In programmed instruction, a branching program is different from a linear program in that a branching program:
a. Allows students to make choices about the topics they study
b. Takes smaller steps in teaching new material
c. Provides remedial work for students who need it
d. Is more likely to address important instructional objectives
Ques. 2Computer-assisted instruction (CAI) has several advantages over noncomputer-based programmed instruction (PI). Which one of the following is not an advantage of CAI over PI?
a. CAI provides immediate reinforcement, whereas PI does not.
b. CAI allows the use of videos and other moving graphics.
c. CAI allows for the collection of data regarding the progress of each student.
d. CAI is often found to be more effective than traditional instruction; PI is typically no more effective than traditional methods.
Ques. 3Ms. Longman is using programmed instruction in teaching her geography class. Which one of the following are students least likely to encounter in their instruction?
a. One-on-one interactions with their teacher
b. A high probability of success when they respond
c. Immediate feedback about the accuracy of their responses
d. A series of frames, each of which presents a small amount of new information
Ques. 4The major advantage of using Bloom's taxonomy in developing objectives is that the taxonomy:
a. Helps in the formulation of criteria for judging acceptable performance
b. Encourages educators to address higher-level skills as well as factual knowledge
c. Identifies an indisputable order in which various skills should be taught
d. Specifies the most appropriate instructional method for every topic in the curriculum
Ques. 5A variety of discipline-specific professional organizations have developed context area standards (e.g., Common Core State Standards and Next Generation Science Standards) that educators might apply in identifying instructional objectives for a classroom or school district. Three of the following are accurate statements about these standards. Which one is not necessarily true?
a. They represent the joint efforts of many experts in a particular subject area.
b. Many of them can be found on the websites of the organizations that have developed them.
c. Research has clearly and convincingly shown them to be appropriate for the cognitive capabilities of students at different ages.
d. They tend to omit important objectives outside of a particular disciplinefor instance, good study habits or effective interpersonal skills.
Ques. 6Which one of the following is the best illustration of synthesis within Bloom's taxonomy?
a. Angela discovers fallacies in her teacher's argument regarding the value of an agricultural economy in Africa.
b. Connie dissects an earthworm in order to examine its digestive system.
c. Edgar uses a principle that he learned in physics to develop a new tool to lift a heavy object.
d. Georgette writes a justification for corporal punishment using information from her sociology and psychology classes.
Ques. 7An instructional objective that requires students to identify the different parts of speech in a sentence is at the ________ level in Bloom's taxonomy.
a. analysis
b. synthesis
c. knowledge
d. comprehension
Ques. 8An instructional objective that requires students to recite a definition exactly as it has been presented is at the ________ level in Bloom's taxonomy.
a. synthesis
b. knowledge
c. comprehension
d. analysis
Ques. 9The use of instructional objectives in instruction has several advantages. Which of the following is not a benefit that objectives provide?
a. They help a teacher choose appropriate instructional methods and homework assignments.
b. They facilitate student achievement even in areas not covered by the objectives.
c. They aid teachers in effectively communicate and coordinating what they are aiming to accomplish.
d. They facilitate the evaluation of student achievement.
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