Test items used to measure the lowest level of the cognitive taxonomy are

Test items used to measure the lowest level of the cognitive taxonomy are
 
  a. analysis
  b. application
  c. understand
  d. remember

Ques. 2

Grouping certain types of problems into problem sets has been criticized because
  students can be successful in spite of
 
  a. avoiding doing the work required
  b. not understanding the concepts underlying problem solution
  c. making numerous errors while working the problems
  d. the number of estimates and conjectures that are required

Ques. 3

Students who find it most difficult to learn new concepts in a science class are most
  apt to have
 
  a. no theories
  b. naive theories
  c. informed explicit theories
  d. informed implicit theories

Ques. 4

Increasing the number of alternatives in the items of a test produces the same effect as
 
  a. confusing the answer
  b. giving the correct clue
  c. ensuring the objectives are tested
  d. lengthening the test

Ques. 5

According to the text, the main reason children (and adults) develop naive theories is
 
  a. poor instruction
  b. lack of formal operational reasoning
  c. lack of intellectual power
  d. uncontrolled observation of the world

Ques. 6

Checklists and product scales have some differences and some similarities. When used for assessing student skill achievement, one thing they have in common is that
 
  a. both are based on standards
  b. both list steps in a process
  c. both require students to write answers
  d. neither can be used for a valid test of performance

Ques. 7

The most serious limitation in the use of systematic observation and anecdotal records to assess performance of a student back on the job is
 
  a. a lack of opportunities to observe
  b. a lack of student cooperation
  c. possible bias in the observations
  d. the need for several observers

Ques. 8

One strength of performance assessments is that they are highly objective.
 
  Indicate whether the statement is true or false

Ques. 9

Performance assessments that have a high degree of realism can be problematic because they
 
  a. have low validity
  b. only measure cognitive mastery
  c. take longer to administer
  d. are more difficult to control