Which of the following is supported by research findings regarding the effectiveness of ability grouping for science and math instruction?
a. Between-class grouping seems to be effective for math but not for science.
b. The Joplin Plan seems to be ineffective for both subject areas.
c. Within-class grouping and the Joplin Plan seem to be effective.
d. Regrouping is ineffective for science and math.
Ques. 2All but which one of the following goals could belong in the cognitive domain of educational objectives?
a. Students will be able to name the capital city and list one primary industry for at least forty-five of the fifty states in the United States.
b. Students will be able to identify all of the main characters and write a literary critique of at least three of the seven major works being covered in one semester of English literature.
c. Students will be articulate a personally held belief regarding the appropriate role of women in contemporary society.
d. Students will be able to translate at least 90 percent of the French vocabulary words and use each of those words correctly in a sentence.
Ques. 3Researchers have found that between-class ability grouping
a. lowers the achievement of low-ability students, and has little to no benefit for average- and above-average-ability students.
b. produces moderate learning gains for all students.
c. produces moderate learning gains for low- and average-ability students, but has no impact on the performance of high-ability students.
d. produces strong learning gains for all students.
Ques. 4The first three categories (in order) of the taxonomy of objectives for the cognitive domain are
a. application, knowledge, synthesis.
b. comprehension, analysis, evaluation.
c. knowledge, analysis, application.
d. knowledge, comprehension, application.
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