“The most serious mistakes are not being made as a result of wrong answers. The truly dangerous thing is asking the wrong question.” (by Peter Drucker)

I had one interpretation of this in mind when I first read the phrase and then had a more in-depth interpretation of this when I took another moment to reflect on this in regards to the Health Care Science pathway I am responsible to teach. As a new high school teacher I spend a lot of time developing lesson plans, tests, labs and more. Without prior knowledge that there was an actual model of evaluation, I feel that I did a pretty good job of teaching and then evaluating at all the levels but I have learned through trial and error of content test development that I have not always hit the target. I am now guided by knowing that if I pay attention to the information (purpose), judgment (important outcome) and decision (ultimate goal) levels of evaluation that I will be able to develop better testing tools for my students.  I realized “the error of my ways” at times when upon grading a test I had produced that I periodically had questions that almost all the students failed. This made me realize one of two things. Either I had not taught the material well enough or had asked a wrong question. When reviewing with the students the test itself after grading, I have found more times than naught that I had asked a wrong question. The result then was a wrong answer. Drucker’s quote has pointed out to me that an important key to evaluation is to make sure that I am evaluating what I am teaching and asking it at the student's level of interpretation and understanding - not mine.