Self-Assessment Answers

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Mr. Sullivan is having a difficult time connecting what he is teaching and what he is testing. Which of the following evaluation tools will most likely help Mr. Sullivan make the connection?

ANSWER: b) Instructional objectives may include material that will be tested, so students are better prepared to face the material on Mr. Sullivan's tests.

Mr. Sullivan might use a chart showing how a concept or skill will be taught at different cognitive levels in relation to an instructional objective. What is this chart called?

ANSWER: a) A task analysis breaks down tasks into fundamental subskills.

Mr. Sullivan might improve the connection between what he teaches and what he tests by following which of the following pieces of advice?

ANSWER: a) Mr. Sullivan presented an array of fun activities that increased his students' interest. However, his test was not very related to the learning activities in class. He should have included all instructional content on the test, rather than just traditional test questions, especially since his lessons were not very traditional.

Which of the following types of evaluation is Mr. Sullivan using?

ANSWER: a) The test was summative, testing the students' knowledge at the end of the instructional unit.

Why would Mr. Sullivan construct a table of specification?

ANSWER: a) Tables of specification are lists of instructional objectives and expected levels of understanding that guide test development, something Mr. Sullivan did not do in choosing the single item he did and not relating it to the lessons learned in class.

Write a brief essay describing why evaluation is important.

POSSIBLE ANSWER: There seems to be a growing trend of opposition against standardized forms of evaluation. The chief argument is that the traditional A - F grading system discriminates against students with learning disabilities or those who are disadvantaged in socioeconomic status. However, evaluation by itself is not necessarily a negative practice. Evaluation provides feedback to teachers, parents, administration, and lawmakers about the efficacy of education. Further, evaluation provides feedback to students about progress. This feedback is useful for improving the quality of education, as well as student mastery. Therefore, the problem is not with evaluation but with how evaluations are used and the forms of testing used to evaluate student abilities and capabilities. Conducted properly, evaluation should increase student competence and eliminate waste in educational funding.

Write instructional objectives, create a table of specifications using Bloom's Taxonomy, develop a lesson plan, and write a short test for a topic of study.

POSSIBLE ANSWER:

Type of objective	Cognitive objective: Maslow's hierarchy of needs	Affective objective: Self-actualization
Knowledge	Know the levels of Maslow's hierarchy	Define self-actualization
Comprehension	Give examples of each	Provide an example of a self-actualization goal of your own
Application	Be able to relate Maslow's hierarchy to your current life circumstance	When would you consider yourself actualized?
Analysis	Be able to explain how lower level of Maslow's hierarchy relate to higher levels	Be able to explain how lower level of Maslow's hierarchy relate to self-actualization

Synthesis	Why is Ghandi considered a self-actualized person?	What do you have to do in order to consider yourself actualized one day?
Evaluation	Evaluate Maslow's theory by comparing and contrasting it to Freud's psychosexual theory of personality development	Is self-actualization possible for people of different socio-economic statuses?

The objective then is mastery of Maslow's hierarchy of needs.

Knowledge of terms	Knowledge of facts	Knowledge of rules and principles	Skills in using processes and procedures	Ability to make translations	Ability to make applications
Humanism, biological needs, safety needs, attachment needs, esteem needs, and self-actualization needs	Know the temporal relationship of Maslow's theory to psychodynamic theory, behaviorism, and other forms of humanism	Understand movement toward actualization	Being able to compare and contrast humanistic theory to other theories of personality	Understand how Maslow's theory can be applied to motivation and individuals living in under-developed nations	Ability to apply the principles of Maslow's theory to goal setting

Test:

List Maslow's hierarchy of needs in order from most basic to most advanced need.
Define each need in relation to the other needs, and provide an example of each.
Compare and contrast humanistic theory of personality with psychodynamic theory and learning theory, in relation to personality development.
Discuss how Maslow's hierarchy relates to motivation in countries suffering from droughts and food shortages.
Discuss the temporal relationship between Maslow's theory, psychodynamic theory, behaviorism, and cognitive theory.

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