| Behavioral Objective
with Conditions |
Bloom's
|
Form
|
Type
|
Weight
|
| Given the prompt,
"List the six levels of Bloom's taxonomy", list the six levels in order. |
K
|
O
|
SA
|
1
|
| Given a list
of learning outcomes, identify correctly written one. |
AN
|
O
|
MC
|
1
|
| Given a list
of definitions, select the appropriate one for: (1) assessment, (2) test,
(3) measurement, and (4) validity. |
K
|
O
|
MA
|
5
|
| Given descriptions
of possible relationships between curriculum, instruction, assessment (C.I.A.
model), select the best one. |
C
|
O
|
MC
|
1
|
| Given the use
of the test, identify the best evidence for validity (e.g., content validity,
test-criterion, construct) . |
C
|
O
|
MC
|
4
|
| Given the use
of the test / assessment, argue the type of validity which is most important. |
E
|
O
|
SA
|
3
|
| Given the correlation
between two events / tests, draw the scatterplot . |
AP
|
O
|
SA
|
3
|
| Given the correlation
between two events / tests, draw the regression line. |
AP
|
O
|
SA
|
3
|
| Given the correlation
between two events / tests, interpret the correlation. |
E
|
O
|
SA
|
3
|
| Given a list
of factors, identify which of these factors would affect validity. |
C
|
O
|
MC
|
5
|
| Given the prompt,
"Describe the best method for determining the validity of your classroom
assessment", write a paragraph. |
C
|
O
|
SA
|
2
|
| Given the specific
purpose for the assessment, determine the time (e.g., during, before, or
after instruction) when the assessment should be administered. |
K
|
O
|
MC
|
2
|
| Given a specific
purpose for the assessment, judge whether objective or performance test
item would be most appropriate. |
AP
|
O
|
MC
|
3
|
| Given a list
of advantages and limitations, identify which of the five objective type
items (e.g., short answer, completion, T/F, matching, multiple choice,
interpretive exercise) it is most characteristic of. |
K
|
O
|
MC
|
8
|
| Given a list
of reasons, select the reason for using a specification table when creating
assessments. |
K
|
O
|
MC
|
1
|
