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Deviance Assessment & Reasoning

Deviance Assessment & Reasoning

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Published by Grace Barker
This assignment was created for an Educational Psychology course on assessment.
This assignment was created for an Educational Psychology course on assessment.

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Published by: Grace Barker on Dec 05, 2012
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Grace BarkerEPSY 485- De La RueNovember 20, 2012
1. Context
I am teaching ina micro-urban high school. The school is located near downtownChampaign, IL. There are about 25 students in the class. The class is about 50%Caucasian, 40% African American, and 10% Hispanic/Latino. There are two students inthe class that have 504 plans, and no students with IEPs. Some of the students comefrom troubled households, and one student has recently been released from jail.My students are juniors and seniors in high school. They are all enrolled in Introductionto Sociology at the high school. According to my cooperating teacher, half of thestudents are taking the course as an introduction to a college-type course. Thesestudents are college bound, and know that they will have to have some type of sociology as part of their college curriculum. The other half of the class are students were guided by their counselors to enroll in the class. These students often come to the class the first
 week with the idea that the course will be a “blow off”, as it is an elective course, and not
required.
2. Unit of Study 
The unit we are working on is entitled
 Deviance in Context 
. Over the next three weeks,students will discuss the topic of deviance and its role in our society. Essential questionsthat students will explore throughout the unit include: What is deviance? What makesan action deviant? Who does deviance affect? Is an activity deviant no matter whocommits the act? Is one particular act considered deviant in all societies?I have also created two learning objectives from this unit to be used in the assignments
presented. They are developed from the ILS Standards (Bloom’s Taxonomy in
parentheses):1.
 
Students should be able to define the concept of deviance as well as a deviant
act’s context. They should be able to explain why an act is considered deviant and
 why the act goes against societal norms as well as the different types of deviance.(knowledge, comprehension, application, analysis)2.
 
Students will be able to complete a social experiment and analyze the datareceived to think critically about the information and draw out well-thoughtconclusions from the data. (knowledge, comprehension, application, analysis,evaluation)3.
 
Students will understand the concept of structural functionalism. Students willalso be able to discuss how structural functionalism relates to the concept of deviance. (understanding, application)
 
3. Assessment During Instruction Activity:
 Directions: Use the information you have learned today to answer the followingquestions. This assignment should be done individually. Have questions about what we learned? Ask me!
 
 
1.
 
 Which of the following acts is NOT a deviant action?a.
 
Robbing a bank  b.
 
Sitting down on the mall escalator
c.
 
Breathing
d.
 
Singing by yourself loudly in public2.
 
True or False: A hypothesis is only needed for science experiments, and notneeded for social experiments.
False
 3.
 
On a scale from 1-10 with 1 being the least deviant and 10 being the most deviant,rate one of the following deviant acts: murder, driving under the influence,smoking, texting in class, and speeding. Why is the act deviant? Would the act be deviant if a high school student committed the act? Would the act be deviant if an elderly man did it? Please write your answer using complete sentences.
The student’s number scale choice does not matter, but should
coincide with their reasoning.. The student will be graded on theirability to express their comprehension of deviance. Some examples,like texting in class or speeding, are relative. The student must reflectthis in their scale choice as well as present both sides in their answer.
4.
 
 White-Collar Crime
is a type of deviant act that is motivated by money. It isa non-violent crime that includes the illegal gain of money.Possible answers: white-collar crime, organized crime, hate crime (choose ONE)5.
 
In your own words, what is the definition of structural functionalism? Based onthe definition you have provided, what role does it play in deviance? Please write your answer using complete sentences.
Structural functionalism is the sociological framework of a socialsociety. It examines the social structure and functions of a society. This
is important to the concept of deviance because deviance’s role changes
in each society. Knowing the structure and functions of a society canhelp one to decipher whether or not an action is considered deviant ineach society.
Evidence for Question 1:
The first question applies to the unit’s first learningobjective. This multiple choice question does not deeply assess the student’s greater
understanding of the context of deviance, but does allow me to gage whether or not
 
my students understand the basic concept of what deviance is and that just because
an act isn’t illegal does not mean that it is not deviant.Evidence for Question 2: The second question applies to the unit’
s second learningobjective.
This question measures the student’s basic k 
nowledge of the componentsof a social experiment. This is a reliable question, as there is only one possiblecorrect answer. Although one could argue that there are ways that some of theother possible answers could be considered non-deviant, the only true answer of anaction that is not deviant 100% of the time is breathing. The question also measures
the students’ basic understanding of the structure of a social experiment, which isimperative to their success on the unit’s final assessment, a project
including asocial experiment and a lab report.Evidence for Question 3:
This question addresses the higher levels of Bloom’s
Taxonomy in terms of the first learning objective. It is absolutely necessary for thestudents to come out of this unit with a better understanding of the context of deviance.
Previously in class, I turned the room into a “deviant scale” with one side
 being the least deviant and the other end of the room being the most deviant. Wediscussed each action and its rating as group. This short answer question allows meto gain a grasp as to where students are at in their understanding of deviancethrough the analysis of a deviant action. This question is valid because it does notgrade the student based on the scale score they assign to the action, but rather by the
student’s knowledge of how the action’s deviance level can be relative to the
context of when the action was committed. Students must somehow relay throughtheir answer that they understand the relativity of deviance through their reasoningfor the scores they have assigned.Evidence for Question 4:
The fourth question addresses the student’s ability to
apply their knowledge of the different types of deviance by asking them to fill in theproper type of deviance when given a definition. This question addresses thestuden
ts’ knowledge of the definition of white
-collar crime. At the same time, it
addresses the students’ ability to apply their knowledge of what a white
-collar crimeis by asking them to choose which type of crime best fits the description provided.Evidence for Question 5: The fifth question addresses the third learning objective.
The lower levels of Bloom’s Taxonomy are addressed through asking students tosimply define what structural functionalism is, based on the day’s lesson. This
provides the teacher with a basic assessment of how well the concept was taught
and defined in the day’s lesson. The question addresses the higher levels of Bloom’s
Taxonomy by asking students to further evaluate how structural functionalism
relates to the unit’s deviance th
eme. The student must justify how the definition of structural functionalism applies to deviance in all forms.I believe this to be a fair assessment because although it does rely on definitionsprovided by the book, these concepts have all been discussed as a group during the
lesson as well. Students’
comprehensions of these concepts were not solely onreadings, but also on classroom discussions and activities. In terms of reliability, I
plan on grading each student’s responses individually, paying clo
se attention to the

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