L2- Learning Targets For Performance And Product Oriented Assessment

Question 1

What are the objectives in lesson 2?

Answer 1

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

Question 2

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

Answer 2

Educational objectives

Question 3

Educational objectives can be referred as___?

Answer 3

Behavioral objectives

Question 4

These are typically stated with the use of verbs

Answer 4

Educational objectives

Question 5

What is the most popular taxonomy of educational objectives?

Answer 5

Bloom’s Taxonomy of educational objectives

Question 6

Bloom’s taxonomy consists of:

Answer 6

Cognitive
Affective
Psychomotor

Question 7

These three domains of Bloom’s correspond to___?

Answer 7

Three types of goals that the teachers want to assess

Question 8

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

Answer 8

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

Question 9

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

Answer 9

True

Question 10

Who coined the taxonomy of educational objectives in affective domain?

Answer 10

Bloom/Bloom’s

Question 11

How many levels of expertise does the affective domain have?

Answer 11

5

Question 12

What are the different levels of expertise under Affective Domain?

Answer 12

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

Question 13

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

Answer 13

Receiving

Question 14

What are the illustrative verbs receiving have? Mnemonics also.

Answer 14

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

Question 15

Listens attentively to the instruction of the teacher.

Answer 15

Receiving

Question 16

Active attention or response to a particular phenomenon or stimulus.

Answer 16

Responding

Question 17

Illustrative verbs for responding. Mnemonics.

Answer 17

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

Question 18

Participates actively in a focus group discussion.

Answer 18

Responding

Question 19

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

Answer 19

Valuing

Question 20

Illustrative verbs; valuing

Answer 20

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

Question 21

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

Answer 21

Organization

Question 22

Organization; illustrative verbs

Answer 22

ADIOS
•Adheres, defends, integrates, organizes, synthesizes

Question 23

Demonstrates belief in the value of the election process

Answer 23

Valuing

Question 24

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

Answer 24

Organization

Question 25

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

Answer 25

Internalizing value or Characterization by a value or value complex

Question 26

Illustrative verbs; characterization

Answer 26

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

Question 27

Our values can be good and bad? True or false

Answer 27

True

Question 28

Value is the thing we prioritize. True or false.

Answer 28

True

Question 29

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

Answer 29

True

Question 30

Who introduced the taxonomy of educational objectives in Psychomotor Domain?

Answer 30

Elizabeth Simpson (1972)

Question 31

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

Answer 31

7

Question 32

Simpson's Taxonomy of Educational Objectives consists of:

Answer 32

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

Question 33

The ability to use sensory guides to guide in motor activity

Answer 33

Perception

Question 34

Illustrative verbs: perception

Answer 34

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

Question 35

Detects non verbal cues from the participants

Answer 35

Perception

Question 36

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

Answer 36

Set

Question 37

Illustrative verbs; set

Answer 37

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

Question 38

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

Answer 38

Guided response

Question 39

Illustrative verbs; guided response

Answer 39

•Copies, Follows, Reacts, Responds, Performs

Question 40

Show a motivation to learn a new skill

Answer 40

Set

Question 41

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

Answer 41

Guided response

Question 42

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

Answer 42

Mechanism

Question 43

Illustrative verbs; mechanism

Answer 43

•assembles, dismantles, fixes, manipulates, plays

Question 44

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

Answer 44

Complex Overt Response

Question 45

Illustrative verbs; Complex Overt Response

Answer 45

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

Question 46

Demonstrates one's expertise in playing the guitar

Answer 46

Complex Overt response