Ms. Frisch is feeling despondent and frustrated as she looks at the chemistry mid-term exam results. The average score was only 68 percent, less than the C cutoff. Only four students scored in the 80 percent range, and just two in the 90 percent
range—only four B’s and two A’s out of 28 students. "Maybe I made the exam too hard," she thinks. "I'm sure the students will be deflated when they see their grades."
If Ms. Frisch came to you to discuss her problem, what would you tell her?
What will be an ideal response?
Discussion might center on grading systems, including advantages and disadvantages of criterion-referenced and norm-referenced measures.
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Divergent levels of questioning encourage
a. multiple student responses. b. “one-right-answer" responses. c. thinking at lower knowledge and comprehension levels. d. teacher-directed discussions.
Describe the four primary stages of Jean Piaget’s theory of cognitive development
What will be an ideal response?
It is best to provide a verbal prompt immediately following an initial signal for a specific behavior
Indicate whether the statement is true or false
How do you ensure effective time management?
A. Complete your tasks with others around you. B. Always say yes when friends ask for help. C. Stick to the schedule you've prepared. D. Procrastinate.