1. Schools are a mirror of strengths and weaknesses in society. Why is it important for the goals of education to change
as society changes?
ANSWER: The curriculum in schools needs to keep up with changes in society because the
students need to be fully functioning citizens. If schools do not change with the times,
content will be outdated and useless for students. Problems in society (such as drug
use and violence) also show up in schools, and schools cannot avoid dealing with them
if the schools are to function properly.
DIFFICULTY: Difficult
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Analyzing
2. Theprimarygoalthat“AllchildreninAmericawillstartschoolreadytolearn”wasestablishedby
a. the National Education Goals Panel Report.
b. the No Child Left Behind Act.
c. Lau v. Nichols.
d. the Action of Excellence Report.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 13-3a Overview of Policy Reports
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Remembering
3. School district goals should be based on input from
a. professional educators only. b. parents only.
c. citizens only. d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
4. Goals are sometimes called
a. behavioral objectives. b. performance statements.
c. statementsofintent/“ends” d. ultimate objectives.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
5. Goals serve as a guide for developing
a. aims. b. specific objectives.
c. intermediate objectives. d. ultimate objectives.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-1 Establishing Goals and Objectives
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
6. An example of a goal is
a. to describe the political party system in the United States.
b. to interpret the influence of trends in public opinion on the next congressional election.
c. to prepare students for democratic citizenship.
d. to list citizens’ responsibilities.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
7. Behavioral objectives can be evaluated by measuring
a. the observable behavior of the student.
b. graduation rates.
c. public opinion about educational issues.
d. student performance on standardized achievement tests.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 13-1c Objectives
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
8. The launching of Sputnik rocked the foundations of the United States government, citizenry, and educational system
during which period of American history?
a. Cuban Missile-Crisis b. Cold War
c. Vietnam War d. Detente
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
KEYWORDS: Bloom’s: Remembering
9. The whole-child concept emphasizes
a. the development of curricular materials on values and moral standards.
b. the growth and development of the entire child.
c. the principles of psychology related to the mental discipline theory.
d. the use of a core curriculum of selected subjects.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Remembering
10. The major effect of the Soviet satellite Sputnik on American education was
a. renewed emphasis on progressive education.
b. a return to academic essentials.
c. a revised emphasis on the humanities.
d. the start of teacher competency testing.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Remembering
11. The 1960s brought increased attention to
a. average students. b. disadvantaged students.
c. gifted students. d. special-education students.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Remembering
12. A “high stakes” test is one where the results
a. are used to help make decisions about promotion and/or graduation.
b. count for more points than other tests in the semester.
c. are not linked to the district’s or the state’s educational standards.
d. have little relationship to accountability systems.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Remembering
13. Educational policy reports in the mid-1980s emphasized
a. academic excellence.
b. educational equality.
c. the relevance of education to conditions in society.
d. the whole-child concept.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 13-3a Overview of Policy Reports
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Remembering
14. Schools interested in proposing a curriculum consistent with A Nation at Risk would probably offer
a. contemporary issues in sex education.
b. science.
c. remedial mathematics.
d. vocational education.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-3a Overview of Policy Reports
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Remembering
15. A Nation at Risk emphasized that the well-being of the nation was being eroded by
a. the high cost of education.
b. increasing federal involvement in education.
c. interference by community leaders in reforming the curriculum.
d. mediocrity in education.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 13-3a Overview of Policy Reports
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Remembering
16. The educational crises of the late 1950s and the early 1980s were similar in that
a. they both focused on the need to establish equity in terms of the attention and resources devoted to different
populations served by public education.
b. the reforms that followed both crises were in response to a perceived decline in academic performance and
called for increased academic rigor as a solution.
c. neither event had a very dramatic impact on public education.
d. both sets of reforms failed because of the public’s unwillingness to fund needed changes.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-3b Swings of the Pendulum
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Remembering
17. Because of the educational policy reports of the mid-1980s, such as A Nation at Risk, schools implemented
a. an increase in high-school graduation requirements only.
b. an increase in required math and science courses only.
c. an increase in college entrance requirements only.
d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 13-3a Overview of Policy Reports
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Understanding
18. Objectives are usually prepared at the __________ level.
a. subject/grade b. unit plan
c. lesson plan d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 13-1 Establishing Goals and Objectives
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
19. The fact that what we perceive to be our goals for public education can change so dramatically and so frequently
probably reflects
a. the problems that arise when the goals of public education are determined politically and not by educators.
b. the fact that only a small segment of the public really understands what it is that public schools are supposed
to do.
c. our inability to decide whether education is a local, state, or national responsibility.
d. the idea that educational goals are based in the needs of different times and contexts and that they change as
these needs change.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 13-3b Swings of the Pendulum
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Understanding
20. By the 1980s, the attention of national policy reports focused on the needs of which group of students who have
tended to be ignored in national priorities for education?
a. average b. gifted
c. at-risk d. minority
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 13-3a Overview of Policy Reports
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Remembering
21. ___________developed an outline for the development and implementation of school goals in the late 1940s.
a. President Roosevelt b. Jean Piaget
c. Sigmund Freud d. Ralph Tyler
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
22. Behavioral or performance objectives often focus on _____________.
a. content or a specific skill b. the state framework
c. national goals d. broad goals
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 13-1c Objectives
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
23. ______________ forced change in the school curriculum by steering children towards science and math.
a. Leave No Child Behind
b. The National Defense Educational Act
c. The Sputnik flight
d. A school-based management team
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Remembering
24. _________________detailed policies and procedures for including children with disabilities in a regular classroom.
a. The Individuals with Disabilities Education Act
b. Leave No Child Behind
c. Lau v. Nichols
d. LEP
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Remembering
25. Anewfocusonoutcomesthatmeasuredacademicresultsinachild’seducationledto__________.
a. states standards and assessment b. benchmarks
c. outcomes-based education d. IDEA
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Remembering
26. Give an example of an influence on the identification of educational goals, and then identify the consequence of that
influence in the schools.
ANSWER: Answers will vary. Influences may come from society, from developments in
knowledge, or from beliefs about the nature of the learner. Goals should be at the
broad, societal level (for example, preparing students for a vocation). Consequences
should show how the school program is affected by the influence (for example,
vocational education programs exist as an option for students in many schools).
DIFFICULTY: Difficult
REFERENCES: 13-1 Establishing Goals and Objectives
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Analyzing
27. What influence do social forces have on the educational goals of a school district?
ANSWER: All endpoints or goals are affected by the social forces and prevailing philosophies of
education. If one shows significant change the other will move towards that change
and adjust as needed. Social forces often to lead to changes in some philosophies.
DIFFICULTY: Difficult
REFERENCES: 13-1 Establishing Goals and Objectives
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Analyzing
28. Discuss whether goals should be stated in behavioral or nonbehavioral terms.
ANSWER: Goals are usually written in nonbehavioral terms because they provide a general
direction for schools. They are too vague to be used by classroom teachers and thus
need to be translated into more specific classroom (or behavioral) objectives.
DIFFICULTY: Medium
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Understanding
29. How can the achievement of objectives be measured?
ANSWER: Many teachers write objectives in behavioral terms (they state the behavior that the
student is expected to exhibit once instruction has been completed). Objectives,
therefore, can be measured by the student’s behavior or performance.
DIFFICULTY: Medium
REFERENCES: 13-1c Objectives
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Understanding
30. What is the purpose of the mental discipline approach to education?
ANSWER: The mental discipline approach is intended to strengthen the mind through mental
exercises. The more difficult the subject, and the more the student has to exercise the
mind, the greater the value of the subject.
DIFFICULTY: Difficult
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Understanding
31. Inevaluatingthenationalgoal,“allchildreninAmericawillstartschoolreadytolearn,”explaintheconcernsstate
and local governments might have in reaching this goal.
ANSWER: It is often unclear what steps a local district needs to take to reach this goal and
general direction is not provided for a goal that is so broad. It is often left to a local
interpretation.
DIFFICULTY: Medium
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Understanding
32. What were the forces that contributed to the emphasis on the academically talented and the return to academic
essentials in the late 1950s?
ANSWER: The Soviet satellite Sputnik, launched in 1957 during the Cold War Era, shocked
America into refocusing on academic essentials and mental discipline, especially in the
areas of science and math. The new educational climate also increased the emphasis
on topnotch education for academically talented children.
DIFFICULTY: Easy
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Understanding
33. Describe the function of a school improvement plan.
ANSWER: A school improvement plan is often the translation of national and state goals into
statements that coincide more closely with the local level. Often developed by a school
based management team, the plan suggests the path a district will take in reaching
national goals.
DIFFICULTY: Easy
REFERENCES: 13-1a Goals
LEARNING OBJECTIVES: FOED.ORNS.17.13.01 – Examine the relationship among educational goals, standards,
and objectives.
KEYWORDS: Bloom’s: Remembering
34. What were some of the factors that contributed to the numerous educational policy reports at the end of the
twentieth century?
ANSWER: Critics were calling for educational accountability, and a number of reports invoked
statistics to document the decline of American education. These included information
about achievement test scores, international comparisons of student achievement, and
illiteracy rates.
DIFFICULTY: Medium
REFERENCES: 13-2 Historical Perspective
LEARNING OBJECTIVES: FOED.ORNS.17.13.02 – Describe how educational goals shifted throughout American
history since the end of the nineteenth century.
KEYWORDS: Bloom’s: Understanding
35. What were some of the recommendations that were made in the 1983 report, A Nation at Risk?
ANSWER: The list of recommendations includes tougher standards for graduation; more courses
in science, math, foreign language, and technology; a longer school day and school
year; more homework; higher expectations for student achievement; and others as
outlined in the chapter.
DIFFICULTY: Medium
REFERENCES: 13-3a Overview of Policy Reports
LEARNING OBJECTIVES: FOED.ORNS.17.13.03 – Compare and contrast the themes of major policy reports on
education and federal legislation over the past thirty-five years.
KEYWORDS: Bloom’s: Understanding