CCC Student: Realsurveynames

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Directions to teacher BEFORE student testing starts :
Directions to teacher AFTER results,with graphing: Self-efficacy is an individual’s perceptions about their capabilities to perform at an expected level, achieve goals, and complete moderately challenging tasks.<br><br> 1. Focus on your effort, progress, and learning: Do you understand the connection between effort and progress? Do you have a growth mindset? Strategies include focus on my effort; try again; calm myself; say, “I haven’t learned _____ yet”; and exercise my brain.<br><br> 2. Take steps to increase confidence in your abilities: Do you accept feedback from others? Do you ask for help when you need it? Strategies include learn from my mistakes, remember hard things I’ve done, give and accept praise, accept feedback, and watch and learn from others.<br><br> The graph provides average ratings for all items within a component, and the table displays the number of students that selected each rating for individual items. In the table, some items, such as “I think people should realize when they aren’t good at something and quit,” are reverse scored. Selecting a rating of “1—Not Very Like Me” means that students are demonstrating self-efficacy, whereas selecting a rating of “5—Very Like Me” means that they may need to focus on self-efficacy.<br><br> The quiz section shows the correct answer to each knowledge question and the percentage of students that selected the correct answer. Guide students to reflect on the results of this questionnaire and knowledge test to identify ways to continue expanding their learning and practice of self-efficacy. Resources for teaching self-efficacy are available at www.cccframework.org.
Directions to teacher AFTER comparing two sets of results, NO graphing: Self-efficacy refers to the perceptions an individual has about their capabilities to perform at an expected level, achieve goals, and complete moderately challenging tasks. Students can increase their self-efficacy with specific strategies like positive self-talk, focusing on their growth over time, taking deep breaths when they are feeling anxious, and learning from the experiences of others. <br><br> The first section shows your students' self-rated behaviors on the two components of self-efficacy.<br> 1. Focus on your effort, progress, and learning<br> 2. Take steps to increase your confidence in your abilities<br><br> Some items, such as "I want to quit when I'm told I did something incorrectly," are reverse scored. Selecting a rating of '1 - not very like me' means that students are demonstrating a growth mindset and the ability to learn from mistakes, whereas if they selected a rating of '5 - very like me' they currently have a fixed mindset in that area. <br><br> The quiz section shows the correct answer to each knowledge question and the percentage of students that selected the correct answer. <br><br>
Directions to teacher AFTER comparing two Individual tests: Self-efficacy refers to the perceptions an individual has about their capabilities to perform at an expected level, achieve goals, and complete moderately challenging tasks. Students can increase their self-efficacy with specific strategies like positive self-talk, focusing on their growth over time, taking deep breaths when they are feeling anxious, and learning from the experiences of others. <br><br> The first section shows your students' self-rated behaviors on the two components of self-efficacy.<br> 1. Focus on your effort, progress, and learning<br> 2. Take steps to increase your confidence in your abilities<br><br> Some items, such as "I want to quit when I'm told I did something incorrectly," are reverse scored. Selecting a rating of '1 - not very like me' means that students are demonstrating a growth mindset and the ability to learn from mistakes, whereas if they selected a rating of '5 - very like me' they currently have a fixed mindset in that area. <br><br> The quiz section shows the correct answer to each knowledge question and the percentage of students that selected the correct option. <br><br>
Directions to teacher AFTER comparing two subsets of the same test:
Directions to student at beginning of survey: <br><br>Directions: Please select the response that best describes you. Reflect on your experiences across the past few weeks. The information will be used to help you in school and also help you become more prepared for college and careers.<br><br>
Directions to student AFTER results, with graphing: Self-efficacy is an individual’s perceptions about their capabilities to perform at an expected level, achieve goals, and complete moderately challenging tasks.<br><br> 1. Focus on your effort, progress, and learning: Do you understand the connection between effort and progress? Do you have a growth mindset? Strategies include focus on my effort; try again; calm myself; say, “I haven’t learned _____ yet”; and exercise my brain.<br><br> 2. Take steps to increase confidence in your abilities: Do you accept feedback from others? Do you ask for help when you need it? Strategies include learn from my mistakes, remember hard things I’ve done, give and accept praise, accept feedback, and watch and learn from others.<br><br> In the first section, you reflected on your self-efficacious behaviors. The graph shows your average ratings.<br> The table shows your response to each item. In the table, some items, such as “I think people should realize when they aren’t good at something and quit,” are reverse scored. This means that a rating of “1—Not Very Like Me” means that you are demonstrating strong self-efficacy, whereas selecting a rating of “5—Very Like Me” means that you rated yourself as weak in that area. The color coding for each item shows where your self-ratings fall within the scale of low to high self-efficacy.<br><br> The quiz section shows your current knowledge of self-efficacy concepts.<br><br>