آزمون ها و تست های روانشناسی - مرکز مشاوره خانواده روانشناسی ندای مهر

Differential Loneliness Scale – short student version

Differential Loneliness Scale – short student version (Schmidt & Sermat‚ 1983)

Instructions: For each statement‚ decide whether it describes you or your situation or not. If it does seem to describe you or your situation‚ mark it TRUE (T). If not‚ mark it FALSE (F). If an item is not applicable to you because you are currently not involved in the situation it depicts‚ e.g.‚ a current romantic or marital relationship‚ then mark it FALSE (F).

1.*	I feel close to members of my family.	T	F	Fam
2.*	I have a lover or spouse (boyfriend girlfriend husband or wife) with whom I can discuss my important problems and worries.	T	F	R/S
3.	I feel I really do not have much in common with the larger community in which I live.	T	F	Gr
4.	I have little contact with members of my family.	T	F	Fam
5.	I do not get along very well with my family.	T	F	Fam
6.*	I am now involved in a romantic or marital relationship where both of us are making a genuine effort at co-operation.	T	F	R/S
7.*	I have a good relationship with most members of my immediate family.	T	F	Fam
8.	I do not feel that I can turn to my friends living around me for help when I need it.	T	F	Fr
9.	No one in the community where I live seems to care much about me.	T	F	Gr
10.*	I allow myself to become close to my friends.	T	F	Fr
11.	I seldom get the emotional security I need from a good romantic or sexual relationship.	T	F	S/R
12.	I feel that I have Aroots@ ( a sense of belonging) in the larger community or neighbourhood I live in.	T	F	Gr
13.	I do not have many friends in the city where I live.	T	F	Fr
14.	I do not have any neighbours who would help me out in a time of need.	T	F	Gr
15.*	I get plenty of help and support from my friends.	T	F	Fr
16.	My family seldom really listens to what I say.	T	F	Fam
17.	Few of my friends understand me the way I want to be understood.	T	F	Fr
18.*	My lover or spouse senses when I am troubled and encourages me.	T	F	R/S
19.*	I feel valued and respected in my current romantic or marital relationship.	T	F	R/S
20.*	I know people in my community who understand and share my views and beliefs.	T	F	Gr

Note: Scoring on the scale is determined in the following way: For items with no asterisk next to the item number‚ each marking of T (TRUE) is given one point. For items with an asterisk‚ each marking of F (FALSE) is given one point. The scale measures loneliness in four types of relationships‚ namely romantic/sexual relationships (R/S)‚ friendships (Fr)‚ relationships with family (Fam)‚ and relationships with larger groups (Gr).

References

Schmidt‚ N. & Sermat‚ V. (1983). Measuring loneliness in different relationships. Journal of Personality and Social Psychology‚ 44‚ 1038-1047.

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15 مهر 1391

Webb Efficacy Scale

Webb Efficacy Scale

Instructions: Read each of the following paired statements: Determine if you

1. agree most strongly with the first statement

2. agree most strongly with the second statement

A teacher should not be expected to reach every child; some students are not going to make academic progress.

B. Every child is reachable. It is a teacher’s obligation to see to it that every child makes academic progress.

Circle one:

1. I agree most strongly with A

2. I agree most strongly with B

A. Heterogeneously grouped classes provide the best environment for learning.

B. Homogeneously grouped classes provide the best environment for learning.

Circle one:

1. I agree most strongly with A

2. I agree most strongly with B

A. My skills are best suited for dealing with students who have low motivation and who have a history of misbehavior in school.

B. My skills are best suited for dealing with students who are academically motivated and generally well behaved.

Circ1e one:

1. I agree most strongly with A

2. I agree most strongly with B

A. Low ability students should be encouraged to develop their vocational skills when they enter high school.

B. Low ability students should be encouraged to develop their academic skills when they enter high school.

Circle one:

1. I agree most strongly with A

2. 1 agree most strongly with B

A. Students who are not interested in education and who continually misbehave should be expelled from school until their attitudes improve.

B. Students who are not interested in education and who continually misbehave should be kept in school so that trained teachers can help such students to improve their attitudes.

Circle one:

1. I agree most strongly with A

2. 1 agree most strongly with B

A. Most of my low-ability‚ poorly motivated students will eventually graduate from high school.

B. Most of my low-ability‚ poorly motivated students will not graduate from high school.

Circle one:

1. I agree most strongly with A

2. 1 agree most strongly with B

A. When I let myself think about it‚ I experience anxiety because I can't really know for certain that I am making a difference in the lives of students.

B. When I evaluate my teaching I have a feeling of professional confidence because I know rather certainly that I am making a difference in the lives of my students.

Circle one:

1. I agree most strongly with A

2. 1 agree most strongly with B

*In Ashton‚ P. T.‚ Olejnik‚ S‚ Crocker‚ L. & McAuliffe‚ M. (1982). Measurement problems in the study of teachers' sense of efficacy. Paper presented at the annual meeting of the American Educational Research Association‚ New York.

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15 مهر 1391

Satisfaction with Life Scale

This page is maintained by Ron Okada‚ Emeritus Professor of Psychology‚ Faculty of Health‚ York University‚ Toronto‚ Ontario‚ Canada‚ M3J 1P3. Questions about this web site should be sent to این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید

Satisfaction with Life Scale (Diener‚ Emmons‚ Larsen & Griffin‚ 1985)

Instructions:

Below are five statements that you may agree or disagree with. Using the 1-7 scale below‚ indicate your agreement with each item by placing the appropriate number in the box to the right of the statement. Please be open and honest in your responding.

7 – Strongly agree

6 – Agree

5 – Slightly agree

4 – Neither agree nor disagree

3 – Slightly disagree

2 - Disagree

1 – Strongly disagree

1.	In most ways‚ my life is close to ideal.
2.	The conditions of my life are excellent.
3.	I am satisfied with my life.
4.	So far‚ I have gotten the important things I want in life.
5.	If I could live my life over‚ I would change almost nothing.

Scoring

31-35 Extremely satisfied

26-30 Satisfied

21-25 Slightly satisfied

20 Neutral

15-19 Slightly dissatisfied

10-14 Dissatisfied

5 - 9 Extremely dissatisfied

References

Diener‚ E.‚ Emmons‚ R.A.‚ Larsen‚ R.J.‚ & Griffin‚ S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment‚ 49‚ 1-5.

Pavrot‚ W.‚ & Diener‚ E. (1993). Review of the Satisfaction with Life Scale. Psychological Assessment‚ 5‚ 164-172.

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15 مهر 1391

The Teaching Confidence Scale

The Teaching Confidence Scale

ID Code: (Mother’s month and day of birth and her initials)

Undergrad Degree _______ Institution ________ Major _______ Minor __________

Please list the High School Advanced Placement classes you took‚ if any : ________________________

Teacher Confidence Scale

INSTRUCTIONS: Please indicate your opinion about each statement by circling the appropriate response at the right of the statement. There are no right or wrong answers. We are interested in your frank opinions. Your responses are confidential.

KEY: 1=Strongly Disagree 2=Moderately Disagree 3=Disagree slightly more than agree 4=Agree slightly more than disagree 5=Moderately Agree 6=Strongly Agree

I am confident in my ability to Disagree-‎-->Agree

Locate resources for preparing mathematics lessons 1 2 3 4 5 6

Teach science as a co-inquirer with students 1 2 3 4 5 6

Use journals in teaching 1 2 3 4 5 6

Construct a web 1 2 3 4 5 6

Integrate language arts teaching 1 2 3 4 5 6

Use a variety of assessment techniques 1 2 3 4 5 6

Determine the academic needs of my students 1 2 3 4 5 6

se‎lect appropriate literature for thematic teaching 1 2 3 4 5 6

Evaluate students’ work 1 2 3 4 5 6

Teach effectively in an urban school 1 2 3 4 5 6

Facilitate class discussions 1 2 3 4 5 6

Establish a feeling of community in my classes 1 2 3 4 5 6

Incorporate different activities and curricula into science teaching. 1 2 3 4 5 6

Develop an assessment rubric 1 2 3 4 5 6

cr‎eate integrated lessons and units 1 2 3 4 5 6

Construct student-centered activities 1 2 3 4 5 6

Teach basic concepts of fractions 1 2 3 4 5 6

Manage classrooms 1 2 3 4 5 6

Teach algebra 1 2 3 4 5 6

Use cooperative learning approaches 1 2 3 4 5 6

Facilitate students’ communication about mathematics (through journals‚ discussions‚ etc.) 1 2 3 4 5 6

Explain the meaning of standardized test scores to students and parents. 1 2 3 4 5 6

Implement a variety of science teaching strategies that incorporate inquiry-based learning 1 2 3 4 5 6

Develop number sense in children 1 2 3 4 5 6

Build learning in science on children’s intuitive understandings. 1 2 3 4 5 6

Connect mathematics to literature 1 2 3 4 5 6

Analyze my teaching in an objective and ethical manner 1 2 3 4 5 6

Give students concrete experiences in learning mathematics 1 2 3 4 5 6

Use media to support teaching and learning 1 2 3 4 5 6

Evaluate software for teaching and learning 1 2 3 4 5 6

Understand the impact of cultural diversity on Classroom content‚ context‚ & instructional strategies. 1 2 3 4 5 6

Define the social in social studies 1 2 3 4 5 6

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15 مهر 1391

Rosenberg Self-Esteem Scale (Rosenberg‚ 1965)

(Rosenberg‚ 1965)

The scale is a ten item Likert scale with items answered on a four point scale - from strongly agree to strongly disagree. The original sample for which the scale was developed consisted of 5‚024 High School Juniors and Seniors from 10 randomly se‎lected schools in New York State.

Instructions: Below is a list of statements dealing with your general feelings about yourself. If you strongly agree‚ circle SA. If you agree with the statement‚ circle A. If you disagree‚ circle D. If you strongly disagree‚ circle SD.

1.	On the whole‚ I am satisfied with myself.	SA	A	D	SD
2.*	At times‚ I think I am no good at all.	SA	A	D	SD
3.	I feel that I have a number of good qualities.	SA	A	D	SD
4.	I am able to do things as well as most other people.	SA	A	D	SD
5.*	I feel I do not have much to be proud of.	SA	A	D	SD
6.*	I certainly feel useless at times.	SA	A	D	SD
7.	I feel that I’m a person of worth‚ at least on an equal plane with others.	SA	A	D	SD
8.*	I wish I could have more respect for myself.	SA	A	D	SD
9.*	All in all‚ I am inclined to feel that I am a failure.	SA	A	D	SD
10.	I take a positive attitude toward myself.	SA	A	D	SD

Scoring: SA=3‚ A=2‚ D=1‚ SD=0. Items with an asterisk are reverse scored‚ that is‚ SA=0‚ A=1‚ D=2‚ SD=3. Sum the scores for the 10 items. The higher the score‚ the higher the self esteem.

The scale may be used without explicit permission. The author's family‚ however‚ would like to be kept informed of its use:

The Morris Rosenberg Foundation

c/o Department of Sociology

University of Maryland

2112 Art/Soc Building

College Park‚ MD 20742-1315

References

References with further ch‎aracteristics of the scale:

Crandal‚ R. (1973). The measurement of self-esteem and related constructs‚ Pp. 80-82 in J.P. Robinson & P.R. Shaver (Eds)‚ Measures of social psychological attitudes. Revised edition. Ann Arbor: ISR.

Rosenberg‚ M. (1965). Society and the adolescent self-image. Princeton‚ NJ: Princeton University Press.

Wylie‚ R. C. (1974). The self-concept. Revised edition. Lincoln‚ Nebraska: University of Nebraska Press.

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15 مهر 1391

Teachers’ Sense of Efficacy Scale

Teachers’ Sense of Efficacy Scale

Long form

Directions: This questionnaire is designed to help us gain a better understanding of the kinds of things that cr‎eate difficulties for teachers in their school activities. Please indicate your opinion about each of the statements below. Your answers are confidential.

1=nothing 3=very little 5=some influence 7= quite A bit 9= A great Deal

1. How much can you do to get through to the most difficult students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

2. How much can you do to help your students think critically? (1) (2) (3) (4) (5) (6) (7) (8) (9)

3. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)

4. How much can you do to motivate students who show low interest in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)

5. To what extent can you make your expectations clear about student behavior? (1) (2) (3) (4) (5) (6) (7) (8) (9)

6. How much can you do to get students to believe they can do well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)

7. How well can you respond to difficult questions from your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

8. How well can you establish routines to keep activities running smoothly? (1) (2) (3) (4) (5) (6) (7) (8) (9)

9. How much can you do to help your students' value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)

10. How much can you gauge student comprehension of what you have taught? (1) (2) (3) (4) (5) (6) (7) (8) (9)

11. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

12. How much can you do to foster student creativity? (1) (2) (3) (4) (5) (6) (7) (8) (9)

13. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)

14. How much can you do to improve the understanding of a student who is failing? (1) (2) (3) (4) (5) (6) (7) (8) (9)

15. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)

16. How well can you establish a classroom management system with each group of students?

(1) (2) (3) (4) (5) (6) (7) (8) (9)

17. How much can you do to adjust your lessons to the proper level for individual students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

18. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)

19. How well can you keep a few problem students form ruining an entire lesson? (1) (2) (3) (4) (5) (6) (7) (8) (9)

20. To what extent can you provide an alternative explanation or example when students are confused? (1) (2) (3) (4) (5) (6) (7) (8) (9)

21. How well can you respond to defiant students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

22. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)

23. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)

24. How well can you provide appropriate challenges for very capable students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

Teachers’ Sense of Efficacy Scale(short form)

1. How much can you do to control disruptive behavior in the classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9)

2. How much can you do to motivate students who show low interest in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)

3. How much can you do to get students to believe they can do well in school work? (1) (2) (3) (4) (5) (6) (7) (8) (9)

4. How much can you do to help your students value learning? (1) (2) (3) (4) (5) (6) (7) (8) (9)

5. To what extent can you craft good questions for your students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

6. How much can you do to get children to follow classroom rules? (1) (2) (3) (4) (5) (6) (7) (8) (9)

7. How much can you do to calm a student who is disruptive or noisy? (1) (2) (3) (4) (5) (6) (7) (8) (9)

8. How well can you establish a classroom management system with each group of students? (1) (2) (3) (4) (5) (6) (7) (8) (9)

9. How much can you use a variety of assessment strategies? (1) (2) (3) (4) (5) (6) (7) (8) (9)

10. To what extent can you provide an alternative explanation or example when students are confused? (1) (2) (3) (4) (5) (6) (7) (8) (9)

11. How much can you assist families in helping their children do well in school? (1) (2) (3) (4) (5) (6) (7) (8) (9)

12. How well can you implement alternative strategies in your classroom? (1) (2) (3) (4) (5) (6) (7) (8) (9

Developers: Megan Tschannen-Moran‚ College of William and Mary Anita Woolfolk Hoy‚ the Ohio State University.

Construct Validity

For information the construct validity of the Teachers’ Sense of Teacher efficacy Scale‚ see:

Tschannen-Moran‚ M.‚ & Woolfolk Hoy‚ A. (2001). Teacher efficacy: Capturing and

elusive construct. Teaching and Teacher Education‚ 17‚ 783-805.

Reliabilities

In Tschannen-Moran‚ M.‚ & Woolfolk Hoy‚ A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education‚ 17‚ 783-805‚ the following were found:

	Long Form			Short Form
	Mean	SD	alpha	Mean	SD	alpha
OSTES	7.1	.94	.94	7.1	.98	.90
*Engagement*	7.3	1.1	.87	7.2	1.2	.81
*Instruction*	7.3	1.1	.91	7.3	1.2	.86
*Management*	6.7	1.1	.90	6.7	1.2	.86

1 Because this instrument was developed at the Ohio State University‚ it is sometimes referred to as the Ohio State Teacher Efficacy Scale. We prefer the name‚ Teachers’ Sense of Efficacy Scale.

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15 مهر 1391

Computer Anxiety Rating Scale – CARS

Computer Anxiety Rating Scale – CARS (Heinssen‚ Glass & Knight‚ 1987)

Instructions:

For each statement‚ decide whether you disagree or agree with the statement using the following 5 point scale ranging from strongly disagree to strongly agree. In the box to the right of each statement‚ fill in the number on the 5 point scale that best describes your level of disagreement or agreement.

Strongly Strongly

Disagree Agree

1 2 3 4 5

1.	I feel insecure about my ability to interpret a computer printout.
2.*	I look forward to using a computer in my job.
3.	I do not think I would be able to learn a computer programming language.
4.*	The challenge of learning about computers is exciting.
5.*	I am confident that I can learn computer skills.
6.*	Anyone can learn to use a computer if they are patient and motivated.
7.*	Learning to operate computers is like learning any new skill – the more you practice‚ the better you become.
8.	I am afraid that if I begin to use computers I will become dependent upon them and lose some of my reasoning skills.
9.*	I am sure that with time and practice I will be as comfortable working with computers as I am in working with a typewriter.
10.*	I feel that I will be able to keep up with the advances happening in the computer field.
11.	I dislike working with machines that are smarter than I am.
12.	I feel apprehensive about using computers.
13.	I have difficulty in understanding the technical aspects of computers.
14.	It scares me to think that I could cause the computer to destroy a large amount of data by hitting the wrong key.
15.	I hesitate to use a computer for fear of making mistakes that I cannot correct.
16.	You have to be a genius to understand all the special keys contained on most computer terminals.
17.*	If given the opportunity‚ I would like to learn about and use computers.
18.	I have avoided computers because they are unfamiliar and somewhat intimidating to me.
19.*	I feel computers are necessary tools in both educational and work settings.

Note: * indicates items that are reverse-scored. Higher scores indicate higher levels of computer anxiety.

This test may be used for research purposes with proper citation to the authors.

References

Heinssen‚ R.K.‚ Glass‚ C.R.‚ & Knight‚ L.A. (1987). Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale. Computers in Human Behavior‚ 3‚ 49-59.

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15 مهر 1391

Teacher Locus of Control

Teacher Locus of Control

Item and Biserial Item Correlations

1. When the grades of your students improve‚ it is more likely .30

I+ a. because you found ways to motivate the students‚ or

b. because the students were trying harder to do well.

2. Suppose you had difficulties in setting up learning centers for students in your classroom. Would this probably happen .41

a. because you lacked the appropriate materials‚ or

I- b. because you didn't spend enough time in developing activities to go into the center?

3. Suppose your students did not appear to be benefiting from a more individualized method of instruction. The reason for this would probably be .45

I- a. because you were ha‎ving some problems managing this type of instruction‚ or

b. because the students in your class were such that they needed a more traditional kind of approach.

4. When a student gets a better grade on his report card than he usually gets‚ is it .38

a. because the student was putting more effort into his schoolwork‚ or

I+ b. because you found better ways of teaching that student?

5. If the students in your class became disruptive and noisy when you left them alone in the room for five minutes‚ would this happen .41

I- a. because you didn't leave them interesting work to do while you were gone‚ or

b. because the students were more noisy that day than they usually are?

6. When some of your students fail a math test‚ it is more likely .31

a. because they weren't attending to the lesson‚ or

I- b. because you didn't use enough examples to illustrate the concept.

7. Suppose you were successful at using learning centers with your class of 30 student. Would this occur .29

I+ a. because you worked hard at It‚ or

b. because your students easily conformed to the new classroom procedure?

8. When a student pulls his or her grade up from a "C" to a "B‚" it is more likely

I+ a. because you came up with an idea to motivate the student or

b. because the student was trying harder to do well.

9 Suppose you are teaching a student a particular concept in arithmetic or math and the student has trouble learning it. Would this happen .43

a. because the student wasn't able to understand it‚ or

b. because you couldn’t explain it very well?

10. When a student does better in school than he usually does‚ is it more likely .36

a. because the student was trying harder or

I+ b. because you tried hard to encourage the student to do better.

11. If you couldn't keep your class quiet‚ it would probably be .51

a. because the students came to school more rowdy than usual‚ or

I- b. because you were so frustrated that you weren't able to settle them down.

12. Suppose a play put on by your class was voted the "Best Class Play of the Year" by students and faculty in your school. Would it be .25

I+ a. because you put in a lot of time and effort as the director‚ or

b. because the students were cooperative?

13. Suppose it were the week before Easter vacation and you were ha‎ving some trouble

keeping order in your classroom. This would more likely happen .39

I- a. Because you weren't putting extra effort into keeping the students under control‚ or

b. because the students were more uncontrollable than usual.

14. If one of your students couldn't do a class assignment‚ would it be .46

a. because the student wasn’t paying attention during the class lesson‚ or

I- b. because you gave the student an assignment that wasn't on his or her level?

15. Suppose you wanted to teach a series of lessons on Mexico‚ but the lessons didn't turn out as

well as you had expected. This would more likely happen .41

a. because the students weren't that interested in learning about Mexico‚ or

I- b. because you didn't put enough effort into developing the lessons.

16. Suppose a student who does not typically participate in class begins to volunteer his or

her answers. This would more likely happen .22

a. because the student finally encountered a topic of interest to him or her‚ or

I+ b. because you tried hard to encourage the student to volunteer his or her answers.

17. Suppose one of your students cannot remain on task for a particular assignment. Would this be more likely to happen .36

I- a. because you gave the student a task that was somewhat less interesting than most tasks‚ or

b. because the student was unable to concentrate on his or her schoolwork that day?

18. Suppose you were unable to devise an instructional system as requested by the principal‚ which would accommodate the "needs of Individual students" in your class. This would most likely happen .41

a. because there were too many students in your class‚ or

I- b. because you didn't have enough knowledge or experience with individualized instructional programs.

19. If the students in your class perform better than they usually do on a test‚ would this happen .28

a. because the students studied a lot for the test‚ or

I+ b. because you did a good job of teaching the subject area.

20. When the performance of a student in your class appears to be slowly deteriorating‚ it is usually .66

I- a. because you weren’t trying hard enough to motivate him or her‚ or

b. because the student was putting less effort into his or her schoolwork.

21. Suppose a new student was assigned to your class and this student had a difficult time making

friends with his or her classmates. Would it be more likely .51

a. that most of the other students did not make an effort to be friends with the new student‚ or

I- b. that you were not trying hard enough to encourage the other students to be more friendly toward the newcomer?

22. If the student in your class performed better on a standardized achievement test given at the end of the year compared to students you had last year‚ it would probably be .35

I+ a. because you put more effort into teaching this year‚ or

b. because this year’s class of students were somewhat smarter than last year’s.

23. Suppose‚ one day‚ you find yourself reprimanding one of your students more often than usual.

Would this be more likely to happen .25

a. because that student was misbeha‎ving more than usual that day‚ or

I- b. because you were somewhat less tolerant?

24. Suppose one of your underachievers does his her homework better than usual. This would

probably happen or .37

a. because the student tried hard to do the assignment‚ or

I+ b. because you tried hard to explain how to do the assignment.

25. Suppose one of your students began to do better schoolwork than he usually does. Would this happen .37

I+ a. because you put much effort into helping the student do better‚ or

b. because the student was trying harder to do well in school?

*In Rose‚ J.S.‚ & Medway‚ F.J.‚ (1981). Measurement of teachers’ beliefs in their control over student outcome. Journal of Educational Research‚74‚ 185-190.

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15 مهر 1391

Ashton Efficacy Vignettes

Ashton Efficacy Vignettes

Read each situation carefully. Consider similar situations from your own teaching experiences. Indicate how effective you would be in handling each situation by circling the appropriate number

extremely ineffective

4 moderately effective

extremely

effective

1. One of your students misbehaves frequently in your class and is often disruptive and hostile. Today in class he began roughhousing with a friend in the back of the class. You tell him firmly to take his seat and quiet down. He turns away from you‚ says something in a belligerent tone that you can't hear and swaggers to his seat. The class laughs and then looks to see what you are going to do. How effective would you be in responding to this student in a way that would win the respect of the class?

extremely ineffective

4 moderately effective

extremely

effective

2. Maria‚ an educable mentally retarded student in your class‚ has been working diligently‚ but still performs below grade-level in all subjects. At a conference the mother says that she doesn't expect much of the girl‚ because Maria is "dumb" just like herself. How effective would you be in talking to Maria's mother about her feelings and about the effect that parents' expectations can have on their child's school achievement?

extremely ineffective

4 moderately effective

extremely

effective

3. Your county has mandated that all teachers must restructure their course requirements to insure adequate development of students' basic skills by including these elements in each lesson plan. How effective would you be in incorporating achievement of basic skills objectives into your lesson plans?

extremely ineffective

4 moderately effective

extremely

effective

4. Students in your school gang together in same sex‚ same race cliques. Your principal has requested that each teacher work to promote more positive interactions among these groups. How effective do you feel you would be in helping your students develop more positive interactions?

extremely ineffective

4 moderately effective

extremely

effective

5. Half a dozen low-achieving female students are not getting much from your class. Lately they have begun to "hang around together" and to advertise that they don't like you or your class. They have begun to fool around‚ disrupt our lessons‚ and occasionally "talk back." When you attempt to involve them in class work they either make jokes or sit sullenly. How effective would you be in eliminating their disruptive behavior?

extremely ineffective

4 moderately effective

extremely

effective

6. This year your principal has assigned you to teach a class of low ability students in your subject matter area. The teacher who taught this class last year tells you that these are the slowest students that she's taught in her twenty year teaching career. How effective would you be in increasing the academic achievement of the students in this class?

extremely ineffective

4 moderately effective

extremely

effective

7. You have a student who never hands in assignments on time‚ seldom gets to class before the bell rings and inevitably forgets to bring books or pencil to class. He obviously has the ability to do above average work‚ but you have discussed this matter with his parents‚ and they don't seem to understand the importance of school achievement. How effective would you be in motivating this student to get to work?

extremely ineffective

4 moderately effective

extremely

effective

8. A new student has been assigned to your class. Her records indicate that she never does her homework and does not seem to care about her education. Her IQ score is 83 and her achievement scores have been below the 30th percentile. How effective would you be in increasing her achievement test scores?

extremely ineffective

4 moderately effective

extremely

effective

9. The student-teacher ratio in your class of compensatory education students is 20 to 1. You must plan your lessons to meet the individual interests and abilities of the students. How effective would you be in designing activities to match the individual interests and abilities of the students in your class?

extremely ineffective

4 moderately effective

extremely

effective

10. Because of repeated failure‚ one of your students confides to you that she has given up and will attend school only until she can find a way to dr‎op out. How effective would you be in persuading her that she can be successful in school?

extremely ineffective

4 moderately effective

extremely

effective

11. A number of your students have been sleeping in class. They do poorly on in class assignments and seldom turn in homework. You learn that they are taking drugs. How effective would you be in helping the students with their drug problem?

extremely ineffective

4 moderately effective

extremely

effective

12. A learning disabled student has been mainstreamed into your classroom. He has been described by his previous teachers as being extremely hyperactive and ha‎ving severe reading problems. How effective would you be in teaching this student?

extremely ineffective

4 moderately effective

extremely

effective

13. A new teacher in your school has been reviewing cumulative records for her students and asks you to explain the difference between grade equivalent and percentile ranks for several of her students on the standardized achievement battery. How effective would you be in explaining the difference between these two types of scores?

extremely ineffective

4 moderately effective

extremely

effective

14. You have been se‎lected to work on a curriculum se‎lection committee to choose textbooks and materials to be used in your county for the coming year. The materials chosen must fit a wide range of instructional needs for students of differing abilities. How effective would you be in doing this work?

extremely ineffective

4 moderately effective

extremely

effective

15. Your school has adopted an instructional textbook series in your area with excellent objectives and teaching materials‚ but almost nothing in the form of tests or exercises to monitor student progress. How effective do you feel you would be in developing a set of evaluation procedures to accompany the text for your grade level?

extremely ineffective

4 moderately effective

extremely

effective

*In Ashton‚ P. T.‚ Olejnik‚ S.‚ Crocker‚ L. & McAuliffe‚ M. (1982). Measurement problems in the study of teachers' sense of efficacy. Paper presented at the annual meeting of the American Educational ResearchAssociation‚ New York.

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