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Related Concept Videos

Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Quality Assurance

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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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Related Experiment Video

Updated: Jun 21, 2026

Computerized Adaptive Testing System of Functional Assessment of Stroke
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Published on: January 7, 2019

Evaluation of instruction.

P K Gessner

    Science (New York, N.Y.)
    |July 20, 1973
    PubMed
    Summary
    This summary is machine-generated.

    This study highlights a flaw in instructional evaluation methods. A specific evaluative device may inaccurately assess student problem-solving skills, failing to distinguish true ability from partial success on later variants.

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    Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

    Published on: August 29, 2025

    Area of Science:

    • Educational Measurement
    • Cognitive Psychology

    Background:

    • Traditional instructional evaluation methods are widely used.
    • Assessing genuine student understanding versus superficial performance is a persistent challenge in educational research.

    Purpose of the Study:

    • To identify a critical limitation in a specific instructional evaluation device.
    • To underscore the importance of carefully designing evaluative tools to accurately measure learning outcomes.

    Main Methods:

    • Analysis of a specific sentence within Peter K. Gessner's "Evaluation of instruction."
    • Conceptual examination of how evaluative devices assess problem-solving abilities.

    Main Results:

    • The evaluative device in question fails to differentiate between students with foundational problem-solving skills and those who succeed only on later, potentially easier, problem variants.
    • The device may misinterpret partial success as indicative of overall competence.

    Conclusions:

    • Instructional evaluation tools must be rigorously designed to avoid misinterpreting performance.
    • Accurate assessment requires differentiating between solving initial core problems and succeeding on subsequent variations.