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Negative effect of gender bias in schools
Effect of gender bias on education
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Summary: This study questioned two contrasting hypotheses from previous studies to determine whether the construction of crib sheets before exams helps students learn material (the “coding hypothesis”), or simply provides students with a way to avoid learning material (the “dependency hypothesis”). For participants, this study examined 52 students from a lower division developmental psychology class at an average-sized state university. The gender distribution had a majority of females, and the grade-level of participants was composed of primarily freshmen, yielding an imbalanced population representation. In this study’s procedure, students were instructed to create crib sheets for their first and third course-exams, utilizing both sides of an 8 x 11 inch paper, (which is far larger than the crib sheet dimensions of previous studies). Students were instructed on how to effectively create and use crib sheets. Immediately before taking exams I and III, students were given surprise pretests. They contained questions that would also be seen on their actual exams, but students were not allowed to reference their crib sheets while taking them. Pretest I featured 15 of the 25 questions that would be repeated on exam I, while the pretest for exam III included all 15 of the Exam III questions. The students were informed that their performance on the pretests would not count towards their course grades. The results of this study showed that that students scored significantly higher on both Exam I and III than they did on the pretests. Furthermore, on Exam I, students scored higher on the repeated questions seen on pretest I than the non-repeated questions. After the study had been completed, all students reported that construct... ... middle of paper ... ... randomly assigned to two separate experimental and control groups. Both groups should be told that the exams will count toward their course grades, and each group should be unaware of the conditions applying to the other group. One group should be instructed to create crib sheets, but will be denied the ability to use them when upon receiving pretests, and the other group should be instructed to study normally, without being told that they can use a crib sheet on their exams. Additionally, the allowed crib sheet sizes should be smaller; to promote more mindful selection of information to include. Finally, to measure how crib sheet construction influences the general student population, I would perform the experimental procedure on a variety of classes, in order to have a participant population composed of students equally distributed among various grade levels
The World of Psychology. (2002). A Pearson Education Company. Boston, MA: Samuel Wood & Ellen Green Wood p. 593
Since this test has been devised, the number one question everybody is asking is, “ isn’t it unfair to base a student’s entire future on one test, when he or she simply could have had a bad day when taking the test”? The president Kirk T. Schroder of the Virginia Board of Education, answer this question by saying, “First of all, these tests are untimed, so no student is under arbitrary time pressure in taking the test.
Any diverse group of organisms will not respond identically to a standard test; some will respond positively, and some will respond negatively. The student population of the United States is an extremely varied group, and students will respond differently to the same "standard" test. The format of the current standardized test, all multiple-choice questions, does not allow for variables among the test takers. In fact, the test attempts to erase all the variables and create a uniform ...
Repeated testing may lead to better or worse performance. Changes in performance on the test may be due to prior experience with the test and not to the independent variable. In addition, repeated testing fatigues the subjects, and their performance declines as a result (Jackson, 2012). Because the professor is interested in determining if the implementation of weekly quizzes would improve test scores, an experimenter and/or an instrumentation effect may also affect results. In a single group post-test only design, possible confounds include the lack of a comparison group and the absence of an equivalent control group.
Some students simply do not test well, others try their hardest and still cannot reach the impracticable standards set for them. The individuals who create these tests do not understand the pressures of being a student, or the struggle to answer thirty-five questions in a compressed time period. One test cannot accurately measure the intelligence of a student.
By giving students the ability to choose the technique in which they take their tests, professors are giving them more confidence which increases productivity. A vast majority of professors use short and/or long answer test; however, this can be damaging too many of their students’ scores. Pink gives the example of Zappos founder Tony Hsieh who gives his employees the autonomy to work without scripts, monitoring, or timing (101). The problem with how professors are giving test is that not all students can work to their best ability in short and/or long answer test. Pinks concept is to give people the ability to choose the method that best fits them so they can produce their best results. For example, Student 1 has the best result on tests when they are multiple choice; however, student 2 has the best result when the test are oral. Professors do not want their students to ...
Developing studying skills that incorporate testing myself will take the ease of being overwhelmed, as well as help with concentration, and becoming more comfortable and confident. Practicing recalling information over time will help in recalling for an actual assessment, by retaking study guides, and creating at home pre-test. 3The information provided by Karpicke and Roediger can me as an educator and other educators by considering various methods of learning. Using test as an instrument of learning rather than solely an assessment on knowledge can be essential in helping students’ learning effectiveness. Since the experiment showed that the learning conditions where retrieval was repeated caused students to have 80% of the pairs recalled compared to the 33% of where retrieval was not practice shows that testing can be used as a tool of learning. In my classroom I would implement take pre-test for homework and/or extra credit assignments, as well as implement classroom activities such as games where testing occurs in a communal group setting. Retrieval is easier when related pieces of information are stored in close association with one another (Ormord p. 212). Therefore, I would have students get in pairs and test each other on the information as soon as the lesson is over as a form of review and test
Students in the state of Ohio who are expected to graduate high school in 2018 have become a metaphorical “guinea pig” of sorts in terms of the state’s testing standards. Over the decade they have been in school, these students have been subject of a multitude of tests: the IOWA, COGAT, OAA (formerly known as the OAT), PARC and AIR. All of these examinations were designed to test the effectiveness of the student’s intellectual growth over the course of a given school year, but, realistically speaking, do more harm than good. These examinations occupy between three days and two weeks of crucial learning from the students’ year. Many teachers are fearful of the consequences of poor test scores, and so they find themselves “teaching to the test.” “Teaching to the test” is a practice in which educators focus heavily on material that may appear on the state assessment, rather than reinforcing information that might be more relevant to a student’s actual development.
Organizations want to be effective and time efficient. In this case the organization could measure effectiveness of the material being taught. This could be done by conducting a pretest of information that was going to be shar...
Their first study was composed of 443 college students from two large universities in the Midwest. The participants were offered credit in their introductory psychology classes in return for their participation. They completed a questionnaire as part of their participation. 52% of the participants were men, and 48% were women. 94% were between the ages of 18 and 25. Only the 404 students that had complete data were used to set up the model that the experimenters formed. The second study tried to show any coincidence between the findings of American students and international ones.
The population is male and female introductory psychology college students. There were 300 college students that varied from age 18 – 55 years old. About 55.9% were female and 39.5% were male. The average age was 22.37 with a standard deviation of 6.25. About 76.8% of the students were white (non-Hispanic), 6.5% were Latino, 5.5% Asian, 1.9% African American, 1.0% Pacific Islander, 1.3% Native Americans and 2.9% considered themselves to be part of the “other” group.
...n experimental design with the proper adjustments to reduce the threats caused by participants, treatments, and procedures (Creswell, 2008). With a significant decrease of threats, a researcher may therefore strongly support the relationship between the variables without much ambiguity. Internal validity is important in any experiment and given that various factors threaten it in all forms of experimental designs, addressing the threats should be a priority during the design of research. If we are going to make a difference in the field of education, as researchers we need internally valid research to support future research and drive educational reform in an attempt to better the education of our children.
always know what these students will need to know for these tests. These teachers have to prepare to supply all the material to the students that they will ne...
Wood, A. E., Wood, E. G., & Boyd, D. (2007). Child development: The world of psychology.
For example, a student or an examination candidate can make use of the Test Blueprint to device his or her study timetable and think of effective ways to study in order to pass the test of an examination in flying colours. Nevertheless, students need to be made known that a Test Blueprint may not lists all of the topics and the contents’ curriculum information which should always be looked up by learners or students. Although some of the topics may not be listed in the Test Blueprint, they are still playing parts in the content and it could still be evaluated through formative assessment or subject assignment. Learners also bear the responsibility of gaining a broad sense of knowledge in the topics that are not included in the Test