WK6Assgn
Welling T
October 5, 2019
Dr. Melody
Moore
Testing Parameters
In
academics periodically there is a need to have the students provide an assessment
of the learning they have done. In most online schools specifically in the field
of Psychology, tests can measure some aspects of learning, but not others. Personal
preferences are essays, daily questions, papers, and continuing to fill out a personal
scholarly dictionary/encyclopedia of academic ideas will happen. However, periodically
tests are needed to assess skills. The questions will in part come from my own textbook
(which is about 95% already written, well it is about 10 drafts, the smallest draft
is 20k words, the largest is just under 80), some of the questions will be directly
from my textbook which based on the scientific method itself will be entirely based
on facts and evidence. The test will be a combination of 5 multiple choice
questions, three fill in the blank questions, and a
500-word essay. Longer is fine. Periodic tests are needed and necessary to
achieve larger goals. The benefits of multiple choice, the benefits of fill in
the blank, and the benefits of essay, and negatives of all will be covered. The
test itself and of course how to grade the test.
Essay
test benefits
The
benefits of an essay is to have the students explore
the ideas presented in the class in their own ideas, words, and general
academic concepts. The negatives, not all students have a coherent ability to
write.
Multiple-choice Test
A
recitation of facts, question answer, have the students memorized the key
points the class is presenting. The negatives are systematic answers are semi easy
to guess and or have a short-term memory but not good as a framework for
finding out if the student actually knows the
information. Guessing and or short-term memory are the multiple-choice natives.
Compare essay
versus multiple choice and fill in the blank
The comparrision of exactly how to balance
between a solid recitation of facts versus the concepts of how each student
processes the information they are presented. Can they memorize well, or do
they actually understand the information they are
presented. Fill in the blank can be a solid way if the questions are designed
correctly, to find out if the student is actually paying
attention in class. In essays they have to write something, the good part is
they have to write if they know the information they could
write it, the bad part is insufficient writing skills. Fill in the blanks questions
is in a semi-way a best of both worlds’ multiple choice and essay. However, it
depends a large amount on how the student processes information and how the tests
are designed. Some fill in the blanks are very easy, some are on the extreme
side of difficult. Depends on how both sides process information.
Griggs Psychology
Offers
an array of ways to introduce the field of psychology and of course to determine
how well each student and each class is absorbing the information presented (Griggs,
2017). This is an excellent starting point regarding well known and accepted aspects
of the field of Psychology. However, this book does rely heavily on time
honored propaganda regarding where the field was founded, and where Wundt was when
he began his notes (Tabachnick, Keith-Spiegal, &
Pope, 1991). He was not in location x he was in location y; based on
dozens of facts and assorted evidence covered in the textbook the author of the
book and teacher of the class present (Svinicki, &
McKeachie, 2014). The focus of the book is how to get tons and tons of
upper end mathematics, science, engineering, etc. textbooks from Tiffin, Ohio
to Prussia without being attacked by virtually every army and navy capable of attacking
the Prussian Fleet on its way back to Prussia (Corty,
2008). This textbook covers all those details, which are on the extreme
side of similar to the actions done during the Trojan
War, which is where the books in the Classics come from (van Zyl, &
Noonan, 2018). Heidelberg Tiffin Ohio proves the existence of the
library from which is the 40 tons of books (Arnold, Crooks, & Moore,
2015).
The library/university of Heidelberg was charted by the school board 1850, average
time to obtain legal charter is about 10 years, possibly 30. Half a century before
a century from library to papal bull/charter. The only question is, where did
the books come from, only on provable location. Griggs does not cover a single
word of said physical evidence, nor does it cover the need to use the
scientific method to look past the propaganda. Covered in the book why the Prussians
every single day from day one to present have the same crimes against humanity behavior
patterns. Wundt was living in an extremely bad situation for 2 plus decades
while writing his book. To teach an introduction to Psychology class, the
founding documents have to address the authors Post
Traumatic Stress Disorder (PTSD). Griggs does not come close to addressing any
of these subjects (Keith-Spiegel, Tabachnick, &
Allen, 1991). It is not all that different than the metaphorical Disney version
of “Nightmare on Elm Street” (Claudio Vescia Zanini, 2019).
However, add the PTSD to the base of the information from both the Classics and
Wundt’s work, then add the other details and you have a solid teaching and
testing parameters format. Which is interesting since this is not all that
different from asking someone who has not read the book “describe the plot of ‘Lord
of the Flies’ to me”. You cannot get much of anything from the title as to the
plot. Giving NAZI’s (will take that name in about 80 years) the Disney treatment,
alters almost every fact we know about psychology (Geary,
Kishlansky, & O’Brien, 2005). Obviously the
textbook will go into far better and solid scientific method formatting regarding
the above extremely brief and abridged essay on the foundation of Psychology
and the genocidal actions which led directly to its creation, through what
Griggs did not cover.
Test Chosen
The
methods chosen were multiple choice, fill in the blank, and a 500-word essay.
Each
multiple choice and fill in the blank question will be worth 10 points, the
essay 20. Depending on the rest of the administration’s parameters for grading
and points, per the school boards parameters regarding credit hours (Landis, Altman, & Cavin, 2007). 5 multiple
choice 10 points each, 20-point essay, 3 10 point fill
in the blank.
10
point each a total of 5, 1/3rd of the test
Question 1: Who
wrote the first modern psychology textbook?
a William James
b Sigmund Freud
c Wilhelm Wundt
Question 2: Where
were the Notes created used to create the first modern psychology textbook?
a Tiffin, Ohio
b Boston, Mass
c Leipzig, Germany
Question 3: Who
founded the American Psychological Association?
a William James
b Mary Calkins
c James Lightener
Question 4: Was
Sigmund Freud
a. A Psychologist
b A physician
c a Philosopher
Question 5: Define
Psychology
a
the study of the body
b the study of the
mind
c the study of
movement.
One essay question
20 points; minimum 500 words
Points to Cover
This
class “intro into psychology” test, is a class designed to push the boundaries
of what the field is and what the field can become (Goodwin,
2008). Providing the standard answers will receive normal points, which
will total about 91-94% grade. for the “extra” effort to solidify a grade from a
high B to a high A.
Wundt
1, Tiffin, Ohio 1, military strategies why not Prussia but Tiffin Heidelberg 1,
Oliver Cowdery 1, connections with Joseph Smith 1, the Classics 1, the Trojan War
1, the foundation of the city of Rome 1 Any of the below can be included for
the other 12 points. Are covered solid for a
94%, Add in extras, listed below and the score reflects said additional points.
What the student needs to show to the teacher is “the extra” which is built
into the scientific method has to be fact based.
Most of the field
operates based on the ideas and hypothesis of about 30 main ideas. From Calkin 0.5,
Harvard 0.5, William James 0.5, Penn State 0.5, Jung 0.5,
Adler 0.5,
Lightner 0.5, Skinner 0.5, the major thinkers and ideas (Stavredes, 2011).
Extra
points for covering the hypothesis regarding the Classics 0.5, the
British 0.5, the Ogle family 0.5, that the applications of
psychology could be considered the Book of Mormon part ii 0.5, or at
least an addendum. Which has less than nothing to do with the theology of the
LDS, and all to do with the Ogle family library from Heidelberg U 0.5. Will
make up the last 2. of the test (Ambrose,
Bridges, DiPietro, Lovett, & Norman, 2010).
Fill in the Blank 3/3rd
of the test, each question 10 point.
1 In the [The
Classics] is where Wilhelm Wundt found the tools
he used to create the notes for his future textbook.
2 At the age of[10] years old, Wundt began those notes.
3 At [Harvard]
William James began to teach Psychology from Wundt’s book.
Upon completion of
the test
An
assessment of the function and structures of how much the students have
understood the materials can be at least guessed at. Of course, there is the
other problem of short-term memorization versus actually
understanding the materials. Actual absorption of the materials comes
over the course of time (Kaposi, 2017).
Conclusion
The aspects of academics and scholastics means that periodically
it is the responsibility of the teachers and administration to administer tests
to find out where each of the students involved is in their learning curve. By using
a multi-phase testing parameter of multiple choice, an essay, and fill in the blank
questions, the student, the teacher, and the administration can obtain a solid benchmark
regarding how the student is progressing with the class itself. Where are each
individual and each class regarding progress in being able to input the data they are being taught and how close are they to the
goals set forth by the teacher and the class itself.
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C.,
& Norman, M. K. (2010). How learning works: 7 research-based principles for
smart teaching. San Francisco, CA: Jossey-Bass.
American Psychological Association. (2010). Ethical principles
of psychologists and code of conduct: Including 2010 amendments. Retrieved from
http://www.apa.org/ethics/code/index.aspx
Arnold, J., Crooks, R., & Moore, J. (2015). International students and community involvement in Tiffin, Ohio. Journal of International Students, 5(1), 101–103. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eue&AN=100332033&site=eds-live&scope=site
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River, NJ: Pearson Education.
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Retrieved from the Walden Library databases.
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