WGU Study Questions IDC1
1. A Likert scale (/ˈlɪkərt/[1]) is a psychometric scale commonly involved in research that employs questionnaires. It is the most widely used approach to scaling responses in survey research, such that the term is often used interchangeably with rating scale, or more accurately the Likert-type scale. One of the most common scale types is a Likert scale. A Likert scale is commonly used to measure attitudes, knowledge, perceptions, values, and behavioral changes. A Likert-type scale involves a series of statements that respondents may choose from in order to rate their responses to evaluative questions
2. Data from Likert scales and continuous (e.g. 1-10) rating scales are quantitative. Allows you to measure their feeling on a scale of 1 to 5.
3. The first question for the designer, following the identification of an instructional goal, is “What exactly would learners be doing if they were accomplishing the goal successfully?”
4. You can usually spot a verbal information goal by the verb that is used. Often the learner must “state,” “list,” or “describe.” It is assumed that the information to be stated or listed will be taught in the instruction; therefore, the task for the learner is to store the information in memory during the instruction and remember it for the test or when needed for some related task.
5. Goal Statement Includes:
a. who learners are
b. what learners will do
c. how demonstrate correct performance (tools/context)
d. how will take to other classes
6. Learner Analysis: What need to know about learner?
Gardner's Multiple Intelligences
What variables in this population will affect achievement?
Modify strategies to enhance learning
Age of learners?
We conduct a learner’s analysis to learn about our students or learners and to come up with strategies to help in their learning.
7. Entry Level skills/pre-exiting skill helps you know what the learner knows so you can plan your strategies.
8. Assessment to measure prior knowledge.
a. entry level
2. Data from Likert scales and continuous (e.g. 1-10) rating scales are quantitative. Allows you to measure their feeling on a scale of 1 to 5.
3. The first question for the designer, following the identification of an instructional goal, is “What exactly would learners be doing if they were accomplishing the goal successfully?”
4. You can usually spot a verbal information goal by the verb that is used. Often the learner must “state,” “list,” or “describe.” It is assumed that the information to be stated or listed will be taught in the instruction; therefore, the task for the learner is to store the information in memory during the instruction and remember it for the test or when needed for some related task.
5. Goal Statement Includes:
a. who learners are
b. what learners will do
c. how demonstrate correct performance (tools/context)
d. how will take to other classes
6. Learner Analysis: What need to know about learner?
Gardner's Multiple Intelligences
What variables in this population will affect achievement?
Modify strategies to enhance learning
Age of learners?
We conduct a learner’s analysis to learn about our students or learners and to come up with strategies to help in their learning.
7. Entry Level skills/pre-exiting skill helps you know what the learner knows so you can plan your strategies.
8. Assessment to measure prior knowledge.
a. entry level