Group items tagged

Symptoms of performance anxiety are generally categorized into cognitive (e.g. catastrophic thoughts), behavioral (e.g. avoidance of performance/auditions) and physiological (e.g. dry mouth, shaking arms/hands, increased heart rate) (Plaut, 1990; Salmon, 1990).

Shoup (1995) reported performance anxiety negatively affected performance in 55% (234/425) junior high and high school instrumentalists.

Over a third of students (36%, 263) reported they experienced the feeling of butterflies most times to always when playing in a concert or competition (Table 1).

There was a significant association between gender and the experience of butterflies (χ2 = 32.32, df (4), p < .001) with more females reporting the experience of butterflies than males. There was a significant association between age and reported experience of the feeling of butterflies (F = 9.012, df (3), p < .001), with older children reporting the experience of butterflies more than younger children.

At the heart of CTT is the notion that error is endemic to measurement.

By the beginning of the 20th century, the concept of (p. 462) measurement error was well recognized, and psychometricians focused their efforts on estimating and accounting for error.

In CTT, an observed measure or score (X) consists of two constituent parts—the true score (T) and measurement error (E):

. Measurement error, however, also will account for a certain portion of score variance.

According to CTT, measurement error arises because mental processes are idiosyncratic and in a state of change such that individuals are incapable of performing optimally on a single test or performance task.

random error and systematic error.

(SEM) represents the average of the total random error for all individuals

SEM represents the spread of observed scores for a single individual if that person were tested multiple times.

That score, however, is an imperfect measure of the student’s true ability.

For example, CTT provides in-depth analysis of item characteristics,

Research  Teaching students to research is a common standard across all grade levels, elementary, middle school, high school, and beyond. Diigo excels as a research tool: Students can save relevant websites to lists in their Diigo student accounts. Each saved bookmark captures the URL and a screenshot, and can be searched later. Students can highlight important information right on the website, using Diigo. Later, when students return to the website, they find the reason they saved the bookmark in the first place. Students can use virtual sticky notes to summarize the important points of information from the website. This activity will mimic the time-tested procedure of using note cards to summarize and organize research projects. Students working on similar topics can create and join groups in order to collaborate. Later, when students need to document their sources, Diigo can be used to recall website URLs for citing sources.

Work to establish a classroom culture in which it is understood that, with every task they perform, students know there is a strong possibility that they will have to share out their results in front of their peers.

Small changes of routine increase the motivation to attend to the task at hand.  

The A-Z Sentence Summary:

Total Participation Techniques frame the context so that all students are responding to higher-order prompts in low-risk settings.

The Chalkboard Splash:

he "Pause, Star, Rank":

we need to be conscious of the amount of work we give the students.