Unit 1

Question 1

A goal of a second-grade science unit is “Students will be able to categorize a variety of objects according to observable characteristics.” After demonstrating how certain objects placed in an aquarium float and how others sink, a teacher decides to assess the students’ conceptual knowledge. Before placing the next item into the aquarium, the teacher asks students to stand if they predict it will float and to remain seated if they think it will sink.

Which cognitive levels of the revised Bloom’s taxonomy do this learning goal and direct assessment align with?

Answer 1

Understand and apply - because they are understanding why things sink and float and then applying that knowledge to make a prediction.

Question 2

A special education school administrator is concerned that students with special needs are not making adequate progress in developing literacy skills. The administrator sets a goal that the literacy scores of students with disabilities will increase by 12% by the end of the following school year.

Which type of learning analytics should this special education administrator use when reviewing performance levels during the year?

descriptive, diagnostic, predictive, prescriptive

Answer 2

Descriptive

It’s descriptive because they are asking what happened at the end of the year. (I misread the question originally.)

Question 3

Describe Bloom’s evaluating level.

Answer 3

Defending your own opinion, or presenting a new one. Judging the value and quality of work, information and ideas. The judgement is based on certain criteria and standards.

Question 4

To meet the learning goal of starting an IV, nursing students must understand the different functions of two types of blood vessels: veins and arteries. Which assessment aligns with the Understand taxonomy of this learning objective?
* Identifying a vein and an artery on a diagram
* Listing the types of blood vessels
* Classifying vein and artery characteristics
* Creating a diagram including veins and arteries

Answer 4

Classifying vein and artery characteristics

It’s not identifying because that is the remember level of bloom.

Question 5

What is formative assessment?

Answer 5

Assessment that provides insite to instruction so instructors can tailor their strategies. It is ongoing and deliberate at various intervals.

Feedback from knowledge check questions.

Question 6

What is factual knowledge?

Answer 6

The basic elements learners must know to be acquainted with a discipline or to solve problems.

Question 7

What is predictive validity bias?

Answer 7

Refers to a test’s accuracy in predicting how well a certain student group will perform in the future.

Question 8

An instructor is teaching an eight-week clinical health course to college students. At the beginning of the course, each student performs a complex clinical procedure while being recorded. At the end of the course, students perform the same procedure while being recorded. The students compare these performances and reflect on how their ability to perform the complex procedure has progressed.

Answer 8

Ipsative

Ipsative means to take an assessment at the beginning and at the end.

It’s not competency based because it mentions specifically taking an assessment at the beginning and one at the end again.

Question 9

A learning goal for a middle school music class unit is “Students will create music using computer-based composition tools.” After the class spends several weeks practicing using the composition tools, an instructor for the course assigns a project in which students must compose an original song that is one minute long, incorporates at least two instruments, and includes a repeating chorus.

How would this competency-based assessment strategy determine whether students met the learning goal?

a - By providing an opportunity for students to be creative and express themselves with music
b - By providing an opportunity for students to reflect on different computer-based composition tools
c - By providing an opportunity for students to demonstrate their computer-based composition skills
d - By providing an opportunity for students to understand that technology can be used to create music

Answer 9

By providing an opportunity for students to demonstrate their computer-based composition skills

I should’ve assumed that they were making music on the computer even though the question didn’t really indicate that.

Question 10

Describe Bloom’s analyzing level.

Answer 10

Examining information and separating it into component parts. Determining and understanding the organizational structure and relation between those parts. Distinguishing facts and hypothesis.

Question 11

What is summative assessment?

Answer 11

This is your typical end-of-unit test.

Question 12

Describe bloom’s applying level.

Answer 12

Solving problems and dealing with issues by using acquired knowledge. Applying the rules, facts and tecniques to new situations nd scenarios.

Question 13

Employees in an organization are not completing a training course on their first attempt, resulting in additional costs for the organization. A training manager wants to anticipate the likelihood of participants’ failure while participants are engaged in the course and recommend customized remediation that is embedded throughout participants’ first attempt at the course and is based on each participant’s needs.

Which type of learning analytics should this trainer use to suggest various actions to participants to help them complete the course successfully on their first attempt?

descriptive, diagnositc, predictive, prescriptive

Answer 13

Prescriptive

It’s not predictive because we’re not asking what will happen? We’re asking what should we do?

Question 14

What is conceptual knowledge?

Answer 14

The interrelationships among the basic elements within a larger structure that enables them to function together.

Question 15

What is metacognitive knowledge?

Answer 15

Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.

Question 16

A high school chemistry teacher has developed several assessments that measure four different objectives. The teacher plans to use the assessments in the upcoming year to measure the students’ preparedness for the summative state chemistry assessment.

What is a construct-validity bias issue with this plan?

• The summative state assessment may use different scenarios to assess the objectives.
• The school district has not approved the teacher’s created assessments.
• It has not been determined that the created assessments measure the students’ knowledge of the objectives.
• Student competency in each objective may change as the year progresses.

Answer 16

It has not been determined that the created assessments measure the students’ knowledge of the objectives.

construct validity means that the test you’re giving doesn’t measure what it was designed to measure

Question 17

An instructor identifies several students in a college math course who have not completed their weekly assignments at the end of the first three weeks. The instructor determines that these students begin the weekly activities but stop at the point where they must apply the presented math concept. The instructor would like to help foster successful learning for these students.

How should this instructor use data measures to do this?

• By identifying students who should participate in an adaptive learning experience in the LMS that includes additional practice
• By identifying students who should participate in the designed learning experience in the LMS that consists of a series of knowledge checks

Answer 17

By identifying students who should participate in an adaptive learning experience in the LMS that includes additional practice

It’s not knowledge checks because that wouldn’t actually help the students get better. It would just check their knowledge.

Question 18

Recognize an autho ro fa composition, name the levels of bloom’s taxonomy or describet he history of a nation is which level of bloom’s and which knowledge dimension?

Blooms - Remember, understand, apply, analyze, evaluate, create
Knowledge dimension: factual, conceptual, procedural, metacognitive

Answer 18

Remembering and conceptual

Question 19

What is construct validity bias?

Answer 19

It means the test doesn’t measure what it was designed to measure.

Question 20

Describe Bloom’s understanding level

Answer 20

Delivering the main ideas as well as translating, comparing, interpreting, organizing and describing the information. Stating a problem, idea, or a fact in your own words to demonstrate your comprehension.

Question 21

What is diagnostic assessment?

Answer 21

Presented at the beginning of the unit to see where students are at.

Question 22

Describe Bloom’s Creating level.

Answer 22

Using diverse elements to build a completely new structure. It also involves putting various parts together to form a whole.

Question 23

Labeling routes on a map, spelling a difficult word or listing European capitals represent which level of Bloom’s Taxonomy and which level of the knowledge dimension?

Blooms - Remember, understand, apply, analyze, evaluate, create
Knowledge dimension: factual, conceptual, procedural, metacognitive

Answer 23

Remembering and Factual

Question 24

What is procedural Knowledge?

Answer 24

How to do something, methods of inquiry and criteria for using skills algorithms, techniques and methods.

Question 25

An individual has been hired to train an organization’s administrative staff to use a new automated scheduling system. The training runs for three days. The individual wants to know the progress of each participant at the end of the first day and use that information to plan the second day’s instruction.

Answer 25

Formative

Formative - assessment done during learning to modify instruction

It’s formative because it was done during the learning and was used to modify the instruction. It’s not ipsative because it’s purpose wasn’t to see how far they’ve come so to speak.

Question 26

Describe bloom’s remembering level

Answer 26

Answering the questions as well as describing terms, facts and basic concepts through retrieving and recalling previously learned information.

Question 27

One of the learning objectives of a ninth-grade anatomy unit about the systems of the body is “Students will be able to describe the functions of the respiratory system.”

Which project-based assessment would determine whether students have met this objective?
* Creating a poster with a diagram of the lungs
* Creating a 3D model of the respiratory system using clay
* Creating a commercial that encourages others not to smoke
* Creating a song with lyrics about the role of the respiratory system

Answer 27

It’s creating a song with lyrics about the role of the respiratory system. (It’s not creating a poster bc that’s only of the lungs.)