TOM BELL
PROGRAMME LEADER FOR BA PHYSICAL EDUCATION AND SPORT PEDAGOGY AT MMU
Dissonance cognitive. Un article de Wikipédia, l'encyclopédie libre.
En psychologie sociale, la dissonance cognitive ou distorsion cognitive au Québec[1] est la simultanéité de cognitions qui entraînent un inconfort mental en raison de leur caractère inconciliable ; ou l'expérience d'une contradiction entre une cognition et une action. Dans sa théorie de la dissonance cognitive, Leon Festinger étudie les stratégies de réduction de la tension psychologique induite et de maintien de leur cohérence personnelle, y compris des stratégies d'évitement des circonstances identifiées comme source de dissonance. Relations entre les cognitions[modifier | modifier le code] Trois sortes de relations sont possibles entre deux cognitions ou entre une cognition et un comportement[1] : Ampleur de la dissonance[modifier | modifier le code] L'ampleur de la dissonance cognitive ou de la tension subie dépend de deux facteurs : L'effort pour réduire la dissonance est proportionnel à son ampleur[1].
Exemples[modifier | modifier le code] Cognitive dissonance. In psychology, cognitive dissonance is the mental stress or discomfort experienced by an individual who holds two or more contradictory beliefs, ideas, or values at the same time, or is confronted by new information that conflicts with existing beliefs, ideas, or values.[1][2] Leon Festinger's theory of cognitive dissonance focuses on how humans strive for internal consistency.
When inconsistency (dissonance) is experienced, individuals tend to become psychologically uncomfortable and they are motivated to attempt to reduce this dissonance, as well as actively avoiding situations and information which are likely to increase it.[1] Relationship between cognitions[edit] Individuals can adjust their attitudes or actions in various ways. Adjustments result in one of three relationships between two cognitions or between a cognition and a behavior.[1] Authentic Assessment Toolbox Home Page.
To the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning.
Inside, you will find chapters on A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment. Why has authentic assessment become more popular in recent years? When can it best serve assessment needs? After a brief overview, follow a detailed, four-step process for creating an authentic assessment.
All good assessment begins with standards: statements of what we want our students to know and be able to do. Authentic assessments are often called "tasks" because they include real-world applications we ask students to perform. To assess the quality of student work on authentic tasks, teachers develop rubrics, or scoring scales. A guide to constructing good, multiple-choice tests, to complement your authentic assessments. Resources and Tools for PBL Start to Finish. Educators from Manor New Technology High School in Manor, Texas, part of the New Tech Network of schools, have provided these resources and tools for project-based learning.
Tips for downloading: PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. The Hunger Games Project Documents Below are sample project-based learning documents from teachers Mary Mobley (English) and Michael Chambers (world history) of Manor New Technology High School in Manor, Texas.