Download Chapter Three

Classes in Bloom:
Applying Bloom’s Taxonomy in
Teaching Psychology
Cengage Learning Online Seminar
October 13, 2011
Jeff Nevid
St. John’s University
To contact:
[email protected]
© 2011
Jeffrey S. Nevid
All Rights Reserved
What’s Wrong with This Picture?
3/2
Famous Blooms
Allan Bloom
Leo Bloom
Michael Bloom(berg)
Benjamin Bloom (1913-1999)
Benjamin S. Bloom: Brief Bio









Born 1913, died 1999
B.A., M.A., Pennsylvania State University, 1935
Ph.D. in Education, University of Chicago, 1942.
Staff member of the Board of Examinations at the University of Chicago, 19401943
University examiner, University of Chicago, 1943-1959
Appointed instructor in the Department of Education at the University of
Chicago, 1944
Appointed Charles H. Swift Distinguished Service Professor, 1970.
Served as educational adviser to the governments of Israel, India and
numerous other nations.
President, American Educational Research Association,1965 (Preceded by Lee
Cronbach and succeeded by Julian Stanley)
Source: Eisner, E. (2000). Benjamin Bloom: 1913-1999. In Prospects: The Quarterly Review of
Comparative Educaiton, Vol. XXX, No.. 3, Paris, FR: UNESCO International Bureau of
Education.
Major Concepts



9
Specifying and Organizing Educational Objectives
– Led to development of “Taxonomy of Educational Objectives:
Handbook 1, The Cognitive Domain” (Bloom et al., 1956)
– Has helped educators throughout the work organize educational
objectives
Hierarchical Model
– Objectives organized in a taxonomy predicated on belief that
attainment of each subsequent level depends upon ability to
perform at preceding levels in the hierarchy
Emphasis on Mastery Learning
– How do we help students acquire skills needed to acquire basic
information, understand that information, analyze and synthesize
that information, and then evaluate that information?
Bloom’s Taxonomy
(Cognitive domain: original and revised)
Source: Edtechvision.org (left), http://newadventuresatwilkes.blogspot.com/2010/05/digitallearners-real-learning.html (right)
Bloom’s Taxonomy: Original vs.
Revised
Bloom’s Taxonomy: Original and Revised
Source: Anderson & Krathwohl, 2001
Taxonomy of Learning Objectives
13
Objective
Example (Classical Conditioning)
Remembering
Define the terms conditioned stimulus and
conditioned response
Understanding
Describe classical conditioning in your own
words
Applying
Give examples of classical conditioning in
daily life
Analyzing
What do you expect would happen if you
lengthened the interval between CS and
US? Or reverse the order of CS and US?
Evaluating
Why is it important to study classical
conditioning? Why does it matter?
Creating/Synthesizing
What alternative explanations of classical
conditioning can you propose?
Propose a research study testing elements
of classical conditioning.
1. Remembering (Knowledge)
Objective:
Demonstrate the
ability to remember
(recall or recognize)
acquired knowledge
 How do we help students acquire
basic knowledge?
 How do we help them recall what
they have learned?
To KNOW
Instructional techniques:
•Textbook reading
•Lecturing
•Linking information to existing
knowledge structures
•Practice quizzing
•Journaling
•Study sheets
Origin:
before 900; Middle English
knowen, knawen, Old
English gecnāwan; cognate
with Old High German cnāhan, Old Norse knā to
know how, be able to; akin
to Latin ( g ) nōvī, Greek
gignṓskein. See gnostic
Have students acquired the basic information we
want them to learn?
Examples:
ACTION VERBS

RECALL

DEFINE


IDENTIFY
RECALL
DEFINE

IDENTIFY

TELL

LIST

LABEL

NAME

15
•Define the terms conditioned response.
unconditioned response. . .. . conditioned
stimulus.
•List six criteria for determining whether behavior
is abnormal.
•List three ways you can increase the strength of
a conditioned response.
•Describe the apparatus Skinner used to study
operant conditioning.
•Define the term encoding.
•Define the term sensory receptor.
•List the levels in Maslow’s hierarchy of needs
from the bottom to the top of the hierarchy
2. Understanding (Comprehension)
 How do we help student grasp the
meaning and importance of
psychological concepts?
Objective: Demonstrate ability to
understand the meaning of
the material students have
learned
 How do we instill the “now I get it”
effect?
Instructional techniques:
•In-class use of anecdotes, personal
stories, case examples, etc., to bring
concepts to life
•Use of video clips, with guided questions
•Practice in retelling, reciting, and
rehearsing acquired knowledge within
SQ3R framework
•Set up pairs of students and have
members of each pair explain concepts to
one other
Do students understand what they have learned?
ACTION VERBS




RECITE
PARAPHRASE
REWRITE
DESCRIBE
Examples:
•In your own words, describe the following
terms: conditioned response, conditioned
stimulus, . . .
•Write a journal entry describing what you have
learned about the types of long-term memory.
•Recite the steps involved in training an animal
to acquire a conditioned response.
•In your own words, describe the Big Five model
of personality.
•Paraphrase Watson’s behaviorist challenge
(“Give me twelve healthy infants. . “)
17
3. Applying (Application)
How do we help students apply
knowledge of psychological concepts
to real-life examples?
Objective: Demonstrate ability to
implement or put into use knowledge
in a given situation
 How do we help them put
knowledge into use?
 What is the cash value of
psychological knowledge?
Instructional techniques:
•Link psychological knowledge to real-life
examples (developing healthy eating and
sleeping habits, becoming an
authoritative parent, combating prejudice,
resisting persuasive sales techniques,
etc.)
•Use self-assessment questionnaires to
encourage students to apply concepts
discussed in class to themselves.
•Use personal vignettes, stories, and film
vignettes to link concepts to examples
Piaget’s Principle of Conservation
The Pizza Incident

Keeping Peace at the
Dinner Table
3 / 19
Can students apply or use knowledge they have
acquired?
ACTION VERBS

APPLY
DEMONSTRATE

PREDICT

SHOW
USE
SOLVE



20
Examples:
•Give examples of classical and operant conditioning in
daily life.
•Use principles of classical conditioning to explain the
development of taste aversions and drug cravings.
•Apply Weber’s law in determining the amount of weight
needed to be added to detect a difference based on a
starting weight of 100 pounds.
•Apply Piagetian concepts to examples from daily life.
•Apply the representativeness heuristic to explain why
students might make the wrong decision about the
college they attend.
4. Analyzing (Analysis)
 How do we help students break
down complex systems and
conceptual frameworks into their
component parts?
How do we help them recognize the
relational connections between parts
of a complex system?
Objective: Demonstrate ability to
determine the essential parts
of a system and how they are
related to each other and to its
overall structure
Instructional techniques:
•Use of visual-spatial diagrams
(visualizing relational connections
between concepts)
•Concept mapping, concept linking
techniques
•Applying diagnostic categories to
abnormal behavior
•Posing mind puzzles (Why is it
impossible to tickle yourself?)
•Analyzing temper tantrums using
principles of reinforcement
Do students understand how the parts fit together?
ACTION VERBS

ANALYZE
EXPLAIN
DIFFERENTIATE
SHOW HOW

DIAGRAM

BREAK DOWN

RELATE



22
Examples:
•Diagram the processes and stages of memory.
•Explain how an action potential is generated.
•Explain how the sympathetic and
parasympathetic nervous systems relate to each
other?
•How do the three mental structures in Freud’s
theory of personality relate to each other?
•Diagram the diathesis-stress model and show
how it helps explain the development of
schizophrenia.
•Analyze how cocaine affects the brain at the
neurotransmitter level.
Matrix Learning:
Learning Relational Connections between Concepts by
Organizing Information in Rows and Columns
–
Examples include seating charts, concept charts,
multiplication tables, time schedules, etc.
Network Learning:
Learning Sequential Relationships by Using Schematic Diagrams
–
A system of paths
that illustrate
sequential
relationships
–
Examples include
flow charts, flight
paths for an airline,
friendship patterns
in a school
–
Examples in
introductory
psychology include
stages of memory
and the diathesisstress model
Hierarchical Learning
Learning Ordered Relationships Between Concepts



A branching structure showing an organizational framework
Organized in ordered relationships consisting of superordinate and
subordinate concepts
Examples include organizational charts of the nervous system and
long-term memory
Visual Metaphor in a Hierarchical Form
Creating Knowledge Structures through
Concept Mapping
28
29
30
5. Evaluating (Evaluation)
How do we help students
evaluate the worth or value of
psychological concepts and
theories?
How do we help them become
critical thinkers?
Definition: Demonstrate ability to
judge or assess the worth of
something in relation to a
standard or criterion; to appraise
worth or value
Instructional techniques:
•Use critical thinking exercises that challenge students
to weigh evidence and construct rival hypotheses to
claims on TV or other media (e.g., perform a rigged
ESP demonstration and ask students to generate
alternative explanations)
•Hold a YouTube day in class (debunking claims in
online video clips about ESP, trance hypnosis, etc.)
•Weigh the significance of psychological research:
Why does it matter in our daily lives?
•Require class assignments in which students compile
and critically review information about topics of interest,
using Wikis, video projects, and personal journals or
blogs
Can students evaluate the value or worth of
psychological theories and principles?
Examples:
•Write a critique of Freud’s model of
personality.
ACTION VERBS

EVALUATE
JUDGE
APPRAISE
COMPARE AND
CONTRAST
CRITIQUE

DEBATE




•Evaluate the effectiveness of
psychotherapy in the light of evidence.
•Evaluate the value of the DSM system.
•Compare and contrast the James-Lange,
Cannon-Bard, two-factor model, and dual
pathway models of emotions.
•Evaluate Piaget’s legacy.
•Appraise the value of antidepressants in
treating depression.
32
6. Creating (Synthesis)
 How do we help students
apply psychological
knowledge in creative ways?
How do we help them take
multiple perspectives into
account to explain complex
phenomena?
Objectives


Creating: Demonstrate the ability to
bring something unique into being
Synthesis: Demonstrate the ability
to combine elements into a single
whole or unified structure (opposed to
analysis).
Instructional techniques:
•Set up groups of students to propose ways of applying
psychological theories and concepts to address problems
such as reducing prejudice, combating substance abuse,
living healthier lives, etc.
•Explore overriding perspectives in psychology, such as
using the biopsychosocial model to explain psychological
disorders based on multiple factors and their interactions
(e.g., genetic-environmental interactions)
Can students pull information together to create novel
applications or solutions to a problem?
Examples:
ACTION VERBS









34
EXPLAIN
CREATE
IMAGINE
PROPOSE
INVENT
MODIFY
REORGANIZE
SYNTHESIZE
FORMULATE
•Set up a class exercise in which groups of students compete
with each other to propose ways of applying the contact
hypothesis to improve inter-group relations on campus.
•Assign a writing project in which students write a research
proposal based on testing a theoretical position.
•Have students propose a new psychological test or measure of a
psychological construct (e.g., anxiety) and how they would
validate it.
•Were Freud alive today, imagine what he might say about
cognitive behavior therapy.
•Set up groups of students to formulate hypotheses incorporating
risk factors and moderators and mediators to explain negative
outcomes such as divorce, obesity, and drug abuse.
The Challenges
What do we want our students to learn?
How do we know what they are learning?
3 / 35
Why We Became Teachers
It certainly wasn’t for the money. . .
Source:
college_prof_football_coach_salaries.gif
Graph comparing college professors'
and college football coaches' average ...
joeydevilla.com
AND it certainly wasn’t
for this. . .
Which can lead to this. . .
Or maybe this (well, maybe not). But
grading papers does feel like a prison
at times.
There’s got to be an easier way to
make course evaluation yield more
gain and less pain.
•Source: Black Hills State University
Why measure learning outcomes?



To determine what our students are learning. Are our students acquiring
the knowledge and skills we expect them to learn?
To improve learning. Knowledge from course assessments can inform how
we teach and how we help our students acquire knowledge we expect them to
acquire.
To meet accreditation standards. Course assessments provide data we can
provide to accrediting bodies, such as state education departments, regional
accrediting agencies, and professional organizations such as APA.
–
We live in an age of accountability in which regular assessment of learning outcomes
is an important tool in the accreditation process.
Background Reading
Using Psychology to Teach Psychology:
The Four E’s of Effective Learning
1.
2.
3.
4.
Engage student interest
Encode important
information
Elaborate meaning
Evaluate progress
3 / 44
The Four E’s of Effective Learning
3 / 45

Source: Center for Teaching and Learning, Brigham Young University
360 Action Learning Verbs:
Find the Verbs that Match Your Learning Goals
The IDEA MODEL. . .
A Simpler Model Based on Four Key Skills:
Identify . . .Key figures in psychology and parts of
the body
Describe or Define. . Key terms and concepts
Evaluate or Explain. . . Underlying processes and
mechanisms
Apply. . . Concepts to examples
Integrated Course Assessment
Guided by three key principles. . .



Make it seamless
Make it sensible
Make it work (without requiring a lot of extra
work)
APA Guidelines for the
Undergraduate Psychology Major
Undergraduate Psychology Learning Goals
and Outcomes
Approved by APA Council, August 2006

The Guidelines for the Undergraduate Psychology Major provides
details for 10 suggested goals and related learning outcomes for the
psychology major, grouped into two major categories:

I. Knowledge, Skills, and Values Consistent with the Science and
Application of Psychology

II. Knowledge, Skills, and Values Consistent With Liberal Education
That Are Further Developed in Psychology

Each of these categories contains five goals:
APA Learning Goals 1-5

I. Knowledge, Skills, and Values Consistent with the Science and
Application of Psychology
–
–
–
–
–
–
–
–
–
Goal 1: Knowledge Base of Psychology
Students will demonstrate familiarity with the major concepts, theoretical perspectives,
empirical findings, and historical trends in psychology.
Goal 2: Research Methods in Psychology
Students will understand and apply basic research methods in psychology, including
research design, data analysis, and interpretation.
Goal 3: Critical Thinking Skills in Psychology
Students will respect and use critical and creative thinking, skeptical inquiry, and,
when possible, the scientific approach to solve problems related to behavior and
mental processes.
Goal 4: Application of Psychology
Students will understand and apply psychological principles to personal, social, and
organizational issues.
Goal 5: Values in Psychology
APA Learning Goals 6-10

II. Knowledge, Skills, and Values Consistent With Liberal Education That
Are Further Developed in Psychology
–
–
–
–
–
–
–
–
–
Goal 6: Information and Technological Literacy
Students will demonstrate information competence and the ability to use computers
and other technology for many purposes.
Goal 7: Communication Skills
Students will be able to communicate effectively in a variety of formats.
Goal 8: Sociocultural and International Awareness
Students will recognize, understand, and respect the complexity of sociocultural and
international diversity.
Goal 9: Personal Development
Students will develop insight into their own and others’ behavior and mental
processes and apply effective strategies for self‐management and self‐improvement.
Goal 10: Career Planning and Development
Hey, what’s the new IDEA in
integrated course assessment?
The IDEA Model. . .
Maps
APA learning goals and outcomes to learning
objectives
Uses action verbs to measure learning objectives and
acquired skills
Integrates Bloom’s taxonomy with APA learning goals
and outcomes
Keys exam questions to learning outcomes and acquired
skills
Provides feedback about student mastery of learning
objectives and types of acquired skills
The IDEA Model of Course Assessment™
Integrating the IDEA Model with Bloom’s Taxonomy
Bloom’s Taxonomy
Identify. . key figures in psychology, parts of the nervous system, etc.
Define or Describe. . . key concepts, key features of psychological theories, etc.
Evaluate or Explain. . . underlying processes and mechanisms.
Apply. . . psychological concepts to real-world examples.
To learn how to apply the IDEA Model in class, contact me at: [email protected]
THE IDEA MODEL™ OF COURSE ASSESSMENT
Integrating APA Learning Goals with Bloom’s Taxonomy
Skill Level in Bloom
Taxonomy
(Original/Revised
Model)
Knowledge/Remembering
Learning
Objectives
Active Learning
Verbs used to
Measure Skills
Acquired
APA Learning Goal 1:
Knowledge Base of
Psychology
Examples: Memory

Define key terms
Describe key
concepts
Identify parts of the
nervous system,
key figures in
psychology, etc.
Define/Describe
Application/Applying
Apply concepts to
examples
Apply

Analysis/Analyzing
Evaluate theoretical
concepts
Explain underlying
mechanisms or
processes
Evaluate scientific
evidence
Evaluate/Explain

Comprehension/Understanding
Synthesis/Evaluating
Evaluation/Creating
Identify. . . Define or Describe. .

Identify




Describe basic processes and
stages of memory.
Describe types of long-term
memory.
Identify methods of
measuring memory.
Identify key brain structures
involved in memory.
Apply knowledge of how
memory works to powering
up your memory.
Evaluate the reliability of
eyewitness testimony.
Explain the difference
between maintenance
rehearsal and elaborative
rehearsal.
Explain why the concept of
recovered memory is
controversial.
The IDEA Model™
. Evaluate or Explain. . . Apply . . . knowledge of psychology
The IDEA Model™ of Course Assessment. . .



Maps learning objec tives to APA learning goals and Bloom’s taxonomy
Uses ac tive learning verbs to measure learning outc omes
Keys test items to learning outc omes
APA Learning Goal 1.
Knowledge Base of Psychology: Memory
SubGoals
1. Demonstrate knowledge of processes and
stages of memory
2. Demonstrate knowledge of theories of
forgetting, methods of measuring
memory, and types of amnesia
Learning Objectives
Keyed Test Items
Describe the basic processes and stages of memory.
1, 2, 3, 6, 7, 9, 11, 13
Describe the different types of long-term memory.
4, 10, 12, 14, 15
Explain the roles of the semantic network model and levelsof-processing theory in memory.
17, 18, 19, 20
Explain the difference between maintenance rehearsal and
elaborative rehearsal.
23, 26, 28, 30
Apply constructionist theory to explain memory distortions.
37, 38, 41
Evaluate the reliability of eyewitness testimony.
45, 46, 47
Explain why the concept of recovered memory is
controversial.
49, 50, 51
Describe the major theories and factors in forgetting.
57, 59, 61, 62, 63, 64, 66, 68
Identify different methods of measuring memory.
71, 72, 74
Describe the features of two major types of amnesia.
79, 80, 83,84
Examples of Coded Test Items in IDEA Model™
Foundations of Modern Psychology
Identify. . .
Wundt is to ______ as James is to ______.
A) structuralism; Gestalt
B) structuralism; functionalism
C) behaviorism; Gestalt
D) behaviorism; functionalism
E) functionalism; psychoanalysis
Define or Describe. . .
Psychology is best described as a science that studies
A) The role of the mind in explaining behavior
B) How the mind controls our behavior
C) Observable behavior only
D) Mental processes only
E) Behavior and mental processes
Evaluate or Explain . . . .
Psychology is a scientific discipline in that it focuses on
A) the pursuit of truth, not simply opinion.
B) testing opinions and assumptions in the light of evidence.
C) systematically building theories to explain phenomena.
D) behavioral, as opposed to mental, processes.
E) accumulated wisdom of scholars.
Apply . . .
Animal trainer Bob Jeffers uses rewards to teach his animals to perform circus tricks. Jeffers's techniques
are based on principles from which school of psychology?
A) Behaviorism
B) Structuralism
C) Psychodynamic
D) Functionalism
E) Humanism
Need to Ground Pedagogy in
Psychological Science
Traditionally,
pedagogical features in college textbooks
development was driven by marketing concerns, not scientific
research
To
date, little research has been conducted to evaluate
effectiveness of pedagogical techniques used in class and
psychology textbooks
Textbook
developers and instructor need to draw upon
knowledge base in cognitive psychology
Current Study:
Item Analysis of IDEA Model
STUDY DESIGN:

Participants: Two introductory psychology courses at St. John’s University,
comprising 144 students, 62 males and 82 female, mostly freshmen

Method: Item analysis based on student performance on three non-cumulative
multiple choice exams, with test items coded by type of acquired skill (Identify, Define
or Describe, Apply, and Evaluate). Items drawn from textbook test-item file.

Outcome measure: Student performance on each item type aggregated across the
three exams.

Interrater Reliability: 90% concordance in blind interrater agreement study.

Item Analysis:
Computation of item type difficulty level and discriminability
Results: Internal Consistency
–
Kuder-Richardson 20 coefficients:

Range from .75 to .86 for item types (I, D, E, and A type
questions), demonstrating adequate internal consistency for all
item types.
Also, intercorrelations among item types were high (rs = .69 to .83),
which is suggestive of an underlying factor of general cognitive
ability.
Results: Item Difficulty
–
Consistent with the Bloom taxonomy, “E” questions
(Evaluate or Explain) proved to be more difficult than “I
“(Identify), “D” (Define or Describe) , and “A“ (Apply)
questions.
–
Also consistent with Bloom’s taxonomy, “A” questions were
more difficult than “D” questions.
–
“I” questions were more difficult than “D” questions.
–
Average difficulty levels for the four item types fell within a
moderate range of difficulty (range = .53 to .64).
Item Difficulty
Identify
Define/Describe
Evaluate/Explain
Apply
Item Type
0
0.2
0.4
0.6
Difficulty Level
0.8
Results: Discrimination Index

The higher the discrimination index, the better the items are in
discriminating between poorer and better students
> .20 for marginally good discriminability
> .30 for reasonably good discriminability

“Evaluate” and “explain” questions were not only the most
difficult items, but were also the best discriminating items:
–
–
Highest item discrimination index overall (.33)
Highest percentage of items (61%) reaching .30 criterion of
reasonably good discrimination
Discrimination Index
Identify
Define/Describe
Evaluate/Explain
Apply
Item Type
0
0.1
0.2
0.3
Discrimination Index
0.4
Item Analysis (contd.)


Summary:

The action verbs used in the present study comprised skills relating to identifying,
defining or describing, evaluating or explaining, and applying knowledge of basic
concepts in psychology.

Exam performance demonstrated that higher level cognitive skills represented by
action verbs evaluating and explaining were the most difficult for students to acquire
and also the best discriminating items.
Take-Away Message:
–
The IDEA model allows instructors to integrate APA learning goals with course
examinations by coding test items that measure acquired skills consistent with learning
objectives.
–
The IDEA Model provides a heuristic framework for evaluating areas of relative strength
and weakness in acquired skills in college coursework organized within a hierarchical
model of learning goals (Bloom’s taxonomy).
–
By identifying skills deficiencies, instructors can tailor teaching strategies to strengthen
these types of learning outcomes.
Four Key Steps for Mapping Active Learning
Verbs to Learning Outcomes
Step 1. . .
Determine the skill set you would like your
students to acquire in a particular course
•
Specify learning objectives for each text chapter
or instructional unit
Step 2 . . .
Select learning verbs to measure skills you
want to assess
•
Use action verbs to frame learning objectives
Step 3 . . .
Key course exams to learning objectives and
action verbs
–
–
Write items for each type of action verb
Use textbook test-item file (you may need to
retrofit key items to particular learning verbs)
Step 4 . . .
Measure student performance on exams to
evaluate student competencies
•
•
•
Use machine-scored (Scantron) forms to break down
performance on each acquired skill (e.g., Identify . . .
Define or Describe . . . Evaluate or Explain . . Apply)
Basic Scantron system can be set up to provide four
subtest scores (I,D,E,A), two on front and two on back of
standard Scantron form
Advanced Scantron system connected to computer can
generate any combination of subtest scores
Step 5. . .
Use course outcome data to measure student
progress and identify areas requiring
further improvement
•
Rinse and repeat each semester or academic
year
Sample of Prior Research
Project
Design
Key Finding(s)
Textbook modularization
study
(comparing traditional text with
modular format)
A randomized, counterbalanced
design in which students read
two text passages, one
presented in a modularized
format and the other presented
in a narrative format.
Students who preferred the
modular approach performed
significantly better on the
accompanying quiz when they
had read the material in their
preferred format .
A randomized, counterbalanced
design in which students read
two text passages, one with
concept signaling and the other
without.
Concept signaling improved
student performance on test
items measuring knowledge of
key concepts. No differences
were found for non-signaled
(surrounding) material.
Source: Nevid & Carmony,
2002, Teaching of Psychology
Concept Signaling Study
(highlighting key concepts in
margins of text)
Source: Nevid & Lampmann,
2003, Teaching of Psychology
75
Sample References from the
St. John’s University Pedagogy Research Program

Nevid, J. S., & Carmony, T. M. (2002). Traditional versus modular format in presenting textual
material in introductory psychology. Teaching of Psychology, 29, 237 – 238.

Nevid, J. S. (2003, September). Helping students get the point: Concept signaling as a
pedagogical aid. Paper presented at the conference, Taking Off: Best Practices in Teaching
Introductory Psychology, Atlanta, GA.

Nevid, J. S., & Lampmann, J. L. (2003). Effects on content acquisition of signaling key concepts in
text material Teaching of Psychology, 30, 227-229

Nevid, J. S. (2004, January). Graphing psychology: The effective use of graphs and figures in
teaching introductory psychology. Invited address at the presented at the 26th Annual National
Institute on the Teaching of Psychology, St. Petersburg, FL.

Nevid, J. S. (2004, February). Evidence-based pedagogy: Using research to find new ways to
help students learn. Invited closing address presented at the 11th Midwest Institute for Students
and Teachers of Psychology (MISTOP), Glen Ellyn, IL.
3 / 76
Sample References (contd.)

Nevid, J. S., & Forlenza, N. (2005). Graphing psychology: An analysis of the most commonly
used graphs in introductory textbooks. Teaching of Psychology, 32, 253-256.

Nevid, J. S. (2006, February). In pursuit of the “perfect lecture.” APS Observer, Teaching Tips,
Vol. 19(2).

Nevid, J. S., & Blitzer, J. R. (2006, August). Educational benefits of mastery quizzes as
signaling devices. Poster presented at the annual meeting of the American Psychological
Association, New Orleans, LA.

Nevid, J. S., & Mahon, K. (2009). Mastery quizzing as a signaling device to cue attention to
lecture material. Teaching of Psychology, 36, 29-32.

Nevid, J. S. (2009/2010, Winter). Reaching and teaching millennial students. Psychology
Teacher Network, 19 (4) pp. 1, 3, 4.

Nevid, J. S. (2011, May/June). Teaching the millennials. APS Observer, Teaching Tips, 24(5),
153-156.

Nevid, J.S., McClelland, N., & Pastava, A. (2011, August). Using action verbs as learning
outcomes in introductory psychology. Poster to be presented at the meeting of the American
Psychological Association, Washington, DC.
Three Common Problems Instructors
Often Face
3 / 78
Poor Attendance
3 / 79
Late for Class
3 / 80
Inattention
3 / 81
Mastery Quizzing Study

What is Mastery Quizzing?
–
–
–

Ten, pre-post quizzes during the semester of specific concepts discussed
during class
Students have two chances to get the right answer and earn credit toward final
grade—at the very beginning of class and at the end
Mastery quizzing provides incentives for attendance, punctuality, and attention
Participants: Introductory psychology class comprising 61 students, 44 women,
17 men, mostly freshmen

Method: Analyzed student performance on course exams, disaggregated by
signaled concepts (concepts tested in mastery quizzes), related concepts (other
concepts discussed on mastery quiz days), and non-signaled concepts (control
concepts discussed on other days).
Mastery Quizzing Study


Results:
–
Students showed significant improvement in knowledge of mastery quiz content as
assessed by pre-post lecture comparisons.
–
Credits earned on mastery quizzes predicted performance on course examination
questions measuring signaled concepts and other concepts from lectures on days
mastery quizzes were administered, but not on unrelated concepts (control concepts)
Take-Away Message:
–
Mastery quizzing cues students to attend to important concepts discussed in class,
and provides incentives for coming to class, coming on time, and paying attention.
Citation: Nevid, J. S., & Mahon, K. (2009). Mastery quizzing as a signaling device to cue
attention to lecture material. Teaching of Psychology, 36, 1-4.
Thank you!
Please share with me your ideas about teaching psychology:
[email protected]
3 / 84