Mobile Escape Rooms – Quiz_EN – Mobile Escape Room

Welcome to the Mobile Escape Room Mobile Escape Rooms – Quiz_EN.

Test your knowledge of the teaching concept and the content learned.

Have fun and success!

Name (Not mandatory)

1.

[The didactics]

Which teaching method is the ESCAPE project didactically similar to?

Station learning

Circuit training

Frontal teaching

Free work

2.

[The didactics]

What aspects need to be clarified in advance, similar to station learning?

Grouping

Individual distribution of tasks within the group

Sequence of tasks

Timing

3.

[The didactics]

What aspects are particularly promoted by autonomous learning apart from subject-specific learning?

Self-control

Reflection on own progress

Acceptance of responsibility

Individual work

4.

[The didactics]

What are the aims of the free learning/ station learning methodology?

Joyful learning

Strengthening social behaviour

Developing content with all the senses

Assertiveness

Alternative teaching method

Concrete implementation of instructed work assignments

Education for personal responsibility and independence

5.

[The teacher]

What is the difficulty for teachers during processing?

The processing of the ESCAPE games offers particularly high conflict potential

Keeping all learners equally in view

To be able to make a judgement about everyone's learning progress

6.

[The teacher]

How is the problem of keeping track of all pupils to be solved?

Central position of the teacher in the room

Focusing on individual pupils for a certain period of time

Observation sheets

7.

[The teacher]

What is the teacher's task in the mobile Escape Room?

It acts as a knowledge broker

They act as moderator/ game leader

They act as observers

8.

[Observation]

What are positive aspects of observation sheets?

Increased Objectivity

Fixed rating system for better comparability

Pupils can reflect on their performance independently and on their own using the sheets

9.

[Observation]

What does rating 3 mean?

A performance in the middle range

Constant attention without a particularly high level of verbal contributions

The observed person has fulfilled the expectations

10.

[Observation]

Tick the correct statements:

An observation can and should always be completely objective

The observation sheets facilitate possible follow-up discussions

Observation should provide a basis for a pedagogical impulse during reflection

Observation sheets facilitate objectivity with multiple observers

11.

[Observation error]

Primacy Effect: designated:

The first person you observe, you observe most extensively

The first impression continuously influences the evaluation

The assessment is influenced by preconceived opinions of certain groupings

12.

[Observation error]

Recency effect leads to:

A particularly large influence of the last impression

An overall rating that is too low because of negative impressions right at the end of (the exercise/the day)

If a participant is particularly good in one dimension, other dimensions are automatically rated better

13.

[Observation error]

Implicit personality theories:

The misconception that others can be inferred from certain personality traits

The danger of inferring unobservable behaviour from observable behaviour

Psychologically trained staff tend to put participants into "personality pigeonholes"

14.

[Observation error]

What are milde errors?

Participants are often rated very centrally and the ends of the scale upwards and downwards are often avoided

Behaviour is always assessed too and participants receive higher ratings than they actually deserve out of pity

Due to personal sympathy, individual participants are assessed too leniently

15.

[Observation error]

What does contrast defect mean?

Participants are often assessed in contrast to the other participants in the small group and not according to their individual performance

In contrast to participants who stand out in a particularly positive way, reserved participants are rated too low

If a particularly good pupil follows a particularly bad pupil, then they are rated even better

16.

[Observation error]

Fundamental attribution errors mean that:

The situational factors influencing the performance of participants are underestimated

People are seen exclusively as the cause of their actions

Transferring one's own problems onto the other person

17.

[To be noted during observation]

How can observation errors be avoided: (tick correct options)

Being aware of one's own feelings

Know observation errors

Very accurate transcripts

Detach from behavioural anchors

Evaluate physical signals to the same extent as observable behaviours

Distinguish between observation and interpretation

Entering a new observation situation with as neutral a view as possible

18.

[To be noted during observation]

If an observation sheet has been forgotten to be filled in, then

Should it still be filled in retrospectively as best as possible

It should not be filled in retrospectively, but only very general notes should be made

Should the dimensions from another exercise also be transferred to this one

19.

[To be noted during observation]

What should the observation key be:

At most 1:5

At most 1:4

At most 1:3

20.

[To be noted during observation]

When filling in the observation sheets, the following applies: (tick the correct ones)

The timelier the final assessment the better

All dimensions can be observed over equal periods of time

Marking individual anchors in the moment of close observation can help to remember better

Particularly salient observations can be noted on the reverse side

The observation sheets do not only refer to a specific situation, but should reflect a person's overall impression of the day

During the observation, the fact of possible subjective influence should be made aware again and again in order to obtain a view that is as objective as possible