Test Bank
for
Developing the Curriculum,
9th edition
ST
By Peter Oliva, William
Gordon II
U
D
YL
(All Chapters 1-14, 100%
Original Verified, A+ Grade)
AB
, Table of Content
PART I: THE CURRICULUM - Theoretical Dimensions
1. Curriculum and Instruction Defined
2. Principles of Curriculum Development
PART II: CURRICULUM DEVELOPMENT - Role of Personnel
3. Curriculum Development: A Multilevel, Multisector Process
4. Curriculum Development: The Human Dimension
PART III: CURRICULUM DEVELOPMENT - Components of Curriculum System
Development Process
ST
5. Models for Curriculum System Development
6. Philosophy and Aims of Education
7. Data and Evidence Informed Decision Making
U
8. Curriculum Goals and Objectives
D
PART IV: CURRICULUM IMPLEMENTATION
9. Instructional Goals or Essential Questions and Instructional Goals or Learning Targets
YL
10. Evidence-Based Instruction
PART V: EVALUATION OF EFFECTIVENESS
AB
11. Evaluation of Instruction
12. Evaluation of the Curriculum
PART VI: LOOKING FORWARD IN CURRICULUM DEVELOPMENT
13. Trends in Digital Curriculum and Instruction
, JHGFDS
Chapter One: Curriculum and Instruction Defined
Multiple Choice Questions
1. Curriculum may be interpreted as:
a. a set of subjects
b. a set of materials
c. a sequence of courses
d. all of the above
2. Of the following curriculum writers the earliest was:
a. Herbert M. Kliebard
b. Franklin Bobbitt
ST
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
a. school-directed experiences
U
b. a group of courses
c. a plan for learning
d. a set of objectives
D
4. Ralph W. Tyler advocated educational objectives that are:
a. generalized
b. individualized
YL
c. behavioral
d. integrated
5. Hilda Taba defined curriculum as a
a. plan for teaching
AB
b. set of courses
c. set of objectives
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
a. program of studies
b. program of assessment
c. program of services
d. hidden curriculum
7. D. Jean Clandinin and F. Michael Connelly perceived curriculum as:
a. a set of subjects
b. a course of study
c. a course of life
HGFDS
, JHGFDS
d. a set of units
8. By symbolic representation William Pinar et al. mean:
a. courses of study
b. institutional practices
c. artistic creations
d. educational objectives
9. Allan C. Ornstein and Francis P. Hunkins included in their definition of curriculum:
a. subject matter
b. field of study
c. learning process
d. all of the above
10. Transmission of the cultural heritage reflects the philosophy of:
ST
a. progressivism
b. perennialism
c. essentialism
d. realism
U
11. The orientation of a child-centered curriculum is:
a. essentialistic
b. progressivist
c. behavioristic
D
d. reconstructionist
12. Some theoreticians equate with curriculum:
YL
a. processes
b. strategies
c. techniques
d. all of the above
AB
13. Reflecting the continuous influence of curriculum and instruction on each other as
shown in the text is the:
a. concentric model A
b. concentric model B
c. cyclical model
d. dualistic model
14. Curriculum changes when people affected have changed is a principle of:
a. conceptual psychology
b. social psychology
c. gestalt psychology
d. perceptual psychology
All Chapters
All Answers
HGFDS
for
Developing the Curriculum,
9th edition
ST
By Peter Oliva, William
Gordon II
U
D
YL
(All Chapters 1-14, 100%
Original Verified, A+ Grade)
AB
, Table of Content
PART I: THE CURRICULUM - Theoretical Dimensions
1. Curriculum and Instruction Defined
2. Principles of Curriculum Development
PART II: CURRICULUM DEVELOPMENT - Role of Personnel
3. Curriculum Development: A Multilevel, Multisector Process
4. Curriculum Development: The Human Dimension
PART III: CURRICULUM DEVELOPMENT - Components of Curriculum System
Development Process
ST
5. Models for Curriculum System Development
6. Philosophy and Aims of Education
7. Data and Evidence Informed Decision Making
U
8. Curriculum Goals and Objectives
D
PART IV: CURRICULUM IMPLEMENTATION
9. Instructional Goals or Essential Questions and Instructional Goals or Learning Targets
YL
10. Evidence-Based Instruction
PART V: EVALUATION OF EFFECTIVENESS
AB
11. Evaluation of Instruction
12. Evaluation of the Curriculum
PART VI: LOOKING FORWARD IN CURRICULUM DEVELOPMENT
13. Trends in Digital Curriculum and Instruction
, JHGFDS
Chapter One: Curriculum and Instruction Defined
Multiple Choice Questions
1. Curriculum may be interpreted as:
a. a set of subjects
b. a set of materials
c. a sequence of courses
d. all of the above
2. Of the following curriculum writers the earliest was:
a. Herbert M. Kliebard
b. Franklin Bobbitt
ST
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
a. school-directed experiences
U
b. a group of courses
c. a plan for learning
d. a set of objectives
D
4. Ralph W. Tyler advocated educational objectives that are:
a. generalized
b. individualized
YL
c. behavioral
d. integrated
5. Hilda Taba defined curriculum as a
a. plan for teaching
AB
b. set of courses
c. set of objectives
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
a. program of studies
b. program of assessment
c. program of services
d. hidden curriculum
7. D. Jean Clandinin and F. Michael Connelly perceived curriculum as:
a. a set of subjects
b. a course of study
c. a course of life
HGFDS
, JHGFDS
d. a set of units
8. By symbolic representation William Pinar et al. mean:
a. courses of study
b. institutional practices
c. artistic creations
d. educational objectives
9. Allan C. Ornstein and Francis P. Hunkins included in their definition of curriculum:
a. subject matter
b. field of study
c. learning process
d. all of the above
10. Transmission of the cultural heritage reflects the philosophy of:
ST
a. progressivism
b. perennialism
c. essentialism
d. realism
U
11. The orientation of a child-centered curriculum is:
a. essentialistic
b. progressivist
c. behavioristic
D
d. reconstructionist
12. Some theoreticians equate with curriculum:
YL
a. processes
b. strategies
c. techniques
d. all of the above
AB
13. Reflecting the continuous influence of curriculum and instruction on each other as
shown in the text is the:
a. concentric model A
b. concentric model B
c. cyclical model
d. dualistic model
14. Curriculum changes when people affected have changed is a principle of:
a. conceptual psychology
b. social psychology
c. gestalt psychology
d. perceptual psychology
All Chapters
All Answers
HGFDS
