JHGFDS
M
TEST BANK
PR
Developing the Curriculum 9th Edition
ES
by Peter Oliva, William Gordon II
SI
VE
ALL CHAPTERS INCLUDED
G
R
ALL ANSWERS INCLUDED
AD
INSTANT DOWNLOAD
ES
HGFDS
, JHGFDS
Contents
M
Overview of the Test Bank................................................................................................. iv
Chapter 1: Curriculum and Instruction Defined ................................................................. 1
PR
Chapter 2: Principles of Curriculum Development ............................................................4
Chapter 3: Curriculum Development: A Multilevel, Multisector, Process ....................... 7
Chapter 4: Curriculum Development: The Human Dimension ........................................ 10
ES
Chapter 5: Models for Curriculum System Development . . . . . . ....................................13
Chapter 6: Philosophy and Aims of Education ................................................................ 16
Chapter 7: Data and Evidence Informed Decision Making.............................................. 19
SI
Chapter 8: Curriculum Goals or Overarching Ideas and Curriculum Objectives or
Standards ........................................................................................................................... 22
Chapter 9: Instructional Goals or Essential Questions and Instructional Objectives or
VE
Learning Targets ............................................................................................................... 25
Chapter 10: Evidence Based Instruction… ....................................................................... 28
Chapter 11: Evaluation of Instruction .............................................................................. 32
Chapter 12: Evaluation of the Curriculum ....................................................................... 35
G
Chapter 13: Trends in Digital Curriculum and Instruction ............................................... 38
R
Appendix A: Answer Key. .............................................................................................. 41
AD
ES
HGFDS
, JHGFDS
Chapter One: Curriculum and Instruction Defined
M
Multiple Choice Questions
1. Curriculum may be interpreted as:
a. a set of subjects
PR
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
ES
b. Franklin Bobbitt
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
a. school-directed experiences
SI
b. a group of courses
c. a plan for learning
d. a set of objectives
4. Ralph W. Tyler advocated educational objectives that are:
VE
a. generalized
b. individualized
c. behavioral
d. integrated
5. Hilda Taba defined curriculum as a
G
a. plan for teaching
b. set of courses
c. set of objectives
R
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
AD
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:
ES
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
M
b. institutional practices
c. artistic creations
d. educational objectives
PR
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
ES
10. Transmission of the cultural heritage reflects the philosophy of:
a. progressivism
b. perennialism
c. essentialism
d. realism
SI
11. The orientation of a child-centered curriculum is:
a. essentialistic
b. progressivist
c. behavioristic
d. reconstructionist
VE
12. Some theoreticians equate with curriculum:
a. processes
b. strategies
c. techniques
d. all of the above
G
13. Reflecting the continuous influence of curriculum and instruction on each other as
shown in the text is the:
R
a. concentric model A
b. concentric model B
c. cyclical model
d. dualistic model
AD
14. Curriculum changes when people affected have changed is a principle of:
a. conceptual psychology
b. social psychology
c. gestalt psychology
d. perceptual psychology
ES
All Chapters
All Answers
HGFDS
M
TEST BANK
PR
Developing the Curriculum 9th Edition
ES
by Peter Oliva, William Gordon II
SI
VE
ALL CHAPTERS INCLUDED
G
R
ALL ANSWERS INCLUDED
AD
INSTANT DOWNLOAD
ES
HGFDS
, JHGFDS
Contents
M
Overview of the Test Bank................................................................................................. iv
Chapter 1: Curriculum and Instruction Defined ................................................................. 1
PR
Chapter 2: Principles of Curriculum Development ............................................................4
Chapter 3: Curriculum Development: A Multilevel, Multisector, Process ....................... 7
Chapter 4: Curriculum Development: The Human Dimension ........................................ 10
ES
Chapter 5: Models for Curriculum System Development . . . . . . ....................................13
Chapter 6: Philosophy and Aims of Education ................................................................ 16
Chapter 7: Data and Evidence Informed Decision Making.............................................. 19
SI
Chapter 8: Curriculum Goals or Overarching Ideas and Curriculum Objectives or
Standards ........................................................................................................................... 22
Chapter 9: Instructional Goals or Essential Questions and Instructional Objectives or
VE
Learning Targets ............................................................................................................... 25
Chapter 10: Evidence Based Instruction… ....................................................................... 28
Chapter 11: Evaluation of Instruction .............................................................................. 32
Chapter 12: Evaluation of the Curriculum ....................................................................... 35
G
Chapter 13: Trends in Digital Curriculum and Instruction ............................................... 38
R
Appendix A: Answer Key. .............................................................................................. 41
AD
ES
HGFDS
, JHGFDS
Chapter One: Curriculum and Instruction Defined
M
Multiple Choice Questions
1. Curriculum may be interpreted as:
a. a set of subjects
PR
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
ES
b. Franklin Bobbitt
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
a. school-directed experiences
SI
b. a group of courses
c. a plan for learning
d. a set of objectives
4. Ralph W. Tyler advocated educational objectives that are:
VE
a. generalized
b. individualized
c. behavioral
d. integrated
5. Hilda Taba defined curriculum as a
G
a. plan for teaching
b. set of courses
c. set of objectives
R
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
AD
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:
ES
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
M
b. institutional practices
c. artistic creations
d. educational objectives
PR
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
ES
10. Transmission of the cultural heritage reflects the philosophy of:
a. progressivism
b. perennialism
c. essentialism
d. realism
SI
11. The orientation of a child-centered curriculum is:
a. essentialistic
b. progressivist
c. behavioristic
d. reconstructionist
VE
12. Some theoreticians equate with curriculum:
a. processes
b. strategies
c. techniques
d. all of the above
G
13. Reflecting the continuous influence of curriculum and instruction on each other as
shown in the text is the:
R
a. concentric model A
b. concentric model B
c. cyclical model
d. dualistic model
AD
14. Curriculum changes when people affected have changed is a principle of:
a. conceptual psychology
b. social psychology
c. gestalt psychology
d. perceptual psychology
ES
All Chapters
All Answers
HGFDS
