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Final Assessment
Introduction Initial Assessment Module 1: The Promise and Potential of Mentoring Module 2: What is Mentoring? Module 3: The Predictable Cycle of Mentoring Module 4: Qualities of an Effective Mentor Module 5: Mentoring Young Innovators: Learning and Motivation Module 6: Mentoring Tips Final Assessment

Final Assessment

a. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Pursue one idea at a time
b. Develop the capability, confidence and competence to explore
c. Take risks
d. Develop a willingness to fail and learn from failure
a. Development of a meaningful relationship
b. Personal satisfaction
c. Affirmation of flaws in his/her mentoring approach
d. Strengthening of mentoring, leadership, and interpersonal skills
a. Parent-directed
b. Facilitated
c. Self-directed
d. All of the above
a. Behaviors
b. Example
c. Wisdom
d. All of the above
a. Use “but” instead of “and”
b. Be specific and descriptive
c. Don’t be judgmental or defensive
d. Be respectful of different perspectives
a. They share the workload.
b. They contribute their individual strengths to the project.
c. They share a common passion and vision.
d. All of the above.
a. Groups of young innovators are taught together
b. Young innovators do not have adult mentors in school or at home
c. There is more than one school librarian at a school
d. The district hosts an annual invention convention
a. Provide feedback to your mentee
b. Take any concerns you may have to the mentee’s parents or teacher first
c. Treat mentoring as a reflective practice
d. Share what you are learning from the mentoring relationship
a. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. Help set the meeting agendas
b. Facilitate setting the goals and outcomes to be achieved by the group
c. Facilitate setting the goals and outcomes to be achieved by each group member
d. All of the above
a. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
a. Celebrate the achievement of goals
b. Look for meaningful ways to celebrate what you’ve accomplished
c. Include opportunities to express appreciation as part of the celebration
d. All of the above
a. The innovator must seek a market for the new product or service
b. The innovation must be accepted or adopted by others as a result of active dissemination
c. Both a and b
d. Neither a nor b
a. True, mentoring is a one-way commitment of mentor to mentee.
b. False, mentoring is a three-way commitment of mentor, mentee, and the mentee's teacher.
c. False, mentoring is a two-way commitment between mentor and mentee.
d. False, mentoring is a one-way commitment of mentee to mentor.
a. Every mentee trusts in the same way, at the same speed
b. You do not need to trust the mentee for them to trust you
c. Trust must be continuously worked at
d. A mentoring relationship does not require trust
a. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
a. Growth and development
b. Knowledge and thinking
c. Both a and b
d. Neither a nor b
a. When you don't agree with your mentee.
b. When you are afraid you will forget your point.
c. When you want to show your mentee they are wrong.
d. All of the above.
a. In person meetings
b. Skype calls
c. Email
d. All of the above
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. The process of mentoring
b. The outcome of mentoring
c. The purpose of mentoring
d. All of the above
a. Be established as part of the school’s or library’s vision
b. Be determined by the mentee’s parents
c. Be utilized uniformly across each mentoring relationship
d. Be determined through collaboration between the mentor and mentee
a. A safe and nurturing environment to explore and be creative without fear of assessment
b. Better grades
c. A perfect attendance record
d. None of the above
a. Why they want to be mentored
b. What they need to learn
c. What you can do to help them
d. All of the above
a. Writing lesson plans
b. Leadership
c. Coaching
d. Interpersonal
a. It can be overbearing
b. It inhibits the mentee from taking risks
c. It can create too intimate of a relationship between mentor and mentee
d. The mentee may feel too comfortable and become complacent
a. Is novel
b. Has utility
c. Is accepted by others
d. Is implemented by others
e. All of the above
a. Brainstorm process skills to be used
b. Be able to narrow ideas
c. Be able to evaluate resources used
d. All of the above

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The Innovation Destination

 

The Innovation Destination was designed and evaluated by a team from the Center for Digital Literacy at the School of Information Studies, Syracuse University and developed by Data Momentum Inc, in partnership with the Connecticut Invention Convention, By Kids for Kids, New York On Tech, and over 70 school librarians and young innovators.

This site has been serving the youth invention community from 2015 - present.

 

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