| Question 1: What best describes learning objectives for a course? |
| Reference: | Enhancing curriculum and delivery: linking assessment to learning objectives, K.L. Comb, S.K. Gibson, J.M. Hays, J. Saly, and J.T. Wendt, Assessment & Evaluation in Higher Education, Vol. 33, Issue 1, pp 87-102, 2008. |
| Choice A: | Should be student centered. |
| Choice B: | Should use action verbs. |
| Choice C: | Should be measureable. |
| Choice D: | All of the above. |
| Question 2: What best describes the development of a rubric guideline? |
| Reference: | Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning, Dannelle D. Stevens, and Antonia J. Levi, Stylus Publishing, LLC, 2013. |
| Choice A: | Creating performance qualities under each measure for ‘excellent’, ‘good’, and ‘unsatisfactory’? |
| Choice B: | Providing a range of scores with no explanation for each score |
| Choice C: | Providing the students with a scoring method for assignments, and then not applying in grading. |
| Question 3: A course that uses rubrics, provides the students with what type of communication? |
| Reference: | Using rubrics to promote thinking and learning, Andrade, Heidi Goodrich, Educational leadership, Vol. 57 Issue 5, pp 13-19, 2000. |
| Choice A: | Clear goals for the course |
| Choice B: | Assignment expectations |
| Choice C: | Consistency in grading |
| Choice D: | All of the above |
| Question 4: Learning objectives have been developed around Bloom’s Taxonomy. Which cognitive skill is correctly matched with it level? |
| Reference: | How Learning Works: Seven Research-Based Principles for Smart Teaching. Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, editors. San Francisco: Jossey-Bass. 2010. |
| Choice A: | Knowledge level: able to apply the learned information. |
| Choice B: | Analysis Level: can recognize of recall learning information |
| Choice C: | Evaluation Level: can assess the value of the studied information. |
| Choice D: | Application Level: can restate the information in their own words |
| Question 5: Rubrics can be used to grade what type of classroom activities? |
| Reference: | Authentic tasks and rubrics: Going beyond traditional assessments in college teaching, K. Montgomery, College teaching, Vol. 50, Issue 1, pp 34-40, 2002. |
| Choice A: | Paper assignments |
| Choice B: | Projects (e.g. capstone project; term paper) |
| Choice C: | Oral presentations |
| Choice D: | Class participation |
| Choice E: | All of the above |
| Question 6: Which learning objective verb would apply to the Comprehension Level? |
| Reference: | How Learning Works: Seven Research-Based Principles for Smart Teaching. Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, editors. San Francisco: Jossey-Bass. 2010. |
| Choice A: | Plan. |
| Choice B: | Test. |
| Choice C: | Describe. |
| Choice D: | List. |
