Module 8: The Relationship Between Objectives, Taxonomies, and Assessment

Question 1

When thinking of lesson plans, what are goals, objectives, and learning outomes?

Answer 1

Goals: The big picture, National or State Standards

Objectives: What specifically from the goal are you teaching

Learning objective: How do you know the students learned the objective

Question 2

___ are what students will be learning.

A) Learning Objectives
B) Objectives
C) Goals

Answer 2

B) Objectives

Objectives are what students will be learning and are a “map” of what teachers use to achieve goals.

Question 3

___ are what students will achieve or produce.

A) Learning Outcomes
B) Objectives
C) Goals

Answer 3

A) Learning Outcomes

Learning outcomes are what students will produce or achieve.

Question 4

Why are learning objectives linked to standards?

A) Linking standards and learning objectives makes certain there will be enough time in the academic year to cover all the required content.
B) Linking standards and learning objectives allows students to create their own goals and move at their own pace.
C) Linking standards and learning objectives helps teachers accurately predict student outcomes.
D) Linking standards and learning objectives makes certain that students are studying the material they should be learning.

Answer 4

D) Linking standards and learning objectives makes certain that students are studying the material they should be learning.

By using standards as a foundation for what to teach, students are studying what they are intended to learn.

Question 5

What does Taxonomy mean

Answer 5

Organized something into a hierarchical order

Question 6

What is Bloom’s Taxonomy from lower the highest level of thinking skills?

Answer 6

Remember
Understand
Apply
Analyze
Evaluate
Create

Question 7

Explain the Bloom’s Taxonomy Level of Remember

Answer 7

Lowest Level of learning

memorization, recall facts, and basic concepts

Memorize, repeat, state, list

Question 8

Explain the Bloom’s Taxonomy Level of Understand

Answer 8

2nd lowest level of learning

Explain Ideas or Concepts (in their own words)

Describe, Explain, Summarize

Question 9

Explain the Bloom’s Taxonomy Level of Apply

Answer 9

3rd lowest level of learning

use info in new situations

solve, interpret

Question 10

Explain the Bloom’s Taxonomy Level of Analyze

Answer 10

3rd highest level of learning

Draw connections among ideas

compare, contrast, pros, cons, differentiate, organize

Question 11

Explain the Bloom’s Taxonomy Level of Evaluate

Answer 11

2nd highest level of learning

justify a stand, decision, give your opinion

defend, argue, critique

Question 12

Explain the Bloom’s Taxonomy Level of Create

Answer 12

Highest level of learning

produce New or Original work

research paper, speech, PowerPoint

Question 13

True or False

An economics teacher asks students to explain the ways the theories of absolute and comparative advantage are alike and different.

The teacher is asking students to use the “analyze” level of Bloom’s revised taxonomy.

Answer 13

True

Explaining how two theories are alike and different is an example of analysis in Bloom’s revised taxonomy.

Question 14

Match the level of Bloom’s revised taxonomy with the correct example of its use on an assessment. (Evaluate, Create, Remember)

“Who is the author of The Scarlet Letter?”

Answer 14

Remember

The teacher is asking students to retrieve relevant knowledge that has already been learned.

Question 15

Match the level of Bloom’s revised taxonomy with the correct example of its use on an assessment. (Evaluate, Create, Remember)

“Should all students be required to take physical education classes? Justify your answer.”

Answer 15

Evaluate

Students are being asked to make judgments about a topic based on information they have learned as well as their own insights.

Question 16

Match the level of Bloom’s revised taxonomy with the correct example of its use on an assessment. (Evaluate, Create, Remember)

“Write a haiku about climate change.”

Answer 16

Create

Students are being asked to produce something entirely new.

Question 17

Explain the difference between classroom and standardized assessments

Answer 17

Classroom:
-low stakes assessments (teacher can grade as they see fit, can throw out questions or entire assignments if desired)
-High stakes assessments (final projects, huge presentation, something worth 25%+of final grade)
-measurement (measure students by giving them a score)
-evaluation (making an opinion about my students and their abilities. are they competent in a certain area?)

Standardized Assessments
-high-stakes assessments (given by state. everyone gets the same tests. teachers have no control)

Question 18

What are three Classroom assessment types?

Answer 18

Diagnostic assessments: Before any learning or teaching takes place

Formative assessments: while learning and teaching is occurring; an assessment for learning, progress towards master

Summative assessments: at the end of learning and teaching, an assessment of learning

Question 19

What are the three categories summative assessments can be broken down into?

Answer 19

1) Written or Performance (Authentic) assessment
-Written: Selected response assessments or constructed response assessments (old school written test: multiple choice/matching/fill in the blank or short answer questions/essays)
-Performance: Constructed response assessments or portfolio (project that takes several days or weeks to complete, research paper, expect students to use resources, speech, trio fold boards)

2) Objective or Subjective assessment
-Objective: One right answer, answer key, selected response assessment (multiple choice/fill in the blank/matching, usually find with written assessments)
-Subjective: Rubric, constructed response assessment, performance assessment (squishy grading, rubrics might be interpreted differently,

3) Criterion-referenced or Norm-referenced Assessment
- Criterion: progress, mastery, strengths and weaknesses (you get what you earned)
-Norm: compare, grading on a curve, average/above average/below average (usually seen on standardized assessments-percentile ranking)

Question 20

True or False

Standardized tests are often used to compare students’ performance against each other.

Answer 20

True

Standardized tests are norm-referenced, so the results can be compared for students in different schools, districts, and states, and sometimes even different countries. Authentic or performance-based assessments are more individualized.

Question 21

What are formative assessments designed to do?

A) Formative assessments are designed to be administered in a more or less real-life scenario.
B) Formative assessments are designed to check for understanding in an effective way in order to guide instruction.
C) Formative assessments are designed to make a final determination as to whether a learning objective has been met.
D) Formative assessments are designed to compare students in different classrooms.

Answer 21

B) Formative assessments are designed to check for understanding in an effective way in order to guide instruction.

Formative assessments are used during instruction rather than at the end of a unit or course of study.

Question 22

What is a difference between criterion- and norm-referenced assessments?

A) Criterion-referenced assessment is designed to measure skills and knowledge a student has mastered.
B) Criterion-referenced assessment is designed to compare scores on the same test across a wide range of students.
C) Norm-referenced assessment is designed to measure skills and knowledge a student has mastered.
D) Norm-referenced assessment is designed to measure the progress of an entire class of students.

Answer 22

A) Criterion-referenced assessment is designed to measure skills and knowledge a student has mastered.

Criterion-referenced assessment is designed to measure skills and knowledge a student has mastered. It does not rank students. If students’ performance were ranked according to their score, the assessment would be norm-referenced.

Question 23

Define and describe formative assessment and contrast it with summative assessment.

Answer 23

Formative assessment is designed to provide the teacher with feedback about student learning. It can take many forms. For example, it could involve students holding up whiteboards with their answers. It could be a short quiz on the assigned reading. It could also be an exit ticket at the end of the class. The goal of formative assessment is to let the instructor know the level of mastery students have achieved. It is also used to determine whether more instruction is needed before moving on to the next lesson.

Summative assessment is the final assessment in a unit of study. It is done after all instruction has been administered. As the name implies, it is the summary of what students have learned over a unit of study. It is done at the completion of a unit. Typically, there will be no more specific instruction on that unit’s content.

Question 24

Which type of assessment approach focuses on the recall of basic facts and concepts?

A) Cognitivism
B) Social constructivism
C) Humanism
D) Behaviorism

Answer 24

D) Behaviorism

An assessment that focuses on the recall of basic facts and concepts is reflective of the belief of behaviorism.

Question 25

Which type of assessment approach uses learning concepts such as the “zone of proximal development”?

A) Humanism
B) Behaviorism
C) Cognitivism
D) Social constructivism

Answer 25

D) Social constructivism

An assessment approach that uses collaborative learning and mentoring concepts like the “zone of proximal development” is reflective of the theory of social constructivism.

Question 26

Match the assessment approach with the correct example of its use of assessment in the classroom. (Cognitive, behaviorism, or social constructivism)

After presenting lessons on the state capitals, a teacher administers a test asking students to correctly identify the capitals of 20 states.

Answer 26

Behaviorism

This test is a type of summative assessment that measures students’ ability to recall isolated facts and is reflective of behaviorist principles.

Question 27

Match the assessment approach with the correct example of its use of assessment in the classroom. (Cognitive, behaviorism, or social constructivism)

After presenting a lesson on ancient Athens and Sparta, a teacher asks students to write an essay explaining in which city they would prefer to live.

Answer 27

Cognitivism

This activity requires students to actively engage with the material they have learned.

Question 28

Match the assessment approach with the correct example of its use of assessment in the classroom. (Cognitive, behaviorism, or social constructivism)

After presenting a lesson on the Constitutional Convention of 1787, a teacher assigns two groups of students to debate this statement: The U.S. Constitution is the best form of government ever devised.

Answer 28

Social Constructivism

Learning is thought by social constructivists to be a social activity. Additionally, constructivist learning environments are particularly effective for advanced knowledge acquisition.

Question 29

A teacher is interested in assessing the strengths and weaknesses of students in content taught during recent lessons.

Which type of assessment should the teacher use?

A) Standardized
B) Criterion-referenced
C) Norm-referenced
D) Diagnostic

Answer 29

B) Criterion-referenced

Criterion-referenced assessments are those focused on specific criteria for learning. With criterion-referenced assessments, a teacher can see a student’s strengths and weaknesses, what they have mastered, and student progress.

Question 30

Before starting a unit on magnets, a science teacher gives students a pretest.

Which type of assessment is this?

A) Diagnostic assessment
B) Formative assessment
C) Summative assessment
D) Norm-referenced assessment

Answer 30

A) Diagnostic assessment

Diagnostic assessments are given before any learning takes place. They are used to diagnose what students already know about a concept prior to it being taught. A pretest is given before any learning has occurred.

Question 31

Students have three minutes to complete an addition fact test. They must answer as many addition facts correctly as they can in those three minutes.

Which level of Bloom’s taxonomy are students working at?

A) Analyze
B) Understand
C) Remember
D) Apply

Answer 31

C) Remember

The “m” in remember stands for memorize. Since it is a timed addition facts test, students should have their addition facts memorized.

Question 32

Students are required to create a tri-fold poster for their book reports. They have three weeks to complete the assignment, and it will count toward 25% of their language arts grades.

Which type of assessment is this?

A) Performance assessment
B) Formative assessment
C) Written assessment
D) Objective assessment

Answer 32

A) Performance assessment

A tri-fold board book report would be a type of performance assessment. Students would have several weeks to complete the assignment and be allowed to use their book and other resources to help them complete it. It would allow the teacher to see if the student was competent in their book report.

Question 33

A tenth-grade history final is comprised of 75 multiple choice questions. Students must score at least 70% on the final to pass the course.

Which type of assessment is being used?

A) Objective assessment
B) Subjective assessment
C) Diagnostic assessment
D) Norm-referenced assessment

Answer 33

A) Objective assessment

The “o” in objective stands for one correct answer. Objective assessments have one right answer and use an answer key. A multiple-choice final would have one right answer for each question and could have an answer key to grade it.

Question 34

Students are asked to write an essay on whether they think high school students should be allowed to have recess.

Which level of Bloom’s taxonomy are students working at?

A) Understand
B) Evaluate
C) Apply
D) Analyze

Answer 34

B) Evaluate

Evaluation is when an opinion or judgement call is given. The question is asking students for their opinion.

Question 35

While teaching a lesson on the play Romeo and Juliet, a teacher stops to ask the class, “What is the dramatic function of Mercutio’s Queen Mab speech?”

Which type of assessment is the teacher using?

A) Formative assessment
B) Diagnostic assessment
C) Criterion-referenced assessment
D) Summative assessment

Answer 35

A) Formative assessment

Formative assessments are given while learning is taking place typically to check for understanding. Examples of a formative assessment include asking students a question, worksheets, activities in the classroom, homework, etc.

Question 36

A student is using their knowledge and understanding of multiplication facts to solve a three-digit multiplication problem.

Which level of Bloom’s revised taxonomy is the student operating at?

A) Understand
B) Apply
C) Evaluate
D) Remember

Answer 36

B) Apply

Application is when knowledge is use in a new situation. A student is being asked to take what is remembered and understood about multiplication facts and apply it to a three-digit multiplication problem that has not previously solved.

Question 37

During their interactive reading group activities, the students are explaining to each other what happened at the beginning, middle, and end of the stories they read.

Which level of Bloom’s revised taxonomy does this fall under?

A) Evaluate
B) Remember
C) Apply
D) Understand

Answer 37

D) Understand

Understand refers to the student being able to restate information in their own words. The students are being asked to explain what they understood happened in the beginning, middle, and end of the book.

Question 38

A teacher is trying to help seventh-grade language arts students take charge of their own learning. As a result, students can take a test when they are ready to be assessed for each objective and are given a choice of doing a project-based assessment, a written test, or a performance-based assessment to show they have learned the material.

Which type of assessment method is the teacher using?

A) Norm-referenced
B) Competency-based
C) Diagnostic
D) Formative

Answer 38

B) Competency-based

Competency-based assessments allow the student to show they have mastered the concept. Students are often allowed to choose how they will be assessed. It allows students to take charge of their learning because if they do not do well on their assessment, they are given opportunities to relearn the material and be reassessed.

Question 39

Which theoretical approach to assessment would be appropriate for testing students’ basic knowledge and skills and their ability to solve math equations correctly?

A) Humanistic
B) Behaviorist
C) Cognitivist
D) Social constructivist

Answer 39

B) Behaviorist

Behaviorism with its direct instruction works best when teaching the basics of reading, writing, and math. Behaviorism would give students an assessment that tests students on their basic knowledge and skills. Examples include selected response tests such as multiple-choice tests, true/false tests, matching, and fill-in-the-blank tests.

Question 40

Which theoretical approach to assessment would be applied to grading group projects or for giving group grades?

A) Humanistic
B) Constructivist
C) Cognitivist
D) Behaviorist

Answer 40

B) Constructivist

Constructivism is all about interaction. Either interaction with others or interaction with the concept. A group project would allow the students to interact with each other.

Question 41

Which type of assessment compares students’ performance level to their peers’ level?

A) Criterion-referenced
B) Subjective
C) Objective
D) Norm-referenced

Answer 41

D) Norm-referenced

Norm-referenced assessments are used to compare students by grading on a standard curve or seeing if they are average, above average, or below average.

Question 42

Which classifications apply to a multiple-choice assessment?

Choose 3 answers.

A) Selected response
B) Norm-referenced
C) Criterion-referenced
D) Subjective
E) Objective
F) Performance

Answer 42

A) Selected response
C) Criterion-referenced
E) Objective

The “o” in objective stands for one correct answer. Objective assessments have one right answer and use an answer key. A multiple-choice assessment would have one correct answer per question and could be scored using an answer key. With criterion-referenced assessments, a teacher can see a student’s strengths and weaknesses, what they have mastered, and student progress. With a multiple-choice assessment, a teacher can see a student’s strengths and weaknesses, what they have mastered, and student progress. Selected response assessments are a written assessment where students select the correct answer. Selected response assessments include multiple choice tests, true/false tests, fill-in-the-blank tests, and matching tests.

Question 43

Which assessment classifications apply to a research paper?

Choose 3 answers.

A) Norm-referenced
B) Performance
C) Subjective
D) Objective
E) Criterion-referenced
F) Selected response

Answer 43

B) Performance
C) Subjective
E) Criterion-referenced

Performance assessments are typically completed over several days or weeks. Students are usually allowed to use their notes and resources. Examples of performance assessments include research papers, speeches, and book reports. On subjective assessments, everyone will answer differently, and one must use a rubric to score items. A research paper would be graded with a rubric. Criterion-referenced assessments use predetermined criteria to assess students’ strengths and weaknesses, what they have mastered, and student progress. With a research paper, a teacher can see a student’s strengths and weaknesses, what they have mastered, and student progress.