One task in building a model for curriculum development is to determine what the most
salient components in the process are:
a. and to limit the model to those components
b. and to delimit the model to those components
c. and to design charts and graphs
d. and to assign a starting and ending point in the model
Units are essential to:
a. creating a plan that will cover one to two days
b. creating the topics that will be covered in a course
c. holistic planning
d. all of the above
The Copernican plan for school reform promotes:
a. shorter periods
b. block scheduling
c. Carnegie units
d. open-space classes
By creating a positive digital footprint:
a. students can enjoy the benefits of digital curriculum without facing potential negative
repercussions throughout their lives
b. students keep a track record of the websites they visit
c. students do not have to be concerned that future employers will see that they have
accessed inappropriate content on the Internet
d. none of the above
The level at which curriculum goals are specified is:
a. school
b. district
c. state
d. all of the above
Careful evaluation of programs can be very complicated. Schools typically do not do a
thorough job of evaluation because:
a. the community is not concerned about the success of many of the programs at a
school
b. the teachers are unwilling to change practices so it is not worth conducting an
evaluation
c. it is time consuming and often expensive
d. today’s programs are researched-based and do not need to be evaluated
Problems that some people attribute to behavioral objectives, as cited in the text,
include all the following except:
a. employing dogmatic approach
b. reduction of communication
c. resorting to formulas
d. deemphasizing affective objectives
Curriculum development involves making choices:
a. among emphases
b. among disciplines
c. among methods
d. all of the above
A task of a school’s representative curriculum committee is:
a. prioritizing curriculum goals
b. recommending teaching techniques
c. selecting evaluation techniques
d. writing curriculum guides
Another dimension is added when the curriculum planner analyzes the needs of
students by types. An example of a type of need is:
a. emotional
b. financial
c. physical/biological
d. safety
Online teachers face unique challenges related to their instructional environment. In
some programs, teachers are expected to:
a. “push” the information out and become managers of student learning
b. focus on the student’s time-management skills
c. become facilitators of coursework
d. all of the above
Curriculum changes when people affected have changed is a principle of:
a. conceptual psychology
b. social psychology
c. gestalt psychology
d. perceptual psychology
Group task roles as perceived by Kenneth D. Benne and Paul Sheats includes all the
following except:
a. Elaborator
b. Coordinator
c. Orienter
d. Harmonizer
The model presented in this chapter that is considered a grassroots approach is:
a. The Anderson Model
b. The Lowery Model
c. The Oliva Model
d. The Taba Model
Curriculum planners engage in various types of evaluation and research. Among the
types of evaluation are:
a. input, product, electronic, and formative
b. context, input, process, and product
c. context, process, electronic, and formative
d. formative, summative, electronic and standardized
Mastery learning was advocated by:
a. Ralph Tyler
b. Benjamin Bloom
c. James Bruner
d. Earl Kelley
The Krathwohl Taxonomy of the affective domain features:
a) a three major categories
b) four major categories
c) five major categories
d) six major categories
The first American high school was established in:
a. Boston
b. Chicago
c. Philadelphia
d. New York
Horace’s school would demonstrate curriculum objectives through:
a. multiple-choice tests
b. essay tests
c. written reports
d. exhibition displays
Instructional strategies, styles of teaching, and teaching skills are all:
a. selected to successfully fulfill instructional goals and objectives
b. adopted to successfully fulfill instructional goals and objectives
c. implemented to successfully fulfill instructional goals and objectives
d. all of the above
Howard Gardner’s conception of multiple intelligences include all the following except:
a. interpersonal intelligence
b. social intelligence
c. musical intelligence
d. linguistic intelligence
The model presented in the chapter that is deductive and suggests to start with specifics
and then to build to a general design is:
a. The Tyler Model
b. The Havinghurst Model
c. The Taba Model
d. The Anderson Model
According to the text, evaluation is:
a. a one-time process
b. a cyclical process
c. used to determine if a student has met the objectives
d. “b” and “c” are correct
An international exam that measures the achievement of fourth and eighth grade
students in areas of science and mathematics in the U.S. and other participating
countries is known as:
a. the PISA
b. the TIMSS
c. the PIRLS
d. the NAEP
Core Knowledge was originally known by the name:
a. fundamental knowledge
b. basic imperatives
c. cultural literacy
d. central concepts
Mobile Learning is characterized as:
a. being able to access content anytime anywhere
b. being able to use handheld digital devices to access content
c. having to plug into wired access points to reach the Internet
d. “a” and “b” are correct
Daniel L. Stufflebeam and the Phi Delta Kappa National Study Committee on
Evaluation viewed the process of decision making as consisting of all the following
stages except:
a. design
b. review
c. action
d. choice
The largest nationally representative and continuing assessment of what America’s
students know and can do in various subject areas is known as:
a. the PISA
b. the TIMSS
c. the PIRLS
d. the NAEP
The approach known as team teaching:
a. allows a weak teacher to work with a strong teacher so as to assure a strong
classroom environment
b. capitalizes on the strengths of teachers, using their varying expertise in different
ways
c. allows students to access technology more in the classroom especially if one of the
teachers is a technology teacher
d. None of the above
The unification of disciplines or the abandoning of boundaries between discrete
subjects is known as:
a. scope
b. sequence
c. integration
d. transferability
The classification scheme presented in Chapter 7 includes:
a. teachers as a source
b. subjects as a source
c. students as a type
d. teachers as a type