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Assessment In Learning 2 > L2- Learning Targets For Performance And Product Oriented Assessment > Flashcards

L2- Learning Targets For Performance And Product Oriented Assessment Flashcards

1
Q

What are the objectives in lesson 2?

A

•formulate learning targets that can be assessed through performance and product oriented assessment
•create an assessment plan using alternative methods of assessment

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2
Q

These are the specific statements of student performance at the end of the instructional unit

A

Educational objectives

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3
Q

Educational objectives can be referred as___?

A

Behavioral objectives

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4
Q

These are typically stated with the use of verbs

A

Educational objectives

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5
Q

What is the most popular taxonomy of educational objectives?

A

Bloom’s Taxonomy of educational objectives

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6
Q

Bloom’s taxonomy consists of:

A

Cognitive
Affective
Psychomotor

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7
Q

These three domains of Bloom’s correspond to___?

A

Three types of goals that the teachers want to assess

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8
Q

What are the three types of goals that the teacher wants to assess?

A

•knowledge-based goals (cognitive)
•skills-based goals (psychomotor)
•affective goals (affective)

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9
Q

Each taxonomy consists of different levels of expertise and varying degree of complexity. True or false.

A

True

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10
Q

Who coined the taxonomy of educational objectives in affective domain?

A

Bloom/Bloom’s

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11
Q

How many levels of expertise does the affective domain have?

A

5

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12
Q

What are the different levels of expertise under Affective Domain?

A

Receiving, Responding, Valuing, Organization, and Internalizing Values or Characterization by a value or value complex

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13
Q

This is the awareness or passive attention to a particular phenomenon or stimulus.

A

Receiving

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14
Q

What are the illustrative verbs receiving have? Mnemonics also.

A

ACHIL
•Asks, Chooses, Holds, Identifies, and Listens

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15
Q

Listens attentively to the instruction of the teacher.

A

Receiving

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16
Q

Active attention or response to a particular phenomenon or stimulus.

A

Responding

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17
Q

Illustrative verbs for responding. Mnemonics.

A

ACPPW
•Answers, Complies, Participates, Practices, and Writes

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18
Q

Participates actively in a focus group discussion.

A

Responding

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19
Q

Attaching value or worth to a particular phenomenon or object. Value may range from acceptance to commitment

A

Valuing

20
Q

Illustrative verbs; valuing

A

CDDEJ
•Completes, Demonstrates, Differentiates, Explains, and Justifies

21
Q

Organizing value to priorities by comparing, relating, and synthesizing specific values.

A

Organization

22
Q

Organization; illustrative verbs

A

ADIOS
•Adheres, defends, integrates, organizes, synthesizes

23
Q

Demonstrates belief in the value of the election process

A

Valuing

24
Q

Defends the importance of graduate education in the career of the teacher.

A

Organization

25
Q

Having personal value system that is now a characteristic of a learner.

A

Internalizing value or Characterization by a value or value complex

26
Q

Illustrative verbs; characterization

A

ADISV
•Acts, Displays, Influence, Solve, and Verifies

27
Q

Our values can be good and bad? True or false

A

True

28
Q

Value is the thing we prioritize. True or false.

A

True

29
Q

Krathwohl is the one who introduced the taxonomy of educational objectives in affective domain. True or false.

A

True

30
Q

Who introduced the taxonomy of educational objectives in Psychomotor Domain?

A

Elizabeth Simpson (1972)

31
Q

How many are the levels of expertise in Simpson’s Taxonomy of Educational objectives in Psychomotor Domain?

A

7

32
Q

Simpson’s Taxonomy of Educational Objectives consists of:

A

•Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, and Origination

33
Q

The ability to use sensory guides to guide in motor activity

A

Perception

34
Q

Illustrative verbs: perception

A

•ADDIS
•Adjusts, Describes, Detects, Identifies, and Selects

35
Q

Detects non verbal cues from the participants

A

Perception

36
Q

The mental, physical, and emotional sets that predispose a person’s response to different situations.

A

Set

37
Q

Illustrative verbs; set

A

•Begins, Displays, Knows, Recognizes, Shows, States

38
Q

Demonstration of complex skill through guided practice like imitation and trial and error

A

Guided response

39
Q

Illustrative verbs; guided response

A

•Copies, Follows, Reacts, Responds, Performs

40
Q

Show a motivation to learn a new skill

A

Set

41
Q

Performs a mathematical operation by following the steps demonstrated by the teacher

A

Guided response

42
Q

Learned responses have become habitual and movements can be performed with some degree of confidence and proficiency

A

Mechanism

43
Q

Illustrative verbs; mechanism

A

•assembles, dismantles, fixes, manipulates, plays

44
Q

Performance of motor acts that involve complex movement patterns in a quick, accurate and highly coordinated manner. Characterized by automatic performance without hesitation

A

Complex Overt Response

45
Q

Illustrative verbs; Complex Overt Response

A

•assembles, dismantles, fixes, manipulates, organizes (quick, accurate and highly coordinated)

46
Q

Demonstrates one’s expertise in playing the guitar

A

Complex Overt response

Assessment In Learning 2 (5 decks)

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