to have honest conversations.

Assume that employees already know something about their own performance, and force them to self-assess. People tend to have a good idea of their own strengths and weaknesses â give them an open and positive opportunity to share it. That starts the dialogue about expectations and the match between their self-assessment and that of the organization.

Enable managers to assess performance regularly. Software teams now use Agile tools which evaluate code on a weekly basis. Managers should be giving people feedback regularly. If they learn to do this on a regular basis it will get easier and employees will learn to appreciate it.

Focus managers on hiring the best, so they build a team which strives for 100% high performers. This is never possible of course, but rather than assuming that 20% of your employees will perform poorly, spend more time on assessment, culture, and fit to make sure very few low performers make it into the organization in the first place.

Remember that everyone wants to succeed. If they arenât performing well itâs not necessarily their fault â the organization should take responsibility for helping them find a better fit if possible.

Set and reset goals frequently. Companies that set performance goals quarterly generate 31% greater returns from their performance process than those who do it annually, and those who do it monthly get even better results. This means employees get feedback on a continuous basis (most sales organizations work this way). Read our research for more details.

Beware of pay for performance plans. While many companies (particularly investment banking, sales) have large pay for performance plans, research showsthat these can create perverse behavior. People focus on their own goals at the expense of the organization. In sales related roles this process works well â when you move to customer service, engineering, and other âbuilderâ roles they can create problems.

Give your leaders a cultural framework and set of values to work from. Companies like Juniper and Deckers (Uggs shoes) focus very heavily on corporate values, forcing managers to hire and manage to these values. This makes selection easier and enables us to evaluate and coach people against higher level frameworks.

Invest in leadership development. Being a manager is a tough job. Managers at all levels struggle with selection, hiring, training, coaching, and evaluation. Give them time and tools to learn, a framework for feedback, and a continuous development process so they learn how to become better.

Reward talent âproductionâ not talent âhoarding.â If you pay your managers to âproduce output,â they will focus heavily on talent performance and evaluation. This may be a good thing, but ultimately companies thrive by building skills â so in addition to encouraging managers to produce good work, incent them to produce good talent as well.

Iâve had the opportunity to study HR and performance management for almost 15 years now, and this topic has been controversial for a long time. In todayâs globalized,talent constrained workplace itâs clear to me that the traditional appraisal has to change.

Businesses thrive on agility, speed, passion, and alignment. The process of driving and measuring performance has to do the same.

EDS300H5 Study Guide - Final Guide: Mindset, Lev Vygotsky, Forgetting Curve

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