Comprehensive Exam Tips

16
Comprehensive Exam Tips

Transcript of Comprehensive Exam Tips

Page 1: Comprehensive Exam Tips

Comprehensive Exam Tips

Page 2: Comprehensive Exam Tips

What have you heard/know about

comprehensive exams?

Page 3: Comprehensive Exam Tips

Two parts to Comprehensive Exams: (1) Writtens & (2) Orals

Page 4: Comprehensive Exam Tips

Educational Research & your Concentration

questions are handled separately.

Page 5: Comprehensive Exam Tips

In your responses …

Page 6: Comprehensive Exam Tips

Use headings and advance organizers that reflect the

comprehensive exam questions and the elements

or subparts of the comprehensive exam

question.

Page 7: Comprehensive Exam Tips

Advance organizers are critical to guide the reader.

Page 8: Comprehensive Exam Tips

Data from two instruments were used: (1) the Survey of Computer Use and (2) the School Observation Measure.  Descriptions of the instruments are explicated in the following

sections.

Grant, M.M. & Mims, C. (2009). Technology integration in early childhood and primary classrooms In S. Taylor and S. Blake

(Eds.) Technology for early childhood education and socialization: Developmental applications and methodologies (pp. 162-176). Hershey, PA: Information Science Reference.

Page 9: Comprehensive Exam Tips

This paper presents (1) the development process in which how the online assessment site has been

implemented with advanced Web technologies including streaming video techniques, (2) the

formative evaluation results in which how the site could be improved, and (3) the implications for

instructional designers.

Cheon, J.P. & Grant, M.M. (2009). Active listening: Web-based assessment tool for communication and active listening skill

development.  TechTrends, 53(6), 24-32.

Page 10: Comprehensive Exam Tips

There are two types of virtual conferencing: asynchronous conferencing and synchronous conferencing. Asynchronous

conferencing is both time and location independent (Greenberg, 2004; Wilkinson & Hemby, 2000). It provides

learners with flexibility of accessing large amounts of learning materials. In addition, collaboration and feedback can be implemented by email or discussion board. In contrast,

synchronous conferencing makes distance among instructor and learners variable, but time is still crucial (Coventry, 1994).

Synchronous conferencing can support spontaneous interaction and immediate feedback involving audio and text, as well as video (Pittman, 2003; Wilkinson & Hemby, 2000).

Grant, M. M., & Cheon, J.-p. (2007). The value of using synchronous conferencing for instruction and students. Journal of Interactive Online Learning, 6(3). Available online at

http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=6&IssueID=21&Ar ticleID=109.

Page 11: Comprehensive Exam Tips

Use the questions/tasks stated in the

comprehensive exam questions as the

organizational structure for your responses.

Page 12: Comprehensive Exam Tips

Use immaculate APA formatting.

Page 13: Comprehensive Exam Tips

Operationalize important terms and variables.

Page 14: Comprehensive Exam Tips

Lowman (1991) defined abilities as "what one is able or potentially able to do" (p. 11). We used this more general term

in order to distinguish from IQ and general intelligence (g) (Spearman, 1904) as well as to reflect other possible

taxonomies and classifications of abilities (see e.g., Lowman, 1991). Also of interest was how the computer-mediated

artifacts produced in project-based learning reflect the learner and his or her knowledge. So technology in this study was

operationlized as computer-based technologies—specifically hardware, software, and networks. Moreover, computer-

mediated learning artifacts was used to describe both analog and digital products the students fashioned with the aid of computers, such as research papers and museum displays.

Grant, M.M., & Branch, R.M. (2005). Project-based learning in a middle school: Tracing abilities through the artifacts of learning. Journal of Research on Technology in Education, 38(1),

65-98.

Page 15: Comprehensive Exam Tips

Adaptive instruction means creating a learning environment and finding instructional approaches

and techniques that conform to meet students’ individual needs (Park & Lee, 2003). Adaptive Web-based learning environments (A-WBLEs) are one form of adaptive instruction that tailor

individual differences in the online environment (Inan & Grant, 2004, 2005).

Inan, F.A. & Grant, M.M. (2007). Individualized Web-based instruction: Strategies and guidelines for instructional designers. In

T. Kidd (Ed.) Handbook of research on instructional systems & technology. Hershey, PA: Idea Group Publishing.

Page 16: Comprehensive Exam Tips

Questions?

Images from http://www.flickr.com/photos/8658958@N02/528727011/sizes/l/in/photostream/, http://www.flickr.com/photos/peteashton/5773512512/sizes/l/in/photostream/, and http://www.flickr.com/photos/56832361@N00/2861551704/sizes/l/in/photostream/