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This-essay is a7805182.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %LEVELS OF TESTING 780518 In academic courses it is unjust to formulate tests at a different conceptual level than that of the instructional activities. If instructional activities have been focused upon rote memory work, so also should the testing. If the instructional activities have focused upon broad generalizations and the perception of broad interrelationships, it is then unjust to test on the basis of objective examinations focused upon rote memory work. Teachers sometimes do not make their testing congruent with their instructional activities because they do not know how to instruct and test in congruent ways---or do not recognize disparities between instructional and testing styles. It may seem that higher level mental processes would naturally be associated with the low level mental processes which are prompted by an instructional style. If so, the instructor may then test for the ability to perform the high level mental processes---and be baffled at how little the students have learned. In designing a course it is important for the instructor to consciously plan to make testing and instruction congruent---thinking explicitly about the intellectual levels of activities which will be expected of students during the learning and the testing phases. The levels should be congruent with the students' present abilities as well as with each other. It is of little help to students to confront them with hurdles which are much too high for them, in either the instructional or the testing activities. In the testing activities the hurdles which are presented to students should be some which the students have previously dealt with---not entirely new ones. In some instances it is important to present problems which are similar in kind, even though not identical in detail. As the degree of difference between learning activities and testing expectations increases--- so also does the difficulty (and perhaps injustice) of the testing. For testing to be just, the instructor needs to be sensitive to and careful about congruence in levels of intellectual, affective, motor, and other kinds of skills which are expected in instructional and testing activities. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7805182.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One