ASW #1

3. Experience, memory, emotion, and ____ are essential components of learning (Ch 1, 19)
4. Scaffolding, metacognition, transferring, knowledge are all examples of cognitive ____ (Ch.1 19)
6. ____ are assessment tools that collect information on a large amount of students in little time (Ch.1, 11)
8. ____ purpose is to display a theory, concept, or phenomenon (Ch.1, 21)
10. _____ test (AKA Criterion-Referenced) (Ch.2, 12)
11. Publication of 'A Study of ____' led to the exploration of learner's minds (Ch.1, 19)
12. The field ____ science was one of the most influential contributions to 20th-centry educational theory (Ch. 1, 19)
15. ____ forward system complements feedback (Ch.1, 11)
17. Standards test measures students against ____ (Ch.2, 12)
18. Assessments are distinguished by their ____
19. What do I know?/What do I want to know?/ What have I learned? (Ch.1, 23)
20. ____ events involve a surprising occurrence to demand student attention (Ch.1, 21)
23. ____ can help create memorable events during a lesson (Ch.1 19)
24. _____ centered is greater than teacher directed (Ch.1, 20)

1. ____ displays allow students to interpret, analyze, and create displays of information (Ch.1, 22)
2. _____ provoking questions allow students to formulate an understanding of the material (Ch.1, 23)
5. Strategies are only useful if they are implemented with ____ (Ch.2, 13)
6. Teachers must be ____ when planning assessments and using the results (Ch.1, 11)
7. _____ amongst teachers can lead to better assessment and assessment use (Ch.1, 11)
9. ____ assessment (AKA Norm Referenced) (Ch.2, 11)
13. _____ assessments are assessments that help teachers plan for classes
14. Informal assessments do NOT take ____ to give back to students
16. Standardized tests father many ____ characteristics of students because of the large sample of participants (Ch.1, 11)
21. Good instruction requires the cognitive responsibility shifted to ____ (Ch.2, 13)
22. Plan, administer, and ____ the results (Ch.2, 11)