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DetailsFor this learning activity you will generate four potential question items. Items can be in any format, (e.g., multiple choice, true/false, matching, essay), but you must use at least two different formats. Three of the items must be related specifically to attribution theory, but one item can be based on other course content. You must provide the answer key or expected response and demonstrate your understanding of the content through the questions and answers. Be sure to address multiple key concepts from the lesson and course (e.g., do not write three similar questions all about one concept).
Remember that the learning activities are designed to get you to think about the course content deeply and meaningfully while ALSO serving as an opportunity for your instructor to gauge your learning and provide you feedback. For this activity, that means you should produce items that sufficiently highlight your understanding.
ExampleExample:Q: In the middle of their lesson on algebraic functions, Sierra asks Ms. B, “Is this going to be on the test?” Does Sierra’s question suggest she holds more of a mastery or performance goal orientation? Why?A: Performance; her statement implies that she is only interested in learning the information if it will be on the test. If she had a mastery orientation, the fact that it is on the test or not is irrelevant, for the most part.Note: This activity is one way to engage in retrieval practice (Links to an external site.)a highly effective study technique. Consider using this strategy throughout the course and/or in other classes you are taking.
Note: In order to make this activity even more meaningful, we will draw from, and include, a sample of items students develop on the summative assessment.