thepeculiarsblog

In this study, instead of setting a fixed amount of time within each class to learn particular facts and skills, these alternate strategies have set fixed criteira of achievement and provided students with varying amounts of time and help to permit almost everyone to attain mastery of these achievement criteria. However, in either a fixed-time classroom or a variable-time classroom would find that different students spend differing amounts of time directly involved in the learning. In this model, there are two types of time; Elapsed Time and Time-on-task. Learning is a function of time-on-task, other things being equal. Also three variable classes, which are cognitive entry behaviors, affective entry characteristics and quality of instruction, are used in this study.The model states that student characteristics in a given learning envirınment affect the amount of time that a student spends on-tsak which affects the student's achievement. There are two studies related with this paper; Naturalistic Study and Experimental Study. Some of the results of the study are; 1.There exists a high associational relationship between time-on-task and achievement, 2.There is a significant correlation between cognitive entry behaviors and time-on-task, 3. There is relative importance of each of the antecedent variables considered separately on time-on-task and achievement. If equality is a desired goal in education one must complement inequality in entering characteristics with inequality in amounts of elapsed time and help provided. To conclude, initial differences in global, stable characteristics such as intelligence can be overcome by providing all students with relevant, learnable pre-requisite skills and knowledge.
Evaluation is decision making about student performance and about appropriate teaching strategies. Measurement is evaluation put in quantitative terms.Assessment includes measurement, but is broader because it includes all kinds of ways to sample and observe students' skills,knowledge and abilities. In norm-referenced tests, a student's performence is compared to the average performance of others. In criterion-referenced tests, scores are compared to a preestablished standard. The mean(arithmetical average), median(middel score) and mode(most common score) are all measures of central tendency.The standard deviation is the measure of how widely scores vary from the mean. There are different kinds of scores; Percentile Rank, Grade-Equivalent Score and Standard Scores(such as z score and T score). If test results are consistent, that test is raliable. And validity of a test is degree to which a test measures what is intended. There are three types of standardized tests; Achievement Tests, Diagnostic Tests, Aptitude Tests.