Week
1

Introduction

Pre assessment about what is most important or adaptive with regard to cognition, motivation, and assessment.

1-2

Research

Hudson-Barr (2004); Methods & Threats to Validity Handout; MacKinnon (2011)*

Quiz I

Basic Cognition

2-3

Sensory Memory

Bruning, Schraw, & Norby (2011), Ch. 2; Baijal & Gupta (2008)*
Information Processing Model PP

Attention

Working Memory

3

Long Term Memory

Bruning, Schraw, & Norby (2011), Ch. 3

4-5

Encoding

Bruning, Schraw, & Norby (2011), Ch.4 (pp. 65-79); IES (2007)*

Advanced Cognition

6

Problem Solving (problem based learning)

PBL Primer

6

Critical Thinking

Halpern (1998)*

7

Meta-Cognition

Bruning, Schraw, & Norby (2011), Ch.4 (pp. 79-89)

7

Expertise

Ericsson & Ward (2007)*

7-8

Task Strategies

Student Mini-Seminars

Quiz III

8

Motivation

Zimmerman (2002)*
SR Model Tables

Task Analysis

9

Interest

Hidi & Renninger (2006)
Phases of Interest Tables

9

SDT

Ryan & Deci (2000)*; SDT Continuum

9-10

ExV

Eccles & Wigfield (2002; pp. 118-121, THE ECCLES ET AL. EXPECTANCY-VALUE MODEL)

10

Attribution

Stipek (1998; pp. 61-69)*
Attribution handout

10

Self-Efficacy

http://serc.carleton.edu/NAGTWorkshops/affective/efficacy.html
(extra: http://www.uky.edu/~eushe2/Pajares/self-efficacy.html#sct)

11

Goal Setting

Locke & Latham (2002)*

    Implementation

Strategies

Refer to previous readings on task strategies.

11-12

Monitoring

Reid, Trout, & Schartz (2005)*; Also includes classroom assessment below.

    Evaluation

Quiz IV

13

Classroom Assessment

Roediger, Putnam, & Smith (2011)* (Identify 2 of the 10 benefits you are most skeptical of and provide questions to articulate your skepticism, i.e. the c of your a,b,c questions)
Bloom's taxonomy
Assessment typology

13

Pre-Assessment

14

Formative Assessment

Black & Wiliam (1998)*

14

Summative Assessment

Test formats handout
Evaluation criteria summary table
Difficulty & discrimination practice

Final Exam