Chapter.13 Formative Evaluation Verified Test Bank - Exam Pack | Client Education 3e by Miller by Mary A. Miller. DOCX document preview.
Chapter 13 Formative Evaluation: Test Bank
Client Education: Theory and Practice, 3rd edition
Mary A. Miller and Pamella Rae Stoeckel
Directions: Circle the letter corresponding to the one best answer.
1. The purpose of evaluation is to:
a. determine the value or worth of something.
b. identify and set goals to accomplish.
c. agree to a set of learning objectives.
d. assess the financial impact of teaching.
2. Evaluation can achieve:
a. effective learning.
b. motivate clients and reinforce correct behavior.
c. positive cost-benefit results.
d. elimination of undesirable results.
3. The two broad categories of the evaluation process are:
a. effective and ineffective learning.
b. positive and negative results.
c. formative and summative aspects.
d. personal and impersonal learning.
4. Evaluation of the teaching plan in the Miller-Stoeckel Client Education model addresses:
a. asking clients what they want to learn.
b. administering a carefully written quiz to the clients.
c. obtaining feedback from knowledgeable colleagues.
d. the client’s concept comprehension and motivation.
5. Evaluation of the learning environment in the Miller-Stoeckel Client Education model addresses:
a. assessing the delivery format and technology.
b. examining the suitability of the teaching content.
c. evaluating the teaching strategies and instructional materials.
d. the client’s perception of the entire learning experience.
6. Evaluation of the nurse-client interaction in the Miller-Stoeckel Client Education model addresses:
a. the client’s satisfaction with the teaching and learning.
b. the client’s engagement and communication between the client and nurse.
c. the nurse’s evaluation of the totality of the teaching and learning situation.
d. the assessment of the teaching and learning outcomes.
7. To assess the client’s motivation to act on a health recommendation, you could ask:
a. Does your family think this treatment is OK?
b. What health plan do you have?
c. What previous health actions have you taken?
d. Is your employer supportive?
8. The delivery format for teaching and learning refers to:
a. the suitability of available equipment.
b. the color, attractiveness, and flexibility of the equipment.
d. the environment for teaching and learning.
d. the selection of face-to-face, distance learning, or blended formats.
9. Communication is
a. the exchange of meaning between individuals.
b. choosing the best way to communicate.
c. ongoing in any interaction.
d. almost always positive.
10. Which of the following example by the teacher is helpful to client learning?
a. “You’ll not be successful doing it that way.”
b. “Have you thought about doing it in a different way?”
c. “It would be way better if you did it this way.”
d. “You should closely observe the teacher again.”
11. Telling a client that s/he “did a really good job” is unhelpful feedback because:
a. it is actually a very effective type of feedback.
b. it is a judgmental response and thus ineffective.
c. it doesn’t identify what specific actions were good.
d. it is too general in scope to be effective.
12. Formative and summative are different because formative evaluation focuses on:
a. determining if the end goals of teaching and learning have been met.
b. the true meaning of teaching and learning.
c. the entirety of the teaching and learning activity.
d. promoting improvement within an ongoing teaching and learning activity.