C14 Mulit

What level of Bloom's taxonomy is represented by the following objective? "Student teachers will design a module of instruction in their own content areas." A) Analysis B) Application C) Knowledge D) Synthesis

By designing a module of instruction in their content areas, student teachers would be demonstrating synthesis, which is creating something new by combining elements (in this case, what they have learned about their content area, instructional design, and teaching methods). D

Group discussions are most appropriate for use when A) questions require convergent answers. B) students are young or less mature. C) students have difficulty expressing themselves. D) the class is well prepared to evaluate and synthesize.

Group discussions are most appropriate when students are able and prepared to evaluate and synthesize. They would NOT be a good choice for answering lower-level questions that have convergent answers or when a lot of material needs to be covered in limited time. D

High-ability students generally appear most likely to benefit from A) a lower pace with little emphasis on correcting errors. B) a mixture of factual and higher-level questions. C) a nurturing atmosphere for learning. D) highly structured lesson plans

High-ability students appear to benefit from a mixture of factual and higher-level questions, a fast pace, and clear error corrections. A nurturing atmosphere and highly-structured lesson plans are less important for high achievers than for low achievers. B

The primary value of Bloom's taxonomy of cognitive objectives is that it can A) lead educators to think carefully about the objectives they construct. B) provide a valid hierarchy of learning from simple to complex. C) provide administrators with an objective means of evaluating the effects of courses. D) rank different types of learning according to their relative importance.

Although Bloom's taxonomy may not be completely accurate in classifying the complexity of skills, it is beneficial in leading educators to think carefully about the objectives they construct. A

A frequent criticism of seatwork as a classroom learning strategy is that it A) is often overused. B) may require learning skills that students might not possess. C) places the student in a passive mode. D) tends to reduce student motivation.

Although there is little research on seatwork, it is clear that seatwork is often overused. In fact, American students were found in one study to spend about twice as much time engaged in seatwork as Japanese students. A

Indicate the HIGHEST level of Bloom's taxonomy in which the following question can be classified: "How should government classes judge the feasibility of a court decision?" A) Analysis B) Application C) Evaluation D) Synthesis

Judging the feasibility of a court decision is at the evaluation level of Bloom's taxonomy. At this highest level, students must know enough about the particular decision and the background information to make a judgment or "evaluation" about the feasibility or validity of the decision. C

To what taxonomic domain does the following objective belong? "Students will share their reactions about the appeal of a painting after a trip to a local gallery." A) Action B) Affective C) Cognitive D) Psychomotor

Sharing reactions about the appeal of a painting is in the affective domain. The key factor is that "reactions", or feelings about something, are being communicated, as opposed to information (cognitive domain). B

Which one of the following statements should be avoided in order to promote high expectations of your students? A) "Take your time and try it again". B) "Good job on the first part of the writing assignment, however, your conclusion paragraph still needs work". C) "This is easy, any one can do it and you can too". D) "You are right, this is a challenging writing assignment, which is why you need to keep trying".

Teachers should provide both challenge and support. Saying "This is easy, any one can do it and you can too," can have a negative effect on student motivation. C

Ms. Almanzor had high expectations for Martin. When Martin did exceptionally well on the macro economics test, Ms. Almanzor attributed his test performance in part to the A) use of high-stakes testing practices. B) Pygmalion effect. C) fact that she gave him extra time to complete the test. D) recent increase in self-esteem.

The Pygmalion effect was named after a mythological king, who made a statue come to life. In education, the Pygmalion effect refers to situations in which students make exceptional progress due to high teacher expectations. B

In Pianta's three aspects of classroom climate, teacher sensitivity is a component of the ____________ dimension. A) affective B) constructive C) social-cognitive D) behavioral

The affective dimension of classroom climate includes emotional support and in this case, teacher sensitivity. A

The BEST method by which active learning can be incorporated into lectures is to use A) lower-level cognitive objectives. B) questioning strategies. C) scripted cooperation. D) techniques involving small groups.

The best method to use for incorporating active learning into traditional lectures is the technique of scripted cooperation. In this strategy, teachers stop their lecture presentations and have students work in pairs in order to translate concepts and ideas into their own words, to check on their understanding of the lecture material, and to organize their thinking. Questioning strategies and small-group work are also active learning strategies, but use of these methods is usually associated with learning methods other than lecturing. Lower-level cognitive objectives can be involved with any type of learning approach. C

Recent research on the effects of direct instruction suggests that there is ample evidence identifying what to be at the heart of the direct instruction teaching model? A) Guided and independent practice with feedback B) Inductive reasoning activities and examples C) Models of expert performance D) Student-controlled learning activities

The heart of the direct teaching model is guided and independent practice with feedback. The other three response choices are relevant for student-centered teaching approaches. A

Multiple-Choice Questions 1) Woolfolk suggests that advanced planning is important primarily because such planning A) allows the teacher more time to correct daily work. B) dictates course readings and requirements. C) eliminates uncertainty in teaching. D) influences what students will learn.

The key factor of advance planning is to influence what students will learn. This influence occurs as a result of determining how available time and resources will be transformed into activities and assignments for students. Planning also eliminates some uncertainty in teaching, but that is a secondary benefit relative to influencing student learning. D

Mrs. Savage is hoping that her students will really appreciate the importance of earthquakes following the unit that she is about to teach. The type of affective response that she should expect to occur FIRST for this outcome is A) organizing. B) receiving. C) responding. D) valuing.

The lowest-level outcome in the affective domain is receiving. Before Mrs. Savage's class can appreciate the importance of earthquakes, they must receive the material on earthquakes by being attentive. B

Which one of the following procedures is recommended for teachers when using the discussion method? A) Ask another student to summarize the first student's response if uncertain about what that student has said. B) Discourage students from mentally rehearsing or writing responses before speaking. C) Let shy children decide to participate in the discussions whenever they are ready. D) Remain as uninvolved as possible during the discussion period.

The only correct procedure of those presented for this item is to ask students to summarize other students' responses, especially when the initial responses are not clear. Shy children should be directly invited to participate, and it is generally desirable for students to be given time to rehearse mentally or write down their ideas before responding. A

The questions on the objective test that you are taking right now are what type of question? A) Analytical B) Convergent C) Divergent D) Evaluation

The types of questions on an objective test, such as the items in the test that students are now taking, are convergent questions, because there is only one right answer. Divergent questions have several possible answers. B

If a student who is called on to respond to a question gives a partially wrong answer, the recommended procedure is to A) ask "does anyone have a different answer?" Then call on the first volunteer. B) correct the student's answer and go on with the lesson. C) provide a prompt or cue and stay with the student for a little while. D) say "that's almost correct" and then call on another student.

When students' answers are partially correct, it is best to give them an opportunity to come up with a better response, or at least correct any misunderstandings. One recommended procedure is to provide a prompt or cue and give the students a chance to correct the original answer. C

For evaluating a student's achievement in psychomotor skills, the most appropriate instrument would typically be a(n) A) essay test. B) objective test. C) checklist or rating scale. D) personal interview.

A checklist or rating scale is particularly useful in evaluating students' psychomotor skills because the performance results in a product. The checklist or rating scale evaluates the product by asking "Is the skill being performed?" and "How high is the proficiency on this skill?" C

Which one of the following objectives is complete according to Mager's guidelines? A) Given colored pictures of fruits and vegetables, students will correctly classify them with a high degree of accuracy. B) Students will correctly identify the function of the four major organs in the digestive system without using notes. C) Students will correctly recall the major bones of the human body. D) Using a calculator, students will solve division problems containing fractions.

A complete Mager-type objective is the student will correctly identify the functions of four major organs in the digestive system without using notes. This objective includes a condition (no notes), behavior (identify), and performance criteria (must correctly identify four organs). B

A major criticism of direct instruction is that it A) has proven ineffective in evaluation studies. B) is often limited to lower-level objectives. C) overemphasizes constructivist viewpoints. D) works well with high-ability students but not with low-ability students.

A major criticism of direct instruction is that this method is often limited to lower-level learning objectives. B

Which one of the following objectives illustrates an appropriate behavioral example of the cognitive objective, "Students will be able to understand the concept of correlation"? A) "Achieve mastery on a quiz dealing with correlation issues." B) "Appreciate how and when correlation is used." C) "Comprehend the meaning of the concept of correlation." D) "Identify instances of positive and negative correlation."

An appropriate behavioral example of the objective, "The student must understand correlation," is "can identify instances of positive and negative correlation." The verb "identify" describes a more observable and measurable outcome than do verbs such as appreciate or comprehend. Further, in alternative "a," simply saying "achieve mastery" is ambiguous (what is meant by "mastery"?). D

Ms. Smith would like to measure her first graders' mastery of their personal information (address, phone number, spelling of name). What level of Bloom's taxonomy do her questions illustrate? A) Application B) Comprehension C) Evaluation D) Knowledge

By measuring her first graders' mastery of their personal information (address, phone number, spelling of name), Ms. Smith has assessed knowledge, remembering something essentially as given. D

In order to measure the outcomes of cognitive objectives more easily, the objectives should be A) based on test questions. B) clarified with specific examples. C) conceptualized as a general case. D) presented to the class prior to a lesson.

Cognitive objectives are easier to measure when they are clarified with specific examples. This process involves trying to specify the particular behaviors that would be demonstrated if the objective were achieved. B

Which one of the following is likely to be an objective written by a teacher from the cognitive viewpoint? A) Students will list four characteristics of classic drama. B) Students will define and conjugate ten French verbs. C) Students will calculate the answers to distance problems. D) Students will understand "aesthetic distance" in drama.

Cognitive objectives refer to internal changes, unlike behavioral objectives that stress observable or external changes. An example of a cognitive objective would be the students will understand aesthetic distance in drama. Note that this type of outcome is difficult to measure (what does "understand" mean?). D

Which one of the following methods is NOT related closely to conceptual change teaching? A) Cognitive apprenticeships B) Explicit teaching C) Inquiry learning D) Reciprocal teaching

Conceptual change teaching has much in common with cognitive apprenticeships, inquiry learning, and reciprocal teaching. It has nothing in common with explicit teaching or direct instruction. B

Which one of the following is NOT a typical component of direct instruction? A) Cooperative learning B) Guided practice C) Independent practice D) Review of previous day's work

Cooperative learning is NOT a typical component of direct instruction. Guided practice, independent practice, and reviewing the previous day's work are essential strategies of direct instruction. A

Which one of the following students is responding to a divergent question? A) Alice identifies the category name for a group of objects. B) Dave adds to simple lines as many lines as he wants to make a meaningful figure. C) Janelle indicates which one of five figures is concealed in a complex figure. D) Mario gives a word to satisfy a definition and a given first letter.

Divergent thinking involves creating responses to questions or problems that do not have a single correct answer. The latter situation describes convergent thinking. In this example, the divergent thinker is Dave, who makes as many lines as he judges appropriate to make a meaningful figure. B

The constructivist approach to planning learning experiences emphasizes what roles for teachers and students? A) Both students and teachers determine the content and activities, but teachers select the learning strategy to be used. B) Students and teachers together determine the content, activities, and learning strategies to be used. C) Students determine the broad learning goals, while teachers determine the specific learning objectives and activities. D) Teachers determine the learning goals, activities, and strategies for optimal learning.

From a constructivist perspective, planning is shared and negotiated by the teacher and students. Together, they determine content, activities, and learning approaches. This orientation contrasts with teacher-centered approaches in which the teacher makes all of the decisions (direct instructional methods). B

An advantage of Gronlund's approach to writing objectives over Mager's is A) clearer specification of the criterion for evaluation. B) easier procedures for writing the statements. C) greater flexibility for expressing cognitive learning outcomes. D) inclusion of the three major components of valid objectives.

Gronlund's system is advantageous relative to Mager's for allowing greater flexibility in expressing cognitive objectives. Cognitive objectives are difficult to operationalize because they emphasize internal outcomes such as "comprehend," "assimilate," and "understand." Gronlund's system allows the teacher to use these types of verbs supported by a listing of exemplary behaviors. Mager's system is more specific and uses knowledge-level verbs primarily, such as "define," "list," and "identify." C

A constructivist approach to assessment, compared to a traditional approach, would include use of A) fewer teacher comments about each student's work. B) more norm-competitive projects designed by students. C) students and teachers sharing authority for evaluating students' work. D) teacher-designed projects that students evaluate on the basis of predetermined criteria.

In constructivist teaching approaches, because they are student-centered, teachers and students share the authority for evaluating students' work so that students can explain their thought processes and justify answers. The rationale is that students learn much more through such expression than they do simply by writing answers and receiving check marks on their papers. Moreover, by sharing the choice of assessment methods with their teachers, students will have a vested interest in the total evaluation. C

In the highest level of the affective domain, students are expected to A) adopt, and act consistently with, a new value. B) be aware of how other people feel. C) demonstrate an overt response to an idea or thing. D) show a new behavior as a result of experience.

In the highest level of objectives in the affective domain, students are expected to adopt, and act consistently with, a new value. For example, a person might become firmly committed to the love of music and share it with his/her friends. A

Given the objective "students will be able to write complete sentences using words from a new vocabulary list," identify whether Mager's three criteria for a correctly stated behavioral objective are present or absent in this objective. Behavior Condition Criterion A) Absent Absent Absent B) Absent Present Absent C) Present Present Absent D) Present Present Present

In the objective presented, only the behavior and condition elements of Mager's system are present. The criterion is missing: students will be able to write complete sentences (behavior) using words from a new vocabulary list (condition). C

Which one of the following strategies is appropriate regarding the use of seatwork? A) Seatwork should be counted as part of the course grade. B) Seatwork should involve only minimal monitoring by the teacher. C) Students should not be permitted to help each other with their seatwork. D) Teachers in the U.S. use seatwork relatively infrequently when compared to those in other countries.

It is generally recommended that seatwork should be checked and the results counted toward the course grade. This way, students are held accountable for their work. Students should be allowed to help each other, but teachers need to monitor seatwork activities closely. A

What level of Bloom's taxonomy is most difficult, if not impossible, to measure with multiple-choice tests? A) Analysis B) Comprehension C) Knowledge D) Synthesis

It would be extremely difficult, if not impossible, to use multiple-choice tests for assessing synthesis skills, which involve creating something by combining elements. An essay test would provide more opportunity for measurement of synthesis abilities because of its open-ended, more divergent means of expression. D

Larry identifies the names of all present members of the President's Cabinet. What element from Bloom's taxonomy is most directly exemplified? A) Analysis B) Comprehension C) Knowledge D) Synthesis

Larry is demonstrating knowledge skills. All that he has to do is to name the members of the Cabinet. No understanding or higher-order reasoning is required. C

What is the taxonomic domain of the following objective? "After learning about the properties of magnetism, students will build a vacuum and observe whether there is magnetic behavior present." A) Action B) Affective C) Cognitive D) Psychomotor

Learning about the properties of magnetism is in the cognitive domain. However, the key factor in this situation is building a vacuum machine that requires using physical skills in the psychomotor domain. D

In what type of situation would it be most desirable for a teacher to use the lecture approach? A) Application and analysis levels are key cognitive objectives for the material. B) Cognitive and affective objectives stress lower-level concepts and develop interest in the material. C) Students are relatively low in ability level and have limited experience with the material. D) Students differ widely in ability levels and background experiences.

Lecture seems well suited to situations in which objectives emphasize low-level cognitive objectives (understanding or comprehension) and affective objectives (valuing or becoming interested in material). Lecture is NOT desirable where there is a wide range of individual differences (pacing cannot be adapted well), low-ability students, or high-level cognitive objectives such as synthesis and evaluation. Page Ref: 515, 521 B

After teaching about classical conditioning, Ms. Lennon explained the function of each major component in the model (conditioned response, unconditioned stimulus, etc.). What level of the new cognitive taxonomy is most directly exemplified by Ms. Lennon's apparent instructional objective? A) Apply B) Create C) Remember D) Understand

Ms. Lennon is most clearly demonstrating comprehension by explaining the meaning of specific material without relating it to anything else. D

Which one of the following statements is TRUE with regard to instructional planning? A) For experienced teachers, daily planning is more important than unit or weekly planning. B) It is more critical at the beginning of the year for teachers than at any other time. C) It is more critical in elementary grades than in the higher grade levels. D) Once plans are devised they should generally be followed without variation.

Planning appears to be more critical at the beginning of the year than at any other time, because many procedures, rules, and routines are established early. Plans should be flexible and initially concentrate on the unit level, followed by weekly and then daily planning. B

Which one of the following is one of the ISTE Standards (International Society for Technology in Education)? A) Using general objectives before specific objectives. B) Promoting cooperative learning rather than independent computer use. C) Promoting digital citizenship and responsibility. D) Promoting personal face-to-face interactions before electronically mediated interactions.

Promoting and modeling digital citizenship and responsibility means that teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. C

Which one of the following objectives would probably be the most difficult to measure? A) Analysis B) Application C) Receiving D) Reflex actions

Receiving would be the most difficult to measure, because it is an affective outcome that cannot be observed or tested as easily as cognitive (application or analysis) or psychomotor objectives (reflexes) can be tested. C

The recommended waiting time while questioning students is A) one to two seconds. B) three to five seconds. C) six to eight seconds. D) 10 seconds or longer.

Research by Berliner (1987), Rowe (1974), and others suggests that, when teachers wait at least five seconds before calling on a student, students tend to give longer answers, more sophisticated answers, and participate more frequently if given a little more time. B

Research shows that the average amount of time teachers wait for students to answer questions is about A) one second. B) three seconds. C) five seconds. D) seven seconds or more.

Research by Rowe (1974) indicated that, on the average, teachers wait only one second for students to answer. A

A student in a biology class examines a slide of an unfamiliar cell and describes its major parts and how they interrelate. What element in Bloom's taxonomy is most directly exemplified? A) Analysis B) Comprehension C) Evaluation D) Synthesis

The biology student is demonstrating analysis skills. Such skills involve breaking something down into its parts (the unfamiliar cell, in this example). A

The heart of the recitation approach to teaching that has been around for many years is A) praising. B) reacting. C) soliciting. D) setting a framework.

The heart or core of the recitation approach in teaching is soliciting or asking questions. C

Analysis of the relationship between teachers' knowledge of a subject and students' learning suggests that knowledge is A) necessary but not sufficient to improve learning. B) negatively correlated with students' attitudes about the class. C) the best predictor of student achievement. D) the most important quality of a good teacher.

To be a good teacher, it appears necessary but NOT sufficient to be knowledgeable about the subject taught in order to improve students' learning, because many factors other than knowledge influence how well students learn. Knowledgeable teachers are not always effective teachers. A

Research on the effectiveness of higher-level questions for learning has shown that such questions A) are consistently inferior to lower-level questions. B) are consistently superior to lower-level questions. C) are equally as effective as lower-level questions. D) vary in effectiveness depending upon the situation.

While higher-level questions are more likely than lower-level questions to stimulate divergent thinking and meaningful learning, there is no one best way to question. The effects of higher-level questions can vary depending on the situation. D

Whitney presents and defends her personal views on the desirability of having the current president nominate Supreme Court Justices. What level of thinking in Bloom's taxonomy is illustrated by Whitney's task? A) Application B) Comprehension C) Evaluation D) Synthesis

Whitney is demonstrating evaluation skills by judging the desirability of having the President nominate Supreme Court Justices. Evaluation is a high-order skill that involves forming an opinion on the worth or value of something C