Achieving Beneficial Backwash 1 TEST THE ABILITIES WHOSE DEVELOPMENT YOU WANT TO ENCOURAGE For example‚ if you want to encourage oral ability‚ then test oral ability. This is very obvious‚ a straightforward matter of content validity‚ yet it is surprising how often it is not done. There is a tendency to test what it is easiest to test rather than what it is most important to test. Reasons advanced for not testing particular abilities may take many forms. It is often said‚ for instance
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ADVOCACY SKILLS PROJECT MOTIVATION:- VARIOUS TYPES OF MOTIVES- a) BIOLOGICAL MOTIVES b) SOCIAL MOTIVES c) PERSONAL MOTIVES NAME- ANURAG SHARMA CLASS- SECTION B ROLL NO. 08616503813 ACKNOWLEDGEMENT I am using this opportunity to express my gratitude to everyone who supported me throughout the course of this project. I am thankful for their aspiring guidance‚ invaluably constructive criticism and friendly advice during the project work. I am sincerely grateful to them for sharing their
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“The Ethics of Multitasking” (How multitasking is effecting work ethic‚ privacy‚ and the lives of many people.) By For Phil Howard BL 260 I. “The Ethics of Multitasking‚” By Bruce Weinstein was published on September 4‚ 2009 by Bloomberg Businessweek Companies & Industries. II. This article written by Bruce Weinstein‚ talks about the relationship of Ethics to multitasking and how Multitasking negatively effects a person. At the beginning of the article‚ Weinstein talks
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Murray’s (1938) theory of personality‚ which sets out a comprehensive model of human needs and motivational processes.1. In McClelland’s book The achieving society (1961) he asserts that human motivation comprises three dominant needs: the need for achievement (N-Ach)‚ the need for power (N-Pow) and the need for affiliation (N-Aff). The subjective importance of each need varies from individual to individual and depends also on an individual’s cultural background. He also claimed that this motivational
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psychological test to be considered valid it must be both valid and reliable. Major Categories and Uses of Tests Read more in Psychology « Finding HappinessInvolving True Benefits » There are a few categories of tests‚ mental ability tests‚ achievement tests‚ personality tests‚ and neuropsychological tests. The first is the mental ability test‚ this tests contains a large variety of cognitive functions such as special visualization‚ memory‚ and creative thinking (Hogan‚ 2007). Its subsections
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influences. Bear says‚ “Self-discipline refers to socially and morally responsible behavior that is a result of internalizing pro-social values. Self-discipline is important because it (a) promotes positive relations with others‚ (b) fosters academic achievement‚ and (c) promotes self-worth and emotional well-being. Whereas the systematic use of rewards and punishment is certainly critical in the development of self-discipline‚ it is not sufficient.” When you practice self-discipline you create and agree
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and the athletes were all interviewed separately and individually three times over a period of a month. The first interview was just for background information. The second interview examined the parents’ and athletes’ aspirations‚ attitudes‚ and achievement beliefs. The third interview was broken into three parts. The first part examined past experiences of success and failure and their reactions to it. The second part of the interview examined how parents evaluated their child’s performance and
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RACIAL/ETHNIC IMPACT ON ACHIEVEMENT TEST SCORES Introduction The purpose of this report is to analyze the presence of a link between student achievement and racial/ethnic background. This report will summarize the 4 results of studies conducted from 1997 to 2004‚ published in educational and psychological journals. The studies examine a tie between test scores‚ intelligence levels and backgrounds of the students. Study #1 The first study examined focuses on the test gains of Ohio students
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edu/~woolflm/correlation.html It is assumed that achievement test scores should be correlated with student’s classroom performance. One would expect that students who consistently perform well in the classroom (tests‚ quizes‚ etc.) would also perform well on a standardized achievement test (0 - 100 with 100 indicating high achievement). A teacher decides to examine this hypothesis. At the end of the academic year‚ she computes a correlation between the students achievement test scores (she purposefully did not
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Usually‚ the groups are matched on achievement test scores so that they wereequally low before the retention or promotion occured. Then‚ the achievement test scores of the two group are compared at the end of the following year or at the end of the next grade. Two meta-analyses have been conducted‚ one on the studiesup to 1989and the other on studies conducted between 1990 and 1999. In the first meta-analyses‚ Holmes found out that the overall difference in mean achievement across 63 studies was- 31. This
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