Schedule/Announcements. E4 is a week from today, Monday 10/17 Thursday, 10/19 (first lecture on U5, CPU8) Hand back E4 Hand out ME1 study objectives ME1 is the following Monday, 10/24 ME1 covers Units 1-4 (not U5)
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(how many, assignment/quiz, have no idea how it relates to final grade - 10%, 20%,
maybe checkmark; how many I didn’t study at all, aced the test; I studied very hard
and didn’t have a clue? 2 exams - chapter 4 - graduate course - didn’t know passed/failed)
Creativity requires an extensive familiarity with what is already known - an extensive knowledge base about which one can be creative.
For example, If you don’t understand reinforcement, punishment, shaping, etc., you cannot create an effective instructional system or develop an effective training program for individuals with developmental disabilities.
(need to knowthe basics so you have something to be creative about)
(most don’t require that, this class - 6 hours per unit)
(in general, second reason is main reason)
(Both points are important if I ask this on the exam!)
Note: the answer is not the delay or temporal remoteness, even though that is a problem as well.
SO 7: Vicious vs. Friendly Competition and their the subject matter as a motivational factor? relationship to norm-referenced vs. criterion- referenced grading practices.
(physio course, comp exams)
(be careful not to put this in your own words)
MO (aversiveness):R (studying)-->Sr- escape
(decrease in aversiveness)
As soon as you study, there is a decrease in the aversiveness.
(last slide on this)
Why does an end-of-course activity (like a final exam or paper worth 50%-75% of the student’s grade) weaken the relation between the exam grades and the course grades?
Students can quite correctly believe that a low score on an earlier exam or assignment can be compensated for by a high score on the final exam or paper.
But what often happens? You run out of time because all of your courses “kick in at the end.”
So no final exam in Dickinson’s PSY 460!!!
How essential the lecture material is for doing wellon the exam - (note material in red!)
How interesting or inspirational the lectures are
Faculty do not have to do “dog and pony shows” to get students to attend class.
Of course, all things being equal, interesting is better than boring!
Provide two reasons why exams that are given once every three weeks (let alone two exams per semester) will not have the same motivational effect as exams that are given weekly.
1. The procrastination scallop: most students will wait to study until the week of the exam
If I require 6 or more hours of outside studying for each exam (for a C), if I gave an exam every three weeks instead of every 1 1/2 weeks, it would require 12 or more hours of study. If I gave just a mid-term and final, that would be about 7 weeks or about 4.5 units, which would require 27 hours or more of studying.
It is absurd to think that students will spend 27 hours studying for the exam during that one week.
(one reason why professors use norm-referenced grading - no one does well)
SO 14: Second reason why exams that are given grade will NOT motivate studyingonce every three weeks (let alone twice a semester)will not have the same motivational effect as weekly exams.
2. I have 1 1/2 hours for the exam, regardless of how often I give the exams. If I gave an exam only once every three weeks, I could not sample as much material from the study objectives - that is I could not ask questions over as many of the study objectives
Students know that I cannot test over all of the study objectives, hence they will begin to try to guess which ones I will ask and not study all of the objectives. They will “gamble” about which items I will have test questions over
(also less accurate assessment for me, but that is not related to student studying, faculty
Who give out 70 or more SOs for the exam and then only ask questions on very small
Note carefully, it is NOT simply that the exams and assignments are given - if every student got an A on every exam/assignment, then assessment would not cause students a problem
(Learn each factor and be able to explain them.)
Grades are the primary motivative variable, which means that current standing in the class and progress toward the final grade should always be clear and frequently brought to the student’s attention.
Hence, the grade sheet.