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Alternative Testing Center

This center is designed for participants who are unable to Grade or Submit tests using Java scripts, especially MAC users. All the tests and self-tests are below their respective units. You may copy and complete the self-tests, or just read them here, jot your answers down, and then grade them by clicking on the Answers link.

Tests for submission are also in boxes below each test – Please copy the test, paste it into your word processor, complete your answers, then copy and paste your answers in an email to
drjill@mountainvalleycenter.com

Please enable HTML in your email submissions in by checking RICH text HTML under format in your email.

The Detailed Registration Form
(complete prior to beginning tests) is listed at the bottom of this page.

Module One

1.1 Adult Learning and Development

1.1 Adult Learning and Development

Module One, Test 1

Self-Test Answers

1. Adult Learning is:

____A. Subject-Centered,

____B. Self-Directed,

____C. Other-Directed

2. Adults Learn Best by:

____A. Sitting passively listening to a lecture,

____B. Being told what to do

____C. Being actively involved in the learning process

3. Which of the following is most appropriate for an adult learning presentation

____A. A lecture with no audience questions

____B. An interactive lecture with guided audience participation.

____C. Off the cuff remarks based on whatever comes to the mind of the lecturer

4. Adult Development Proceeds from:

____A. Independence to Dependency.

____B. Secure to Self-Involved

____C. Details to the ability to see the whole picture

5. When teaching adults, you should never use the lecture method.

_____True

_____False

1.2 Andragogy

1.2 Andragogy

Module One, Test 2

Copy the test below into your word processor. Compete it and then copy into an email and Submit your answers by email.

1. How much self-directedness does your workshop allow or encourage for adult students? What specific ways can you think of to create opportunities for more self-direction in your workshop?

2. How much opportunity is there in your workshop for adult learners to relate and build on their own experiences with the subject or related processes?

a. Do you know the backgrounds of your learners?

b. What ways can you suggest to incorporate your learners experiences and use them as resources (not hindrances) to the learning process?

3. To what extent is your seminar "task" oriented vs. "subject" oriented? Adults become impatient with "learning stuff", but are eager to learn when the application is made clear.

a. Do you share the relationship of the content to actual life experiences?

b. Do the learners know WHY they are learning a piece of information and HOW they will be able to use it? or Are they learning the information because you, the presenter, told them they must and they would use it somehow later?

c. How can you make your seminar more task oriented, even if its in a subject centered environment?

4. What opportunities do you allow for actual performance of newly acquired skills?

a. When learning to perform, is the environment safe enough to make mistakes without being embarrassed? Even though adults are led toward performing, they have a great need to "do it right the first time" or they feel diminished in front of others.

1.3 Principles of Andragogy


1.3 Principles of Andragogy

Module One, Test 3

Self-Test Answers

1. Adults lose their ability to learn.

_____True

_____False

2. Adults of the same age and social status are very similar in their learning needs.

_____True

_____False

3. Experience of the learner is a major resource in learning situations.

_____True

_____False

4. Through adult development, the self-concept moves from dependency to independency.

_____True

_____False

5. Adults tend to be subject-centered in their approach to learning.

_____True

_____False

6. Adults are motivated to learn by economic factors only.

_____True

_____False

7. Active learner participation often disrupts learning.

_____True

_____False

8. Adults learn best in flexible, supportive environments.

_____True

_____False

9.Adults are competency based learners in that they wish to apply newly acquired skills or knowledge to their immediate circumstances.

_____True

_____False

10. It is not important for adult learners to know WHY they are learning a piece of information or HOW they will be able to use it.

_____True

_____False

1.4 Adult Learning in Practice

1.4 Adult Learning in Practice

Module One, Test 4

Copy the test below into your word processor. Compete it and then copy into an email and Submit your answers by email

REFLECTIONS

Using the seven components of adult learning in practice, think about how one session of a workshop you teach or are about to teach could be presented following these components. Do not spend too much time on these answers. We will be covering this is future topics. Use this opportunity to share what ideas you have now.

1. How would you set up the room?

2. How could you involve the learners in helping plan the objectives and learning activities?

3. What kinds of self-assessment could you provide the learners to help them formulate their own individual objectives?

4. How could you assist the learners in identifying resources and strategies to accomplish their objectives?

5. What would you be doing while the learners are learning?

6. What resources do you have that will help your learners complete their learning plans?

7. What kind of evaluation processes could you provide to help the learners assess their own accomplishment of their objectives?

1.5 Transpersonal Education

1.5 Transpersonal Education

Module One, Test 5

Self-Test Answers

1. Transpersonal Education:

____A. Teaches directly to the ego,

____B. Cannot be considered a part of lifelong learning

____C. Encourages both learner and teacher self-transcendence

2. In transpersonal education, the learner moves from dependence to independence to interdependence.

____True

____False

3. The following are characteristics of Peak Experience (Check all that apply)

____A. Innocence of Perceiving

____B. Focusing on the Past

____C. Connection to Real Self

____D. Focusing on the Future

____E. Fear

____F. Acceptance

____G. Positive Attitude

____H. Courage

4. Being values include (Check all that apply)

____A. Truth

____B. Beauty

____C. Goodness

____D. Separation

____E. Fulfillment

____F. Conformity

____G. Playfulness

____H. Poverty

____I. Effortlessness

5. In Transpersonal Education, the learner is encouraged:

____A. To question and explore

____B. To be dependent on the teacher

____C. To ignore his or her own values

1.6a Cognitive Domain of Learning

1.6a Cognitive Domain of Learning

Module One, Test 6a

Self-Test Answers

Rank the 5 Levels of the Cognitive Domain from lowest (least amount of "brain power" = 1 to Highest (highest intellectual skill) = 5.

1 2 3 4 5 1. Analysis

1 2 3 4 5 2. Evaluation

1 2 3 4 5 3. Knowledge

1 2 3 4 5 4. Synthesis

1 2 3 4 5 5. Comprehension

A. Knowledge

B. Comprehension

C. Analysis

D. Synthesis

E. Evaluation

Match the Examples of Thought processes in the left column with the corresponding Levels of the Cognitive Domain in the right column. Type in your one letter answer in each answer box.

_____6. Ability to plan a unit of instruction.

_____7. Ability to understand non-literal statements.

_____8. Ability to make judgments based upon criteria.

_____9. Ability to recall specific information

_____10. Ability to determine relationship between ideas.

1.6b Affective Domain of Learning


1.6b Affective Domain of Learning

Module One, Test 6b

Self-Test Answers

Rank the 5 Levels of the Affective Domain from lowest (least amount of "commitment" = 1 to Highest (highest commitment to values) = 5.

1 2 3 4 5 1. Responding

1 2 3 4 5 2. Organization

1 2 3 4 5 3. Receiving

1 2 3 4 5 4. Characterization

1 2 3 4 5 5. Valuing

A. Receiving

B. Responding

C. Valuing

D. Organization

E. Characterization

Match the Examples of Attitudes in the left column with the corresponding Levels of the Affective Domain in the right column. Type in your one letter answer in each answer box.

____6. Lives by a consistent life philosophy

____7. Feels a sense of responsibility about certain values

____8. Aware of underlying value assumptions.

____9. Is willing to listen to new information.

____10. Volunteers with a feeling of satisfaction.

1.6c Psychomotor Domain of Learning

1.6c Psychomotor Domain of Learning

Module One, Test 6c

Self-Test Answers

Rank the 7 Levels of the Psychomotor Domain from lowest (least amount of "skill" = 1 to Highest (highest skill level) = 7.

1 2 3 4 5 1. Mechanism

1 2 3 4 5 2. Set

1 2 3 4 5 3. Adaptation

1 2 3 4 5 4. Perception

1 2 3 4 5 5. Guided Response

1 2 3 4 5 6. Origination

1 2 3 4 5 7. Complex Overt Response

A. Perception

B. Set

C. Guided Response

D. Mechanism

E. Complex Overt Response

F. Adaptation

G. Origination

Match the Examples of Skills in the left column with the corresponding Levels of the Psychomotor Domain in the right column. Type in your one letter answer in each answer box.

____8.Learned response is habitual.

____9. Able to create new motor acts.

____10. Ready and willing to perform a motor act,

____11. Is aware of how what’s happening during a motor act.

____12. Can modify an motor act to suite the circumstances.

____13. Can perform a multi-step motor act.

____14. Can perform an act with Assistance and Trial & Error.

1.7a Sample Objectives

1.7a Sample Objectives

Module One, Test 7a

Self-Test Answers

The following objectives were developed for a workshop I have given over the past 4 years. They have been approved for CEU’s by NCBTMB, AHNA, and PTAG.

FEEL THE FLOW – AN ENERGY SOURCEBOOK WORKSHOP

PURPOSE AND GOAL

As a Health Care Professional you are constantly flowing energy – physical energy, emotional energy, and mental energy. The purpose of this workshop is to introduce you to a variety of holistic energy healing techniques in order to increase the efficacy of your current health care practice. The goal is for you to learn how to direct these energy flows to achieve therapeutic benefits to you and your patients.

The OBJECTIVES include cognitive, affective, and psychomotor domains. Test your knowledge by identifying which domain each objective belongs to. In addition, they provide examples of the style and type of objectives you will submit on your next test.

1.Define the tern chakra, from origin to current modern usage.

____Cognitive ____Affective ____Psychomotor

2. Perform a chakra assessment using tools including computer biofeedback and pendulum dowsing.

____Cognitive ____Affective ____Psychomotor

3. Differentiate the 7 major chakra centers with respect to emotional issues, physical issues, and adult developmental issues.

____Cognitive ____Affective ____Psychomotor

4. Participate in a guided imagery session to expand and clear chakra energy in selected locations.

____Cognitive ____Affective ____Psychomotor

5. Describe the relationship of the 5 Elements (Ether, Air, Fire, Water, and Earth) to the chakra centers and to body structures.

____Cognitive ____Affective ____Psychomotor

6. Identify nutritional needs and meditative practices to balance each of the 5 elements.

____Cognitive ____Affective ____Psychomotor

7. Identify the major positive, negative, and neutral poles on the body.

____Cognitive ____Affective ____Psychomotor

8. Perform general energy balancing techniques by integrating information about the 5 elements with information about body polarity.

____Cognitive ____Affective ____Psychomotor

9. Differentiate between the three major forms of meditation (Contemplation, Concentration, and Mindfulness) with respect to process and outcome.

____Cognitive ____Affective ____Psychomotor

10. Participate in all three types of meditation.

____Cognitive ____Affective ____Psychomotor

11. Develop a plan to use this workshop information in both professional and personal practice.

____Cognitive ____Affective ____Psychomotor

1.7b Your Course Objectives

1.7b Your Course Objectives

Module One, Test 7b

Copy the test below into your word processor. Compete it and then copy into an email and Submit your answers by email.

You will now write an overall goal for a workshop or presentation you are about to do, or have done in the past, and several objectives. We will review them together, via email, and solidify them before moving on. These objectives will be the basis for everything that follows.

Develop an overall goal for your workshop or presentation (we will call it a "course" here) and several learner-centered objectives. Learner-centered objectives describe what you want your learners to be able to do at the end of your workshop. You must include at least one cognitive objective and one affective objective. If your workshop involves any physical skills, then include psychomotor objectives also.

Course Title:

Purpose or Goal of the Course:

Course Objectives – Please number them and include them all below.

Module Two

2.1 Personal Style Inventory

2.1 Personal Style Inventory

For Module Two, Test 1 & 2, Go to the test and print out the test, complete it and then print out the answer sheet. These tests are not for submission or grading.

Module Two, Test 1 (Self-Test)

Personal Style Inventory Scoring Sheet for Module Two, Test 1

NOTE: There are no tests for 2.3 through 2.8 in Module Two.

Beta Testers Please click here to complete feedback for these Units

2.9 Strategies for Teaching and Learning based on Personal Types

E. Extroverts

I. Introverts

S. Sensors

N. Intuitors

T. Thinkers

F. Feelers

J. Judgers

P. Perceivers

2.9 Strategies for Teaching and Learning based on Personal Types

Module Two, Test 2

Self-Test Answers

____1. Prefer having the big picture, or an integrating framework, to understand a subject.

____2. Prefer spontaneity within a learning situation.

____3. Prefer ideas and reflection rather than action.

____4. Prefer working in groups, especially harmonious groups.

____5. Prefer structured, step-by-step syllabus, and traditional curricula.

____6. Prefer people and actions and use trial-and-error confidently.

____7. Prefer to plan their work and work their plan. Deadlines are sacred. Their motto is: just do it!

____8. Prefer analysis, logic, and order.

E. Extroverts

I. Introverts

S. Sensors

N. Intuitors

T. Thinkers

F. Feelers

J. Judgers

P. Perceivers

Match the Examples Teaching Strategies in the left column with the corresponding Personal Types in the right column. Type in your one letter answer in each answer box.

____9. Whole/part/Whole teaching.
Present the big picture, fill in the “facts” or chunks of knowledge, then relate them back to the whole picture.

____10. A-T-A Method.
Application (problem or mini-case- followed by Theory, then an additional Application to apply the theory.

____11. AOR Model
In presenting a question, have the learners first Analyze the question and jot down key ideas, Organize the ideas into a logical sequence, and only then Respond.

____12. Teach using Simulations and Case studies together with Small Group work for teaching.

____13. Teach using less structured programs and independent study programs.

____14. Thinking Aloud Paired Problem Solving (TAPPS) method.
Designates the explainer and listener within each dyad to discuss solutions to problems.

____15. Use the Discovery or WHY method.

____16. Teacher directed activities and lecture that provide clear course or topic objectives.

2.10. Methods of Instruction

2.10. Methods of Instruction

Module Two, Test 3

Self-Test Answers

1.You are giving a presentation for 5.000 people. The best method of instruction would be:

____A. Discussion

____B. Small Group Activity

____C. Lecture

2.You are providing an on-line course. The best method of instruction would be:

____A. Examination

____B. Discussion

____C. Practical Exercise

3. You are teaching a class that involves learning new psychomotor skills. The best method of instruction would be:

____A. Committee

____B. Demonstration

____C. Conference

4. You are teaching a class that you hope will result in new ways for the learner to solve problems in their lives. The best method of instruction would be:

____A. Lecture

____B. Individualized Instruction

____C. Case Study

5. Once you select an instructional method, you must stick with it throughout your entire program.

____True

____False

2.11 Designing Your Course

2.11 Designing Your Course

Module Two, Test 4

Copy the test below into your word processor. Compete it and then copy into an email and Submit your answers by email.

Objectives

List each educational objective for this presentation.

Upon completion, the participant will be able to:

Content (Topics)

Provide content/topics presented which correspond to each objective.

Teaching/Learning Strategies

Teaching Strategies, Learning Strategies, Materials, Resources, Delivery Methods, Learner Feedback

Time Frame

Give a time frame for each content area.

2.12 Experiential Learning Cycle — Overview

2.12 Experiential Learning Cycle — Overview

No test!

Enjoy your break!

2.13 Why Use Experiential Learning

2.13 Why Use Experiential Learning

Module Two, Test 5

Self-Test Answers

1. Experiential learning

____A. Decreases learner motivation

____B. Emphasizes the difference between content and experiences

____C. Increases meaning for the learner

2.. Experiential learning

____A. helps learners relate their previous experiences to the current topics

____B. is a passive form of learning

____C. discourages problem solving

3. Experiential Learning is

____A. teacher-based

____B. organized around the learner’s personal experiences

____C. impersonal

4. Experiential learning involves the learner in meaningful ways, making the learner an active participant rather than a passive observer.

____True

____False

5. Experiential learning is one of the best methods for facilitating adult learning.

____True

____False

2.14 How to Use the Experiential Learning Cycle

2.14 How to Use the Experiential Learning Cycle

Module Two, Test 6

The following questions are the type of facilitation questions I would ask you if we were person to person at this point in a live workshop. Match these Examples of Facilitation Questions in the left column with the corresponding Parts of the Experiential Learning Cycle in the right column.

A. Experiencing

B. Sharing/Publishing

C. Processing

D. Generalizing

E. Applying

_____1. How did you feel when you were going through the developing objectives part of this course?

_____2. What adult learning principles made sense to you immediately when you think about your workshops?

_____3. How does taking this test help you?

_____4. What are the implications of the Experiential Learning Cycle in terms of the ways you can facilitate adult learning?

_____5. Name one way you can use the Experiential Learning Cycle during your next course or workshop.

_____6. How did studying the domains of learning help you organize your thoughts about developing course objectives?

_____7. How do the principles of adult learning relate to "good" and "bad" workshops you have attended?

_____8. What has excited you the most so far during this on-line course?

_____9. What will you do differently based on what we have covered so far?

_____10. What personal insights have you gained so far by taking this course?

2.15 Facilitation Questions using Experiential Learning Cycle

2.15 Facilitation Questions using Experiential Learning Cycle

Module Two, Test 7

Submit your answers by email.

You will now write your objectives, this time including content (subject matter) with each objective. Then you will write out several actual questions you can ask your participants for each phase of the Experiential Learning Cycle. Jill will review the material you submit and provide feedback.

1. Course Title:

2. EXPERIENCING – List below the current objectives.

3. SHARING – Write the questions you will use to elicit sharing from your participants below.

4. PROCESSING – Write the questions you will use to elicit processing from your participants below.

5. GENERALIZING – Write the questions you will use to elicit generalizing from your participants below.

6. APPLYING – Write the questions you will use to elicit applying from your participants below.

Module Three

3.1 Feedback and Evaluation in Adult Learning

3.1 Feedback and Evaluation in Adult Learning

Module Three, Test 1

Self-Test Answers

1. The Facilitation Phase of Helping includes: (Check all that apply)

____A. Confrontation

____B. Empathy

____C. Respect

____D. Self-Disclosure

____E. Genuineness

____F. Immediacy

____G. Warmth

____H. Self-Disclosure

2. The Transition Phase of Helping includes: (Check all that apply)

____A. Confrontation

____B. Empathy

____C. Respect

____D. Self-Disclosure

____E. Genuineness

____F. Immediacy

____G. Warmth,

____H. Concreteness

3. The Action Phase of Helping includes: (Check all that apply)

____A. Confrontation

____B. Empathy

____C. Respect

____D. Self-Disclosure

____E. Genuineness

____F. Immediacy

____G. Warmth

____H. Concreteness

4. Feedback is a nonjudgmental communication to another individual for the purpose of facilitating self-awareness.

____True

____False

5. Formal feedback and evaluation are given in writing, while informal feedback and evaluation are given verbally or through body language.

True

False

3.2 Developing Written Tests

3.2 Developing Written Tests

Module Three, Test 2

Copy the test below into your word processor. Compete it and then copy into an email and Submit your answers by email.

You will now write a pre-post test for the workshop or program you have been submitting for review. Use the most recent version of your objectives (the ones you used in Module Two) to develop your test questions.)

Write at least one question for each objective. The questions should match as closely as possible the level of your objectives. For example: If, in your objectives, you said "Identify the 4 aspects of a good session", then your question would be something like "Select from the following list the 4 characteristics of a good session… " You could not ask a higher level question like "Analyze the following session and determine the characteristics that made it good"

Questions may be multiple choice, matching, true-false, short answer, essay or any combination you choose.

If you have never written a test before, try not to get bogged down in this assignment. I will be providing individual feedback and will make suggestions for test items that don’t seem to match the objectives. Sometimes that will mean changing the test item, other times it will mean changing the objective to what you really want the learners to learn. When I was an Associate Professor at the Medical College of Georgia, we would often plan our course backwards. We would start with the test and write out the test questions that we wanted our students to be able to answer. We would then use those questions to develop the objectives!

Please fill in the following:

Course Title:

Pre & Post Test. Please list each objective and immediately follow it with the test questions that apply to that objective. You must have at least one question for each objective. You may have more. (You may wish to write the pre-post test out in your word processor first, then copy and paste into the box below.)

3.3 Developing Participant Course Evaluations

3.3 Developing Participant Course Evaluations

Module Three, Test 3

Copy the test below into your word processor. Compete it and then copy into an email and Submit your answers by email

You will now write a participant evaluation for the workshop or program you have been submitting for review. Use the most recent version of your objectives to develop your participant evaluation form.

Please fill on the following:

Course Title:

Course Evaluation. Use the box below to submit your course evaluation (You may wish to write it out in in your word processor first, then copy and paste into the box below.)

CFAL Participant Course Evaluation

CFAL Participant Course Evaluation

Copy the test below into your word processor. Compete it and then copy into an email and Submit your answers by email.

PURPOSE OF COURSE:

The purpose of this on-line course is to enable participants who teach adults in a variety of settings to develop skills in organizing, facilitating, and evaluating their programs in terms of Adult Learning Theories and Teaching Strategies.

GOAL OF COURSE: The goal of this course is to certify individuals who have demonstrated competence in the course objectives as Certified Facilitators of Adult Learning.

Please rate the effectiveness of this continuing education activity.

5=Excellent 4=Very good 3=Good 2=Fair 1=Poor

The extent to which the learner objectives were achieved:

1. Design Workshops and Courses using the principles of Adult Learning (Andragogy)

5 4 3 2 1

2. Develop learner/participant-centered objectives in the 3 aspects or domains of learning
(Cognitive – what you know, Affective – What you feel about what you know, and Psychomotor – What you are able to do with what you know.)

5 4 3 2 1

3. Facilitate the learner/participant through a 5 step Experiential Learning cycle that results in the learner being able to “take home” and apply the information in ways that improve their lives and the lives of those around them.

5 4 3 2 1

4. Identify personal learning style using a Personal Style Inventory

5 4 3 2 1

5. Plan the learning experience for different types of learners including: Extraverts and Introverts, Sensors and Intuitors, Thinkers and Feelers, Judgers and Perceivers

5 4 3 2 1

6. Describe the use of formal and informal evaluation and feedback in facilitating adult learning.

5 4 3 2 1

7. Develop a written pre-test/post-test to determine learner competence on a program they have or will be presenting.

5 4 3 2 1

8. Design a written course evaluation on a program you have or will be presenting.

5 4 3 2 1

The extent to which the content and format were effective:

9. Appropriateness of Module and Unit Content

5 4 3 2 1

10. Helpfulness of Self-Tests

5 4 3 2 1

11. Helpfulness of Feedback on email tests

5 4 3 2 1

12. Ease of Moving through Units/Modules

5 4 3 2 1

13. Extent to which your personal/professional Goals were met.

5 4 3 2 1

14. Usefulness of this course to your practice

5 4 3 2 1

Summarize, in one sentence, what you have learned from this course:

Comments:

Suggest Topics for Future On-line Courses:

Thank you!

Teach what you know, regardless of when you have learned it.

Teach what you learned yesterday sagely, as if you have known it all your life.

Teach what you have known for decades with enthusiasm,

as if you learned it only yesterday.

Mercedes Lackey & Larry Dixon, Owlknight

DETAILED REGISTRATION FORM

Copy and paste in your word processor, complete the form, the copy and paste into an email to
drjill@mountainvalleycenter.com

1. Name:

2. Address Line #1

3. Address Line # 2

4. City, State

5. Zipcode

6. Day Phone Number

7. Evening Phone Number

8. Email

9. Date of Birth MM/DD/YY

10. Occupation:

11. Specialty Area(s)

12. Topics you Teach to Adults

The following is for statistical information only. Your name will not be associated with this data.

13. Gender ____ Male ____Female

14. Marital Status ____Single ____Married _____Living with Partner

15. Age ___Under 20 ____20-45 _____45-60 _____Over 60

16. Highest Education Completed ____High School _____College ______Advanced Degree

17. Live in: ____Urban _____Rural _____Mixed

18. Live on: _____East Coast _____Mid-County _____ West Coast ______Outside USA

19. Employment ____Self-Employed _____Have Employer _____Not Employed

20. Ethnic Background ____ European ___African ____Hispanic _____ Asian ____Native American

21. Type of Computer: _____PC _______MAC ______Other

22. Please describe your reasons for taking this course. Why you are going to invest your time in it and what you want to receive from it at completion.

[Testing Center]
[Self-Test Answers]




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