Consider the following questions:
• How well did the students do on the evaluation?
• Were there any particular problems encountered on the evaluation?
• What should be changed before the evaluation is used again?
• How should the evaluation and the suggested changes be filed and retrieved when it is needed in the future?
Such questions are most appropriately asked and answered:
a) during the CMI stage of instructional development
b) after the evaluation has been given
c) immediately after the relative importance of each outcome has been determined
d) prior to the selection of the most relevant evaluation instrument(s)
b,
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Does it make any sense for teachers to be concerned about the fact that some students come from one-parent families?
a. Yes, because students from one-parent families are at greater risk of academic failure than are students who grow up in two-parent families. b. No, because students from one-parent families are likely to do as well as the average student. c. Yes, because students from one-parent families are likely to compensate for their deprived background by performing above average in school. d. No, because students from one-parent families place as high a value on education as students from other types of families.
The accuracy of self-assessments of ability has been generally found to be
A. High B. Moderate C. Very low D. Zero E. Negative 5. Which of the following is
In a one-sample chi-square test, if your respondents are distributed very unequally across the levels of your variable, your chi-square value will be _______.
a. high b. low c. 0 d. 1
How does culture affect the learning process? In what ways has culture influenced your dealings with individuals of different cultures?
What will be an ideal response?