Test your basic knowledge |

CLEP Intro To Educational Psychology

Subjects : clep, teaching
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. The use of physical punishment.






2. A reinforcer which is naturally desirable - such as food - water - or heat.






3. Information given in advance of a lesson to prepare the students by reminding them of important information learned before and focusing them on key information.






4. A testing procedure that measures a student's mastery of a particular skill or understanding of a certain concept. The purpose of this kind of test is to measure whether a student has achieved a certain learning objective.






5. Difficulty forming smooth connections between words.






6. The amount of class time devoted to teaching.






7. Tests designed to evaluate a student's present performance and predict how well he or she will perform in the future.






8. The innate ability to use language - as described by Chomsky.






9. Mental retardation needing daily help and support in school.






10. A step-by-step procedure to solve a problem.






11. A type of cooperative learning where students will be divided into teams and each student will be responsible for some aspect of a project.






12. The sensory register for auditory information.






13. The ability to perform a task automatically - with little or no conscious effort.






14. A kind of performance-based testing strategy that combines multiple projects of the student that were made at various stages in a project.






15. A five-step problem-solving strategy that involves identifying the problem - defining one's goals - exploring possible ways to reach the goals - anticipating the outcomes and acting - and looking back on one's work.






16. General statements about the skills and abilities the student should have after completing the course.






17. The act of assigning meaning to information by interpreting it based on what one already knows.






18. Tests used to determine a student's strengths and weaknesses - judging whether or not a student needs special education services.






19. The results one expects from different behaviors.






20. A teaching style which seeks to instruct students in how to recognize and rise up against oppression. This area of teaching is influenced by the works of Karl Marx.






21. Mental retardation characterized by an IQ between 35 and 49.






22. The process a teacher uses in discovery learning by guiding the students.






23. An approach to teaching reading which emphasizes the ability to decode words - involving rules for learning phonemes.






24. A broad category of disorders in which the individual has difficulty learning in a typical way.






25. A bell-shaped curve which can be easily and consistently used to interpret scores.






26. Advance organizers which list previously learned information the students will need for the lesson.






27. Academic programs focused on real-life problems and situations - such as developing professional skills or resisting negative peer pressure.






28. Relating current information with previous learning.






29. A person's self-perception - what one thinks of oneself.






30. Taxonomies detailing the types of values and attitudes the student should develop by the end of the course.






31. An approach to grading using descriptive terms such as 'outstanding' or 'unsatisfactory' to rate the student's performance.






32. Reading models which try to relate written words to different experiences of the student.






33. The ability to infer a relationship between two objects and to compare and arrange them. According to Piaget - concrete operational children have this skill.






34. The amount of Allocated Time each individual student spends focused on the class.






35. A level of moral reasoning guided by strict adherence to rules - developed by Kohlberg. This level is also divided into two stages: stage 3 (conformity to one's group) and stage 4 (following rules because they promote social order).






36. Consciously knowing and using methods of problem solving and memory.






37. The natural physical changes that occur due to a person's genetic code.






38. Those one observes.






39. The ability to apply previous learning to new situations and problems. This is thought to be one of the types of intelligence on which creativity is based.






40. An intelligence test for adults used most commonly in clinical settings.






41. Language disorders characterized by trouble understanding spoken language.






42. Internalized self-talk.






43. The belief that one gender is better than the other.






44. A disruptive disorder characterized by the underdevelopment of certain traits such as impulse control - leading to inattention - hyperactivity - and impulsiveness. The three types are predominantly hyperactive-impulsive - predominantly inattentive -






45. A form of negative punishment where a disruptive student is removed from the classroom and not allowed back until he or she is ready to behave.






46. Disabilities that affect children with average or above average intelligence who nevertheless have difficulty with some aspect of learning - such as reading - writing - or solving problems.






47. A prediction which causes itself to become true. In educational psychology - the teacher's expectations about a student's success almost always come true - regardless of whether or not the expectations were backed by truth.






48. One of the characteristics of ADHD. This term describes students who are easily distracted and cannot remain focused or remember information.






49. Repeating information in the same way it was received.






50. The sensory register for visual information.