Instructional Assessment – Chapter Tests

Why is diagnostic assessment done? a. To ascertain the achievement level of the students b. to ascertain the specific strengths and weaknesses of the students. c. To ascertain the effectiveness of teaching.

Mrs. Jacobson observed her students during a science lab in order to determine what the students needed to learn to be effective in carrying out lab experiments.

Which of the following best describes what Mrs. Jacobson did? a. She measured her students' performance in the lab. b. She tested her students' performance in the lab. c.

She assessed her students' performance in the lab.

Which of the following statements best illustrates the concept evaluation? a. Janes's teacher recorded her exam result, her homework results, and her grade on the semester project. b.

The teacher administered 100 multiple-choice items to his students at the end of the semester. c. At the end of the semester the student's scores ranged between 55 and 95. d. The performance of the school's students on the Scholastic Assessment Test (SAT) was excellent.

T/F Any time a teacher measures the performance of students, the teacher tests the students

T/F When you measure students' performance, you are assessing them.

T/F To evaluate students' performance in mathematics, a teacher is required to measure the students in mathematics.

T/F Your primary goal in selecting techniques to assess a learning objective or objectives should be classroom practicality and efficiency.

Which of the following is NOT a high stakes use of assessment information for students? a. A teacher uses a set of assessment information to assign report card grades. b.

State test results help determine reading placement. c. "School report cards" are made available on the Internet.

T/F Consider the following scenario: A teacher used the midterm exam to grade the students.

Then the teacher reviewed students' performance in terms of their difficulties and strengths over the first half of the semester. This helped the teacher to plan his instructional activities for the second half of the semester. Does this statement accurately describe that particular situation? A summative evaluation can also be used to provide formative assessment information.

What is a learning objective? a. What students should know at the end of a learning segment.

b. What students can do at the end of an instructional segment. c. What teachers should do to help students learn during an instructional segment.

Which of the following best explains the importance of using statements of learning objectives in the assessment of students? a. The teacher becomes aware of students' weaknesses and emphasizes those areas in his/her assessment. b. The teacher gets a better understanding of the subject matter he/she is teaching through assessment.

c. The teacher knows the specific outcomes students should attain and develops appropriate assessment procedures to assess them.

Which of the following is a general learning goal? a.

Students should be able to measure the length of the classroom using a ruler. b. Students should be able to add two digit number accurately. c. Students should be able to measure things accurately.

Which of the following best illustrates an appropriately stated learning objective? a. The student will know the parts of an airplane. b.

The student will understand the parts of an airplane. c. The student will explain how airplanes fly.

Which of the following statements is an example of a developmental learning objective? a.

to write a persuasive essay b. to compute the average of a set of scores c. to state the Pythagorean theorem

T/F Statements of mastery learning objectives are broader than statements of developmental learning objectives.

T/F One reason why teachers have to formulate learning objectives before teaching is to ensure that each student is taught and achieves the most important points of the lesson.

The sequence of the Cognitive Process dimension of the revised Bloom's taxonomy is a. remember, understand, create, apply, analyze, and evaluate b. remember, understand, apply, analyze, evaluate, and create c.

remember, understand, analyze, apply, create, and evluation

Taxonomy means the same as a. classification b. selection c. organization

Which of the following item formats is the best to use to assess "analyze" types of learning objectives? a. essay items b. multiple-choice items c. short-answer items

One of the important teaching uses for taxonomies of thinking skills is to a. ensure the complexity of learning outcomes b. divide up cognitive thinking into small, teachable segments c. check whether what is to be taught and assessed covers the most important cognitive skills

With regard to the revised Bloom's taxonomy of learning objectives, the statement, "The student will be able to distinguish between evaluation and measurement," is an example of what cognitive process? a. apply b.

analyze c. understand

With regard to the revised Bloom's taxonomy of learning objectives, the statement, "The student will use the Pythagorean theorem to solve right triangle problems," is an example of what cognitive process? a. apply b. analyze c. understand

When a teacher selects a taxonomy of cognitive skills for use in planning instruction, which of the following is probably the LEAST important consideration? a. The most important learning objectives can be classified with the taxonomy. b. The taxonomy can be used to help explain the teacher's methods or instructional outlook.

c. The taxonomy is simple to explain to parents and students. d. The taxonomy can be used to prepare official government reports.

Which of the following is the major difference between the original Bloom's taxonomy and its revision in 2001. a. The revision simplifies the classification of learning objectives so it is easier to use. b. The revision uses an entirely different approach to categorizing thinking skills than the original.

c. The revision separates learning into two dimensions; the original used one dimension. d. The revision was not written by Benjamin Bloom.

T/F The hierarchical nature of taxonomies of learning objectives implies that each teacher should teach lower level sills before moving on to teach higher level skills.

Which of the following is LEAST desirable for a list of learning objectives for a unit you plan to teach? a. The learning objectives are relevant to your state's published standards. b.

The list includes all desirable outcomes for the course, including minor ones. c. The learning objectives fit with your school's philosophy.

A major reason for stating learning objectives at the planning stage of teaching is to make sure a. no important topics of the subject-matter content are left out. b.

items based on the subject-matter content are not too difficult c. the level of achievement students should attain by the end of the instructional period is clear.