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True or False
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1

Instructional objectives are stated in observable and measurable terms.
A)True
B)False
2

Goals specify achievement and proficiency levels.
A)True
B)False
3

Program objectives are written at the subject and grade level and focus on general content and behaviors.
A)True
B)False
4

Course objectives do not specify the exact content to be examined or exact instructional methods and materials to be used.
A)True
B)False
5

The educational taxonomy calls for the classification of learning into three domains: cognitive, affective, and psychomotor.
A)True
B)False
6

Receiving and responding are objectives within the cognitive domain.
A)True
B)False
7

Most published lists of objectives place primary emphasis on thepsychomotor domain.
A)True
B)False
8

The cognitive domain is concerned with aims and objectives related to interests, attitudes, and feelings.
A)True
B)False
9

The taxonomy of educational objectives represents a hierarchy of complexity.
A)True
B)False
10

Gronlund relies on three major characteristics for writing objectives: behavior, condition, and proficiency level.
A)True
B)False
11

The 2002 No Child Left Behind legislation requires that children in poorly performing schools be given the opportunity to attend better schools.
A)True
B)False
12

Parallel academic content standards exist in all fifty states.
A)True
B)False
13

State academic content standards are not evidenced in local-control states.
A)True
B)False
14

A student should be able to engage in analysis even if he or she has not achieved certain knowledge, comprehension, or application levels.
A)True
B)False
15

One of the most widely accepted lists of educational aims was developed in the early 1900s and was known as the Cardinal Principles of Secondary Education.
A)True
B)False





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