Test Bank for Educational Psychology: Reflection for Action, 3rd Edition by O’Donnell, Ree

Test Bank for Educational Psychology: Reflection for

Action, 3rd Edition by O’Donnell, Reeve, Smith

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Import Settings:
Base Settings: Brownstone Default
Information Field: Difficulty
Information Field: Section Ref
Information Field: Type
Highest Answer Letter: D
Multiple Keywords in Same Paragraph: No

Chapter: Chapter 9: Learning From Peers

Multiple Choice

1. In the peer learning literature, what does the concept of interdependence mean?

A) Students of similar abilities work together.

B) Students' accomplishment of goals are linked.
C) Students need to use each others' ideas.
D) Students' learning styles are used to pair them in their work.

Ans: B
Difficulty: Easy
Section Ref: Perspectives on Peer Learning
Type: Factual

2. Which of the following is the best example of negative interdependence?

A) Students are assigned to readers according to ability level.

B) The gymnastics team gets a score based on how well all members perform.
C) Each member of the math group works on reducing errors.
D) The highest score on the math quiz gets a gold star.

Ans: D
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual
3. Which of the following is the best example of positive interdependence?

A) Each student encourages other students to do their best.

B) Janell has won the fourth grade spelling bee.
C) Four students work together for a common grade on a science project.
D) Mrs. Jackson compliments all of the students in the algebra class for doing well.

Ans: C
Difficulty: Medium
Section Ref: Perspective on Peer Learning
Type: Conceptual

4. Which is the best description of the social-motivational approach?

A) The assumption that students help one another because they care about one another.
B) Homogenous groupings are necessary to minimize ability differences.
C) Engaging tasks tend to focus on higher level cognitive abilities.
D) Group rewards are based on individual productivity.

Ans: D
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

5. Which of the following is the best description of the Student Teams Achievement Division
(STAD) approach to cooperative learning?

A) The student that has gained the most in each group receives a reward.
B) The amount of award that students receive is based on their test scores.
C) Students are matched to one another based on a test given at the beginning of the unit.
D) Students contribute to the group by improving their performance during instruction.

Ans: D
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual
6. From the social-cohesion perspective, why do students help one another?

A) They are rewarded or recognized for the performance of the group as a whole.
B) They cannot achieve their goal unless everyone in the group does.
C) They care about one another.
D) They avoid experiencing cognitive conflict.

Ans: C
Difficulty: Easy
Section Ref: Perspectives on Peer Learning
Type: Conceptual

7. What has the highest priority in Learning Together and other approaches based upon the
social-cohesion perspective?

A) heterogeneous groupings
B) negative interdependence
C) providing recognition and rewards
D) social skills and team-building

Ans: D
Difficulty: Easy
Section Ref: Perspectives on Peer Learning
Type: Conceptual

8. Ms. Rivera wants to try out the STAD learning approach in her history class. She is
working on helping students understand that there are multiple interpretations of most historical
issues. According to the text, what might be a problem Ms. Rivera will encounter?

A) Students do not work well together in history classes.

B) STAD works best for lower level thinking skills.
C) Social cohesion approaches work best in social studies.
D) Students do not have the skills to understand material at this level.

Ans: B
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

9. Which of the following is the best description of meta-analysis?

A) A goal is provided and learners must then decide how to reach the goal.
B) The results from a number of similar studies are statistically summarized.
C) Students reflect on the results of their efforts at learning.
D) Teachers work together to develop the best approach to a lesson.

Ans: B
Difficulty: Easy
Section Ref: Perspectives on Peer Learning
Type: Factual

10. Which of the following is a key feature of a cognitive-elaboration perspective to peer

learning?

A) Peer elaboration is used to increase the performance of basic information-processing

activities.
B) Social skills and cooperation are emphasized as much as content.
C) Students are motivated to participate by working toward group recognition and reward.
D) Students help one another because they care about one another.

Ans: A
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

11. Mr. D'Ambosio is working on developing higher order skills with his students using a
cognitive elaboration approach. Which of the following pieces of information about his
students might be the most useful?

A) Level of interest in the new topics

B) How they respond to rewards and praise
C) Their prior knowledge and schemas
D) Their attitudes toward team building and social skills
Ans: C
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

12. What aspects of learning are important features in the success of scripted cooperation?

A) motivation and interest

B) rehearsal and elaboration
C) discipline and repetition
D) social relations and care

Ans: B
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Factual

13. What is a diffuse status characteristic?

A) Something that is not related to performance, but is believed to be.

B) The ability to work on multiple tasks at the same time.
C) Something that allows a person to work well with others.
D) A recognition that goes beyond the actual level of achievement.

Ans: A
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Factual

14. Piero is concerned that his 8th grade students don't really care about one another and as a
consequence his peer learning efforts are failing. Which approach to peer learning does Piero's
concern best represent?

A) social-motivational
B) social cohesion
C) cognitive elaboration
D) cognitive developmental
Ans: B
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

15. Mrs. Ng is helping Luis with his pronunciation skills in French. Luis is fairly good at
pronouncing sounds in isolation, but cannot string them together when trying to produce a
sentence. Mrs. Ng decides to break the sentences into phrases for Luis, so that he can try to
master a phrase at a time. What instructional concept is Mrs. Ng employing?

A) disequilibrium
B) diffuse status characteristic
C) meta-analysis
D) scaffolding

Ans: D
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

16. Jason is stuck while doing a titration in a chemistry lab. Mrs. Wolf gives him a hand in
using the equipment so he can complete the task. What is the best term to describe Mrs. Wolf's
actions?

A) accommodation
B) metacognition
C) problem solving
D) zone of proximal development

Ans: D
Difficulty: Medium
Section Ref: Tutoring
Type: Conceptual

17. Which of the following is characteristic of effective tutoring?

A) The tutor corrects student responses rapidly, not allowing misinformation to sink in.
B) The tutor takes time to explain matters clearly when a misconception is perceived.
C) The tutor encourages the student to ask questions.
D) The tutor engages in deep scaffolding with the student.

Ans: D
Difficulty: Medium
Section Ref: Tutoring
Type: Conceptual

18. Mrs. Rafferty has decided to implement a peer learning approach in her classroom. One of
her main goals is to get the students to work better together. What would be a concern of hers if
she chooses classwide peer tutoring (CWPT) for her classroom?

A) The main emphasis is social skill development.

B) Students are assigned to competing teams.
C) Students are never given the correct answer.
D) The more capable student tutors the less capable student.

Ans: B
Difficulty: Easy
Section Ref: Tutoring
Type: Conceptual

19. What is a participation structure?

A) The beginning of a team activity, where members work out their roles.
B) The nature of the task that students in a group are supposed to master.
C) The physical environment in which teams work.
D) The set of rules that define how a group will work.

Ans: D
Difficulty: Easy
Section Ref: Learning in Heterogeneous Groups
Type: Conceptual

20. Which of the following is an example of the jigsaw approach to peer learning?
A) A group is learning about the solar system, with individuals in the group assigned to become
experts on different planets, then teaching other students.
B) A tutor requires deep processing from his tutee on the topic of the role of veins in the
circulatory system before the tutee can move on to learn about the heart.
C) Students are asked what they think about animal rights, pair together to discuss it, then share
their conclusions with the class.
D) Student teams are given some of the pieces of a concept they are learning, and then must use
classroom resources to acquire the remaining pieces.

Ans: A
Difficulty: Difficult
Section Ref: Learning in Heterogeneous Groups
Type: Conceptual

21. In Mr. Baker's class, the students are arguing for a position on a debate to which they have
been assigned. They have been researching their arguments for about a week. When this
debate has finished, they will work together to come up with a consensus that each group
member will find acceptable. What is this instructional approach?

A) Group investigation
B) Classwide peer tutoring
C) Structured controversy
D) Debate process approach

Ans: C
Difficulty: Difficult
Section Ref: Learning in Heterogeneous Groups
Type: Conceptual

22. Which of the following is an example of a Webquest?

A) A communal database is established to which students post information they produce on the
topic of evolution, with any other student able to add their own comments to it.
B) Randall Knowles is a NASA scientist who is working with a fifth grade classroom to better
understand how x-ray telescopes work
C) Mrs. Jackson's students want to learn about the impact of AIDS. They use the Internet to
contact experts and search news sources to present the topic from personal, medical and financial
perspectives.
D) Students in Mr. Rosenberg's biology class are working with actual data sets involved with
the human genome project.

Ans: C
Difficulty: Medium
Section Ref: Collaboration and Technology
Type: Conceptual

23. Which is the best example of a stereotype threat?

A) Martin doesn't perform well on a French exam because Mrs. London said that she thinks
boys have more trouble learning French than girls.
B) Edward is the last to be picked for a team because the captain believes that short people
aren't good basketball players.
C) Mrs. Jackson presents ridiculous examples of stereotypes and their consequences to
desensitize students to such threats.
D) Sherry is having trouble with mathematics, and decides not to take calculus in the 12th
grade.

Ans: A
Difficulty: Medium
Section Ref: Influences on Effectiveness in Heterogeneous Groups
Type: Conceptual

24. Cooperative and peer learning activities primarily involve children working together on
tasks. The teacher in a cooperative learning setting also has many roles. Which of the
following is not a role for a teacher in a cooperative learning setting?

A) Preparer of learning activities

B) Community builder
C) Task developer
D) Team participant

Ans: D
Difficulty: Easy
Section Ref: Learning from Peers: Practices for Learning
Type: Factual
25. What is one of the characteristics of a good task for a cooperative learning activity?

A) Appropriate level of difficulty

B) Something different than is normally done in class
C) Promotes negative interdependency
D) Minimizes cognitive-elaboration processes

Ans: A
Difficulty: Medium
Section Ref: Learning from Peers: Practices for Learning
Type: Conceptual

True/False

26. A social-motivational approach to creating interdependence relies on the use of rewards or

recognition for group productivity.

Ans: True
Difficulty: Easy
Section Ref: Perspectives on Peer Learning
Type: Factual

27. Positive interdependence is a condition that exists when in order for one person to succeed,
others must fail to reach their goals.

Ans: False
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Factual

28. Team building is an underlying focus of the social-motivational approach.

Ans: True
Difficulty: Easy
Section Ref: Perspectives on Peer Learning
Type: Conceptual

29. In a cognitive-elaborative approach to peer learning, peer interaction is used to amplify

activities such as encoding and activation of schema.

Ans: True
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

30. The STAD program is an example of a cognitive-elaborative approach.

Ans: False
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

31. Scripted cooperation involves students taking turns summarizing information and critiquing
these summaries in an attempt to make new information memorable.

Ans: True
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

32. Vygotskyan theory emphasizes the interaction of the child with the physical environment,
and the resolution of disequilibrium.

Ans: False
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual
33. According to Piagetian theory, to help students experience cognitive change and growth, a
teacher should avoid cognitive conflict.

Ans: False
Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

34. Scaffolding means providing support and tutelage during interactions with a teacher or
tutor.

Ans: True
Difficulty: Easy
Section Ref: Perspectives on Peer Learning
Type: Factual

35. A jigsaw involves having students within a group develop expertise within a sub-topic to
become expert on, and then having them teach others within their group.

Ans: True
Difficulty: Easy
Section Ref: Learning in Heterogeneous Groups
Type: Factual

Essay

36. Compare and contrast positive and negative interdependence. What are their similarities
and differences?
Ans: The two concepts are similar in that they both have to do with groups of individuals and
how their goal accomplishments are linked together. They differ in that in positive
interdependence, the success of each individual depends upon the success of the group, whereas
in negative interdependence, when one individual accomplishes a goal (winning, or being the
best), the others cannot.

Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

37. Think about the a grade level and subject matter that you might want to teach. Describe a
task that you would develop for your students from a social-motivational perspective such as
Student Teams Achievement Division (STAD) or Cooperative Integrated Reading and
Composition (CIRC). Describe the characteristics and activities involved in the task that make it
clearly a social-motivational approach.
Ans: The answer can be in any subject matter and at any grade level, but should include the
notions that groups are heterogeneous, cooperative, that interdependence is fostered using
recognition and reward in response to group performance, and that there is individual
accountability.

Difficulty: Hard
Section Ref: Perspectives on Peer Learning
Type: Conceptual

38. Luis is teaching fifth grade and has been reading about the social-motivational and
social-cohesion perspectives on peer learning. There are aspects of both that he really likes.
He is wondering whether he can combine the two in his classroom. Do you think he can, or
not? What are the similarities and differences that would facilitate or hinder such an attempt on
Luis' part? You can argue for a combined approach or against it, but you must provide solid
reasons for your choice.
Ans: The answer can go either way, but the student needs to lay out the fundamental issues.
Both approaches use peer cooperation to a degree, but the social-motivational approach also uses
competition. If the student can minimize the negative effects of competition while maintaining
its positive effects, then a good answer along those lines can be crafted. Students also should
recognize the notion that the two approaches are working toward fundamentally different goals.
A good answer will be cognizant of the inherent difficulties of Luis's desire to use both.

Difficulty: Hard
Section Ref: Perspectives on Peer Learning
Type: Conceptual
39. Martha has asked her friend Diane to come and observe her classroom. She has been
trying to adopt a more cognitive-development approach to teaching, and she wants some
feedback on her progress. What sorts of things should Diane be looking for in order to best help
her friend?
Ans: The answer to this question should include concepts of assimilation, accommodation,
cognitive conflict, conceptual change teaching, scaffolding, or other Piagetian and/or Vygotskian
concepts.

Difficulty: Hard
Section Ref: Perspectives on Peer Learning
Type: Conceptual

40. Pedro really likes the cognitive change model of teaching. He has found that it is
particularly appropriate for his high school physics class. Why do you think this approach
might be useful in this setting?
Ans: Students often have entrenched misperceptions about concepts in physics. A cognitive
change model will bring out these misconceptions and use them to bring students to more correct
and fuller understandings of the issues.

Difficulty: Hard
Section Ref: Perspectives on Peer Learning
Type: Conceptual

41. This chapter presents a wealth of different approaches to peer learning. Pick a grade level
and subject matter that is of interest to you and select a peer learning approach that you think
would be particularly effective at this grade and for this subject. Focus your answer on the
details and specifics of the approach and relate it to what you know about the children and
subject under consideration.
Ans: This question allows for substantial latitude in terms of an answer, but the key to a good
answer is the clear linkage between the characteristics of the peer learning approach chosen and
the characteristics of the children and the subject matter that the approach is being used for.

Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Conceptual

42. How do researchers investigate instructional research via meta-analysis? Describe the
basic approach to meta-analysis and present and discuss one example of its use from the research
literature discussed in the text.
Ans: Meta-analysis is a combination of literature review and statistical analysis that allows
researchers to combine the results of a number of studies and come up with a quantitative
assessment of the efficacy of a particular approach. Slavin used meta-analysis to look at the
efficacy of cooperative learning approaches.

Difficulty: Medium
Section Ref: Perspectives on Peer Learning
Type: Factual

43. Maria is a high school student who has volunteered to be a tutor for a seventh grade student
who is having difficulty in mathematics. She has come to you for some suggestions as to how
she might be most effective in her new role. Based on the research on tutoring, what help can
you provide to Maria?
Ans: The research on tutoring emphasizes the role of scaffolding that should occur through
frequent interaction between the tutor and the tutee. Tutors must continue to probe and prompt
tutees. Also, the notion of deep-scaffolding to help with underlying processes should be
emphasized in the answer.

Difficulty: Medium
Section Ref: Tutoring
Type: Conceptual

44. Honoria likes the approach of using structured controversy for teaching in her high school
history class. What are the strengths of this approach that make it particularly appropriate for
such a class?
Ans: The discipline of history naturally lends itself to controversy. It allows for instructional
activities that have students engaging in open discussion in which they argue for their position
and rebut attacks on it, reversing perspectives and presenting the opposing position, and finally
working to reach a consensus.

Difficulty: Hard
Section Ref: Learning in Heterogeneous Groups
Type: Conceptual

45. Imagine that you are teaching a unit on global warming. Contrast how you might teach
this unit with Kagan's think-pair-share structural approach to Aronson's jigsaw technique. What
would be similar and what would be different in your approach?
Ans: Kagan's think-pair-share approach is a simpler and more teacher-centered approach to
Test Bank for Educational Psychology: Reflection for Action, 3rd Edition by O’Donnell, Ree

instruction. Students are paired for purposes of reflecting on and discussing material that has
been presented to them. They then share their understandings with the class. In Aronson's
jigsaw approach, the focus is more student-centered. Students have to research an issue with a
group of other students, and then bring their research results and understandings back to an
original group of students to share their knowledge.

Difficulty: Hard
Section Ref: Learning in Heterogeneous Groups
Type: Conceptual

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