Developing the Curriculum – 9th Edition
ST
TEST BANK
UV
IA
William R. Gordon II
_A
Rosemarye T. Taylor
PP
Peter F. Oliva
RO
Comprehensive Test Bank for Instructors and
Students
VE
© William R. Gordon II, Rosemarye T. Taylor & Peter F. Oliva
All rights reserved. Reproduction or distribution without permission is prohibited.
D?
??
©STUDYSTREAM
, Contents
ST
Overview of the Test Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter 1: Curriculum and Instruction Defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: Principles of Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
UV
Chapter 3: Curriculum Development: A Multilevel, Multisector, Process . . . . . . . . . . . .7
Chapter 4: Curriculum Development: The Human Dimension . . . .. . . . . . . . . . . . . . ..10
IA
Chapter 5: Models for Curriculum System Development . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter 6: Philosophy and Aims of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
_A
Chapter 7: Data and Evidence Informed Decision Making . . . . . . . . . . . . . . . . . . . . . .19
Chapter 8: Curriculum Goals or Overarching Ideas and Curriculum Objectives or
Standards……………………………………………….. . . . . . . . . . . . . . . . . . . . . . . . . .22
PP
Chapter 9: Instructional Goals or Essential Questions and Instructional Objectives or
Learning Targets………………………………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 10: Evidence Based Instruction…………………………………………………28
RO
Chapter 11: Evaluation of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Chapter 12: Evaluation of the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Chapter 13: Trends in Digital Curriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . 38
VE
Appendix A: Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
D?
??
iii
, Chapter One: Curriculum and Instruction Defined
Multiple Choice Questions
ST
1. Curriculum may be interpreted as:
a. a set of subjects
b. a set of materials
UV
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
IA
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
_A
a. school-directed experiences
b. a group of courses
c. a plan for learning
d. a set of objectives
PP
4. Ralph W. Tyler advocated educational objectives that are:
a. generalized
b. individualized
c. behavioral
d. integrated
RO
5. Hilda Taba defined curriculum as a
a. plan for teaching
b. set of courses
c. set of objectives
VE
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
a. program of studies
D?
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
v
, d. a set of units
8. By symbolic representation William Pinar et al. mean:
a. courses of study
ST
b. institutional practices
c. artistic creations
d. educational objectives
9. Allan C. Ornstein and Francis P. Hunkins included in their definition of curriculum:
UV
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:
IA
a. progressivism
b. perennialism
c. essentialism
d. realism
_A
11. The orientation of a child-centered curriculum is:
a. essentialistic
b. progressivist
c. behavioristic
PP
d. reconstructionist
12. Some theoreticians equate with curriculum:
a. processes
b. strategies
RO
c. techniques
d. all of the above
13. Reflecting the continuous influence of curriculum and instruction on each other as
shown in the text is the:
VE
a. concentric model A
b. concentric model B
c. cyclical model
d. dualistic model
D?
14. Curriculum changes when people affected have changed is a principle of:
a. conceptual psychology
b. social psychology
c. gestalt psychology
d. perceptual psychology
??
vi
ST
TEST BANK
UV
IA
William R. Gordon II
_A
Rosemarye T. Taylor
PP
Peter F. Oliva
RO
Comprehensive Test Bank for Instructors and
Students
VE
© William R. Gordon II, Rosemarye T. Taylor & Peter F. Oliva
All rights reserved. Reproduction or distribution without permission is prohibited.
D?
??
©STUDYSTREAM
, Contents
ST
Overview of the Test Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter 1: Curriculum and Instruction Defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: Principles of Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
UV
Chapter 3: Curriculum Development: A Multilevel, Multisector, Process . . . . . . . . . . . .7
Chapter 4: Curriculum Development: The Human Dimension . . . .. . . . . . . . . . . . . . ..10
IA
Chapter 5: Models for Curriculum System Development . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter 6: Philosophy and Aims of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
_A
Chapter 7: Data and Evidence Informed Decision Making . . . . . . . . . . . . . . . . . . . . . .19
Chapter 8: Curriculum Goals or Overarching Ideas and Curriculum Objectives or
Standards……………………………………………….. . . . . . . . . . . . . . . . . . . . . . . . . .22
PP
Chapter 9: Instructional Goals or Essential Questions and Instructional Objectives or
Learning Targets………………………………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 10: Evidence Based Instruction…………………………………………………28
RO
Chapter 11: Evaluation of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Chapter 12: Evaluation of the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Chapter 13: Trends in Digital Curriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . 38
VE
Appendix A: Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
D?
??
iii
, Chapter One: Curriculum and Instruction Defined
Multiple Choice Questions
ST
1. Curriculum may be interpreted as:
a. a set of subjects
b. a set of materials
UV
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
IA
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
_A
a. school-directed experiences
b. a group of courses
c. a plan for learning
d. a set of objectives
PP
4. Ralph W. Tyler advocated educational objectives that are:
a. generalized
b. individualized
c. behavioral
d. integrated
RO
5. Hilda Taba defined curriculum as a
a. plan for teaching
b. set of courses
c. set of objectives
VE
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
a. program of studies
D?
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
v
, d. a set of units
8. By symbolic representation William Pinar et al. mean:
a. courses of study
ST
b. institutional practices
c. artistic creations
d. educational objectives
9. Allan C. Ornstein and Francis P. Hunkins included in their definition of curriculum:
UV
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:
IA
a. progressivism
b. perennialism
c. essentialism
d. realism
_A
11. The orientation of a child-centered curriculum is:
a. essentialistic
b. progressivist
c. behavioristic
PP
d. reconstructionist
12. Some theoreticians equate with curriculum:
a. processes
b. strategies
RO
c. techniques
d. all of the above
13. Reflecting the continuous influence of curriculum and instruction on each other as
shown in the text is the:
VE
a. concentric model A
b. concentric model B
c. cyclical model
d. dualistic model
D?
14. Curriculum changes when people affected have changed is a principle of:
a. conceptual psychology
b. social psychology
c. gestalt psychology
d. perceptual psychology
??
vi
