Test Bank For Curriculum Leadership: Strategies for Development and Implementation
3rd Edition by Allan A. Glatthorn, Floyd A. Boschee, Bruce M. Whitehead, Bonni F. Boschee
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1. When a school district decides to improve a field of study it is usually concerned with
A. Electives
B. One subject at a grade level
*C. One subject at multiple grade levels
D. All subjects at a grade level
@ Cognitive Domain: knowledge
Answer Location: Improving a field of study
Question Type: MC
2. There are three questions that must be asked when doing a map. Which of the following is not one of the questions?
A. Who is doing what?
*B. How are we assessing the results?
C. How does out work align with our goals?
D. Are we operating efficiently and effectively?
@ Cognitive Domain: comprehension
Answer Location: Mapping the desired curriculum
Question Type: MC
3. Below are four statements, which one is appropriate for a diagnostic-prescriptive approach to curricula organization?
*A. Uses modules and levels rather than grades
B. Requires differentiated instruction
C. Mini courses having topical names such as "War Literature"
D. Totally individualized instruction
@ Cognitive Domain: comprehension
Answer Location: Diagnostic-Prescriptive Models
Question Type: MC
4. Which of the following is not a phase in improving the field of study?
A. Develop curriculum materials
B. Orient for mastery
C. Select instructional materials
*D. Establish required time allocations
@ Cognitive Domain: comprehension
Answer Location: Improving the field of study
Question Type: MC
5. What John Goodlad called the "ideal" curriculum we call
A. Learned curriculum
*B. Recommended curriculum
C. Written curriculum
D. Taught curriculum
@ Cognitive Domain: application
Answer Location: Teacher-Centered Process
Question Type: MC
6 Which of the following factors is least significant to secondary teachers' classroom planning?
A. Teacher's knowledge of subject
B. Teaching experience
*C. District curriculum guide
D. Perceptions of their students
@ Cognitive Domain: application
Answer Location: Teacher-centered process
Question Type: MC
7. In the Snyder model it is important to have filters in determining assessments such as three of the four terms below. Which one is not a filters?
A. Friendliness
B. Validity
*C. Cost
D. Reliability
@ Cognitive Domain: comprehension
Answer Location Teacher Centered Process
Question Type: MC
8 In the third step of the Snyder model
*A. Tightly structured teacher guides are produced
B. Research-based instructional strategies are selected
C. Technology becomes very important
D. Textbooks are selected
@ Cognitive Domain: application
Answer Location: Teacher-Centered process
Question Type: MC
9. In establishing project parameters there are four questions that are asked; which one below is not one of the questions?
A. What grade levels will be included?
*B. How large should the team be?
C. Who will direct the improvement project?
D. How much time will be needed?
@ Cognitive Domain: knowledge
Answer Location: Establishing Education Project Parameters
Question Type: MC
10 When you orient for mastery you are dealing with:
A. Developing materials so students master every aspect
B. Strengthening the organic curriculum
C. Improving the enrichment curriculum
*D. Learning that is essential for all students
@ Cognitive Domain: application
Answer Location: Orient for mastery
Question Type: MC
11. The results of a map survey may be placed on a scope and sequence chart that shows
*A. Grade levels
B. Specific detailed instructional objectives
C. References to standardized tests
D. Instructional strategies
@ Cognitive Domain: comprehension
Answer Location: Teacher Centered Process
Question Type: MC
12 All of the items below can be found in both a curriculum guide and a curriculum-objectives notebook except
A. Scope and Sequence
B. Objectives
*C. Suggested activities
D. Suggested evaluations
@ Cognitive Domain: knowledge
Answer Location: Developing Curriculum Materials
Question Type: MC
13. If administrative control of the curriculum is important, perhaps because of less teacher experience, the best curriculum document is:
A. Map
B. Curriculum notebook
*C. Curriculum guide
D. Curriculum-scenario book
@ Cognitive Domain: comprehension
Answer Location: Developing Curriculum Materials
Question Type: MC
14. In determining the time allocation for topics within a curriculum
A. It is done at the district level
*B. It may be done at the district or school level
C. It always involves recommendations from experts
D. It is done by the task force
@ Cognitive Domain: knowledge
Answer Location: Suggested Time Allocations
Question Type: MC
15. Assessment, in the form of tests, should:
A. Be limited to standardized tests
B. Be limited to curriculum-based tests given weekly
C. Be limited to curriculum-based tests done once or twice a year
*D. Contain both standardized tests and curriculum-based tests
@ Cognitive Domain: comprehension
Answer Location: Select and Develop Assessments
Question Type: MC
16. Which of the following entities is most involved with the use of digital assessments of curricula?
*A. Northwest Evaluation Association
B. Northwest Educational Laboratory
C. Educational Testing Service
D. Association of Colleges and Schools
@ Cognitive Domain: knowledge
Answer Location: Web-based testing
Question Type: MC
17 When the improved curriculum is done it is time to select instructional material. This process should:
*A. Be done by a group who will use them
B. Be done by the task force developing the curriculum
C. Be done by the grade-level or content supervisor
D. Be done at each individual school affected by the curriculum
Cognitive Domain
Answer Location: Select Instructional Materials
Question Type: MC
18. When a new curriculum is ready, before it is used, there should be staff development. Which of the following is not characteristic of a good staff development program?
A. District "A" planned an ongoing and continuous program
B. District "B" made sure there were extensive "hands-on activities"
C. District "C" made certain teachers know the "theoretical base" of new skills
*D. District "D" made extensive use of outside consultants
@ Cognitive Domain: application
Answer Location: Professional development priorities
Question Type: MC
19. The "rule of three,” with respect to staff development, suggests
A. Always provide three exposures for teachers to new curriculum
B. Always have at least three people presenting at sessions
*C. Always ask three people before asking an administrator
D. Always send at least three faculty members to conferences
@ Cognitive Domain: comprehension
Answer Location: The Rule of Three
Question Type: MC
20. One way to provide staff development time without a great deal of cost is:
A. Sending one person to a conference and have her present at a faculty meeting
*B. Use early dismissal for students periodically through the year
C. Schedule additional sessions for teachers during the summer
D. Purchase staff development kits that teachers can do at home
@ Cognitive Domain: comprehension
Answer Location: Early out time for students
Question Type: MC
21. According to Weisberg et al. (2009), our national failure to acknowledge and act on differences in teacher effectiveness describes how our public education systems treats teachers as interchangeable parts, causing school to ignore both excellence and ineffectiveness. This is called:
*A. The Widget Effect
B. Highly Qualified Teacher Effect
C. Elective Model Effect
D. Orienting for Mastery Effect
@ Cognitive Domain: knowledge
Answer Location: Teacher-centered process
Question Type: MC
22. According to the text, design criteria for assessments include which of the following?
A. Validity, reliability, and aligned to Common Core Standards
B. Validity, reliability, sufficiency, and feasibility only
C. Validity and reliability only
*D. Validity, reliability, sufficiency, authenticity, feasibility, and friendliness
@ Cognitive Domain: comprehension
Answer Location: Teacher-centered process
Question Type: MC
23. Before refining a curriculum map which of the following should be in place?
*A. Quality assessment of student strengths and weaknesses, appropriate resources, appropriate assessments
B. Units demonstrating skill development
C. Themes to be taught
D. All of the above
@ Cognitive Domain: comprehension
Answer Location: Refining the Map
Question Type: MC
24. Web-based adaptive tests combine the benefit of technology with the integrity of on-level tests with the benefit of:
A. Motivate students
B. Rotate questions draw from a bank of 100
C. Engaged in teacher feedback
*D. The difficulty of each question is based on how well the student answered previous questions.
@ Cognitive Domain: application
Answer Location: Web-based testing
Question Type: MC
25 According to Hirsch and Killion (2009), “maintaining the focus of professional learning on teaching and student learning produces academic success” (p.467). In keeping with this perspective, which of the following are the major issues for professional development?
*A. Timing and content
B. PLCs and collaboration
C. Access to technology
D. Learning and evaluation
@ Cognitive Domain: application
Answer Location: Professional Development
Question Type: MC
26. True or False. School district leaders need accurate measures that align with standards and produce timely results.
*a. True
b. False
@ Cognitive Domain: knowledge
Answer Location: Reconceptalizing fields of study
Question Type: T/F
27 True or False. There are three basic models of non-graded curricula.
a. True
*b. False
@ Cognitive Domain: comprehension
Answer Location: Reconceptualizing the field of study
Question Type: T/F
28 True or False. Diagnostic-prescriptive models of curriculum use differentiated instruction.
a. True
*b. False
@ Cognitive Domain: comprehension
Answer Location: Diagnostic-Prescriptive model
Question Type: T/F
29. True or False. Technology has improved the quality of diagnostic-prescriptive models.
*a. True
b. False
@ Cognitive Domain: comprehension
Answer Location: Diagnostic-prescriptive model
Question Type: T/F
30 True or False. Teacher-centered planning should reflect either the formal, perceived, or operational curriculum.
*a. True
b. False
@ Cognitive Domain: knowledge
Answer Location: Improving the Field of Study
Question Type: T/F
31. True or False. Technology is not used in the Snyder approach to curriculum development.
a. True
*b. False
@ Cognitive Domain: comprehension
Answer Location: Teacher Centered process
Question Type: T/F
32. True or False. In the Snyder model pilot testing is important.
*a. True
b. False
@ Cognitive Domain: comprehension
Answer Location: Teacher-Centered process
Question Type: T/F
33. True or False. When trying to improve a field of study the usual way is to do it K-12.
*a. True
b. False
@ Cognitive Domain: comprehension
Answer Location: Improving a Field of Study
Question Type: T/F
34. True or False. A good curriculum map contains detailed instructional objectives.
a. True
*b. False
@ Cognitive Domain: knowledge
Answer Location: Mapping the Desired Curriculum
Question Type: T/F
35. True or False. Teachers should not critique curriculum revisions suggested by a task force
a. True
*b. False
@ Cognitive Domain: knowledge
Answer Location: Mapping the Desired Curriculum
Question Type: T/F
36. True or False. It is critical that state and federal efforts to recognize success and remedy failure be based on thought, educationally sound means for identify schools that are successful.
*a. True
b. False
@ Cognitive Domain: knowledge
Answer Location: Reconceptualizing Fields of Study
Question Type: T/F
37. True or False: Piecing together the matrices in such a way that concepts build and overlap through transitions produces the most effective learning.
*a. True
b. False
@ Cognitive Domain: knowledge
Answer Location: Teacher-centered process
Question Type: T/F
38. True or False – Web-based assessments cannot provide quick and accurate measures that can be aligned with state and/or national standards.
a. True
*b. False
@ Cognitive Domain: comprehension
Answer Location: Web-based testing
Question Type: T/F
39. True or False: Curriculum mapping is a great tool for planners to identify gaps.
*a. True
b. False
@ Cognitive Domain: kowledge
Answer Location: Mapping the Desired Curriculum
Question Type: T/F
40. True or False: curriculum mapping should include both formative and summative assessments.
*a. True
b. False
@ Cognitive Domain: application
Answer Location: Mapping the Desired Curriculum
Question Type: T/F
Type: E
41 List the three reasons school districts may decide to improve a field of study.
*a. (1) poor articulation among levels, (2) teachers are no longer using the guides, (3) exiting curriculum has become outdated [any order]
Cognitive Domain: application
Answer Location: improving the field of study
Question Type: short answer
Type: F
42. One model of non-graded curriculum is the diagnostic-prescriptive model, another is _______________.
*a. elective model
Cognitive Domain: application
Answer Location: Diagnostic-prescriptive model
Question Type: short answer
Type: F
43. A diagnostic-prescriptive approach to curricula organization may include
instruction.
*a. differentiated
Cognitive Domain: knowledge
Answer Location: Diagnostic-prescriptive model
Question Type: short answer
Type: F
44. Most objective observers tend to agree that electives were _________ designed.
*a. poorly
Cognitive Domain: knowledge
Answer Location: Elective Model
Question Type: short answer
Type: F
45. The written and _____________________ curricula should be more congruent.
*a. taught
Cognitive Domain: comprehension
Answer Location: Teacher Centered Process
Question Type: short answer
Type: F
46. In the second step of the Snyder approach to curriculum it is important to develop each unit around enduring understandings and _______________________.
*a. essential questions
Cognitive Domain: knowledge
Answer Location: Teacher-centered Process
Question Type: short answer
Type: F
47 In selecting learning activities they should be ________________________based.
*a. research
Cognitive Domain: comprehension
Answer Location: Developing Curricular Materials
Question Type: short answer
48. In establishing project parameters four questions are asked, name them.
*a. (1) What grade levels will be included? (2) Which ability levels will be included?, (3) Who will direct the improvement project? (4) How much time will be needed?
Cognitive Domain: knowledge
Answer Location: Improving the Field of Study
Question Type: short answer
Type: F
49. When improving a field of study using the task force approach the usual time allocated is___________________________.
*a. one year
Cognitive Domain: knowledge
Answer Location: Improving a Field of study
Question Type: short answer
50. After the final scope and sequence chart is developed, it is time to develop curriculum materials. Identify the three types of materials the task force may develop.
*a. (1) curriculum guide, (2) curriculum-objectives notebook, and (3) curriculum-scenario book
Cognitive Domain: comprehension
Answer Location: Develop Curriculum Materials
Question Type: short answer
Type: F
51. Schools must reflect the needs of __________ and offer _____________ curriculum focused on performance across grade levels.
*a. society, coherent
Cognitive Domain: knowledge
Answer Location: Reconceptualizing the Field of Study
Question Type: short answer
Type: F
52. Curriculum mapping is a means of improving _______________ curriculum.
*a. integrated
Cognitive Domain: comprehension
Answer Location: Reconceptualizing a Field of Study
Question Type: short answer
Type: F
53. _____________ models are being touted as the next big solution to school accountability.
*a. Growth
Cognitive Domain: knowledge
Answer Location: Teacher-Centered Process
Question Type: short answer
Type: F
54. Developing ways to instill ______________, and the ability to thrive in a series of settings, as well as in _____________, can be an important part of the planning process.
*a. tolerance, ambiguity
Cognitive Domain: knowledge
Answer Location: Teacher-Centered Process
Question Type: short answer
Type: F
55. According to Tovani (2010), “When students _____________ success each day, they will take the __________ they need to take in order to learn” (p.28).
*a. experiences, risks
Cognitive Domain: Knowledge
Answer Location: What Ability levels will be included
Question Type: short answer
Type: E
56. Some people say there is nothing new, ideas are recycled now and then. Does the Winnetka plan developed by Carlton Wasburne support or refute the statement. Explain.
*a. Students should say it supports. The plan called for self-paced instruction individualized for students with results assessed by teachers. The plan was initiated in the early twentieth century [1919, but do not expect the year]. Today we are again seeking greater individualization of instruction for all, not just special education students. There was also a resurgence of sorts in the late sixties to mid seventies
Cognitive Domain: analysis
Answer Location: Reconceptualize the field of study
Question Type: essay
Type: E
57 Describe what diagnostic-prescriptive models of curriculum are like. Within the description assume differentiated instruction is used.
*a. Students should indicate that instruction is organized in sequential modules at different levels. Students go through the assigned modules while the teacher does frequent assessment and moves the student to the next module when the student is ready. If it is differentiated the techniques will be different for different students.
Cognitive Domain: application
Answer Location: Diagnostic – prescriptive models
Question Type: essay
Type: E
58. Some educators believe that using the elective model of curricula organization may result in problems in these days of standards-based tests. Explain
*a. Students should indicate allowing all courses to be elective in nature may result in some standards not being addressed which could, in turn, result in lower test scores on high-stakes tests.
Cognitive Domain: Anaysis
Answer Location: Elective Models
Question Type: essay
Type: E
59 Conrad W. Snyder developed a plan for determining what should be taught. Explain the first step in the plan, including the specific questions to be asked and answered.
*a. Students need to include the four questions: (1) To what extent does the idea, topic, or process present a big idea that has endurance beyond the classroom, (2) To what extent does the idea, topic, or process reside at the heart of the discipline?, (3) To what extent does the idea,
topic, or process require coverage through other instructional events in the classroom, extending the textbook?, and (4) To what extent does the idea, topic, or process have potential for engaging students, keeping their attention, and encouraging interest in the topic? Exact wording is not important, but the students must explain, not just list the questions.
Cognitive Domain: analysis
Answer Location: Teacher-centered process
Question Type: essay
Type: E
60. Conrad W. Snyder developed a plan for determining what should be taught. Explain the second step, including all filters.
*a. Students should mention and explain: (1) validity, (2) reliability, (3) sufficiency, (4) authenticity, (5) feasibility, and (6) friendliness. Students should also include the importance of quality assessment since it is directly related to quality instruction.
Cognitive Domain: application
Answer Location: Teacher-centered process
Question Type: essay
Type: E
61. In the Snyder model teacher guides may be very restrictive, requiring teachers to use specific strategies. What justification is given for this and do you agree?
*a. Reasons include teachers may not have a background in their experience to fall back on or new teachers need more help. Students may agree with this approach citing the need for uniformity and ease of planning or they may disagree indicating it takes freedom away from the teacher and the teacher knows what is best for his or her class.
Cognitive Domain: analysis
Answer Location: Teacher-centered process
Question Type: essay
Type: E
62. The text outlines a 16 step process in improving fields of study based on the work of Snyder. Construct an essay in which you summarize the process. Do not list steps, describe the process.
*a. Students should include (1) study the existing curriculum, (2) select one of more topics and see if they match to standards, (3) merge plans to look for emphases and gaps, (4) identify appropriate and high quality instructional material, (5) review content with teacher participation, (6) enhance materials and write text for curriculum, (7) identify assessments, (8) study assessments provided by the state, (9) compare and contrast assessments and rewrite as needed, (10) Prepare drafts of material, (11) select locations for pilot testing, (12) check to see if material is available where there are deficits, (13) Create or select pictures and/or illustrations, (14) identify other appropriate media, (15) create enhancement materials including various technology, and (16) develop student and teacher assessment instruments. I have intentionally paraphrased and edited the steps, the question clearly told students not to list steps. We are interested in comprehension level, not knowledge level.
Cognitive Domain: application
Answer Location: Teacher-centered process
Question Type: essay
Type: E
63. The text outlines a 16 step process in improving fields of study based on the work of Snyder. Construct an essay in which you describe how you would use it if you were assigned the task of examining and updating a curriculum area of your choice.
*a. This is higher order, but students need to apply each of the points from #7. Needless to say, it is not appropriate to give both #7 and #8
Cognitive Domain: analysis
Answer Location: Teacher-centered process
Question Type: essay
Type: E
64. Authors of the text suggest a different approach than mapping. Construct an essay in which you explain the approach taken by the text and the rationale for using that approach.
*a. Students should indicate the authors' indicated there are studies that suggest teachers do not necessarily teach what should be taught. They like to ask teachers why should be taught and develop the ideal map. Surveys are one way of developing the information and the task force can then decide what to include.
Cognitive Domain: analysis
Answer Location: Reconceptualizing the field of study
Question Type: essay
Type: E
65. Once a map is constructed it needs to be refined. Construct an essay describing the process of refining the map.
*a. Students should indicate the map needs to be looked at with a critical eye. Questions such as (1) Has anything critical been omitted? (2) Is there any content that can be eliminated because it is not important? (3) Is anything misplaced by level? (4) Is there unnecessary duplication? (5) Does each strand show appropriate development through the grades? (6) Is there good balance from grade to grade, and (7) Does it respond appropriately to state and district mandates? I have intentionally paraphrased and edited the steps, the question clearly told students not to list steps. We are interested in the comprehension level, not the knowledge level.
Cognitive Domain: application
Answer Location: Refine the map
Question Type: essay
Type: E
66. Compare and contrast a curriculum guide with a curriculum-objectives notebook.
*a. Students should indicate that a curriculum guide is more comprehensive and contains suggested activities as well as specific objectives. The notebook contains a narrative on teaching, a reduced version of the scope and sequence chart and objectives without specific objectives. In addition the curriculum guide covers all grade levels, while teachers receive objectives only for the grade level they teach if get the notebook.
Cognitive Domain: analysis
Answer Location: Develop Curriculum Materials
Question Type: essay
Type: E
67. Describe the four ways that are used to determine the suggested time allocations for topics within the curriculum.
*a. Students should include: (1) selecting several strands at the district level using the task force in consultation with or based on the recommendations of experts, (2) strands could be selected and teachers polled on the time it should take, (3) instead of doing it at the district level it could be done at the school level by asking teachers with a review by the principal, and (4) use of staff development sessions to discuss timing with teachers. There should be some elaboration on each of the three major approaches.
Cognitive Domain: application
Answer Location: Suggest Time Allocations
Question Type: essay
Type: E
68. When there is now curriculum it is essential to have curriculum-based testing. The text indicates that at the secondary level it is frequently a mid-term exam followed by a final exam at the end of the course. Should there be additional curriculum-based test? Why or why not?
*a. Students can take any position. If they indicate they should be more they can point to the value of frequent assessment being good and all assessment should relate directly to the curriculum. If they assume the opposite position they may erroneously assume that all curriculabased tests are high-stakes tests, but they are not. This extends material from the text and is designed for higher order thinking.
Cognitive Domain: application
Answer Location: Select and Develop Assessments
Question Type: essay
Type: E
69. Describe the process of selecting materials after a curriculum improvement. In your answer reflect on whether there needs to be perfect congruence between the curriculum and the materials. Explain
*a. Students should indicate the task force that developed the curriculum should turn the task over to an instructional materials committee, but provide guidance on what they should be looking for. There will never be perfect congruence between a curriculum and a text since the authors of the texts must try to appeal to a very wide range of school districts. There will be much material in a text that will not be treated in the classes.
Cognitive Domain: application
Answer Location: Selecting Instructional Materials
Question Type: essay
Type: E
70 Describe how you would organize and conduct a professional development program for introducing a new curriculum.
*a. There will be wide variation, but all of the elements in Exhibit 7.4 should be there. Each element should be included in the essay as a part of what they are planning and doing.
Cognitive Domain: application
Answer Location: Professional Development Priorities
Question Type: essay
Type: E
71 Of the eleven creative professional development strategies, choose three of the eleven and explain (using examples) how they could integrated into the professional development program.
*a. Rule of three: ask three before me – this would provide for more collaboration and work perfectly in PLCs work time.
College and University preservice program – online staff development opportunities which would provide additional sources of learning and additional degrees.
School/university/college partnership – pre-service students are integrated into classes to help teachers and share new learning which can also enhance PLC discussion.
Curriculum and Technology cooperatives – Networking and electronic communities of practice allow teachers to discuss issues relative to their field of study. This allows elective course teachers the opportunity to be part of an online PLC.
Community Resources – School leaders should seek out and involve community members who can make contributions in the area of technology to help teachers integrate more technology to prepare students in 21st century skills.
Management planning matrix – a matrix that can be used to plan, implement, and evaluate an effective staff-development program. This helps with the evaluation of professional development to determine what practices should be discontinued and what practices should be supported.
Cognitive Domain: application
Answer Location: Professional Development Strategies
Question Type: essay