Deck 8: Measuring Cognitive Knowledge

Question 1

The cognitive achievement of students can be effectively measured by either written or oral examinations.

Answer 1

True

Question 2

Student preparation for an essay test requires that they study larger units of information rather than memorize selected facts.

Answer 2

True

Question 3

In order to ensure objectivity in grading, it is important that essay examinations do not include the names of students.

Answer 3

True

Question 4

When constructing a written examination, the teacher should attempt to arrange the items within each section in descending order of difficulty.

Question 5

Which of the following statements is most true?

A) The cognitive domain should only be considered in school settings.
B) In adult activity settings, it may not be desirable to use formalized tests to assess cognitive achievement.
C) In school settings, there probably is little need to give written tests in physical education classes.
D) The cognitive domain is more important in school settings than in adult activity settings.
E) The cognitive domain is more important for elementary aged children than for students at the secondary level in physical education.

Question 6

Which is not an example of the cognitive domain?

A) Learning rules and strategies of a game.
B) Understanding safety issues related to particular activities.
C) Self-monitoring of a personal exercise program.
D) Developing cardiovascular endurance.
E) Analyzing technique in a sports skill.

Question 7

A justifiable reason for letting students grade their own tests is that:

A) it assists in grading purposes.
B) it saves the teacher time.
C) it may assist in motivating students to learn in areas that they did poorly.
D) these examinations can typically be longer.
E) all of the above.

Question 8

Test items should:

A) be easier than the learning objectives.
B) be more difficult than the learning objectives.
C) be unrelated to learning objectives.
D) not be easier or more difficult than the learning objectives.
E) not match the objectives.

Question 9

The theory behind the hierarchy of educational objectives is:

A) the higher level objectives include the lower level objectives.
B) the lower level objectives include the higher level objectives.
C) objectives are on a continuum from psychomotor to cognitive.
D) affective objectives are considered the most important.
E) health-related physical fitness objectives could not be included on the hierarchy.

Question 10

""The student will be able to define the terms nonlocomotor and locomotor"" is an example of an objective written for the:

A) knowledge level.
B) comprehension level.
C) application level.
D) analysis level.
E) synthesis level.

Question 11

""The student will be able to predict their body composition from a two-side skinfold"" is an example of an objective written for the:

A) knowledge level.
B) comprehension level.
C) application level.
D) analysis level.
E) synthesis level.

Question 12

A student who is able to employ physiological principles in developing an interval training program is functioning at the:

A) knowledge level.
B) comprehension level.
C) application level.
D) analysis level.
E) synthesis level.

Question 13

A student who is able to identify the relationships which exist between sport and American society is in all likelihood functioning at the:

A) knowledge level.
B) comprehension level.
C) application level.
D) analysis level.
E) synthesis level.

Question 14

Objectives which produce something original or unique are written at the:

A) knowledge level.
B) comprehension level.
C) application level.
D) analysis level.
E) synthesis level.

Question 15

Incorrect options on multiple-choice questions are referred to as:

A) stems.
B) distractors.
C) fakes.
D) placebos.
E) detractors.

Question 16

An essay examination is more difficult to construct than a multiple-choice or a true/false test.

Question 17

The more similar the content among options to multiple-choice questions, the more difficult the test item becomes.

Question 18

In developing a multiple-choice test, the teacher must make sure that there is one alternative for each statement that is clearly the correct answer.

Question 19

Self-testing should not be used for grading purposes; however, it is a valuable exercise because it allows students to evaluate themselves and may motivate them to learn in areas in which they performed poorly.

Question 20

To ensure that a test will have content validity, the teacher must link the learning outcome and conditions described in the performance task.

Question 21

Test items should be more difficult than the learning objectives.

Question 22

Bloom's Taxonomy of Educational Objectives consists of six levels varying in complexity from the comprehension (simplest) to the synthesis (most complex) levels.

Question 23

"The student will be able to name the parts of a golf club." This statement is an example of an objective written for the application level of Bloom's taxonomy.

Question 24

A student who is able to utilize knowledge to interpret, restate, and draw conclusions is performing at the knowledge level of Bloom's taxonomy.

Question 25

""The student will be able to apply the principles of exercise in developing a fitness module in the daily lesson."" This statement is a sample objective related to the knowledge level of Bloom's taxonomy.

Question 26

In Bloom's taxonomy, an analysis-level objective requires the student to identify parts or elements, discover interactions or relationships, and differentiate among facts.

Question 27

An objective that requires a student to formulate a lesson plan to improve the motor skills of children is, in all likelihood, written for a student at the synthesis level of Bloom's taxonomy.

Question 28

According to Bloom's taxonomy, the most advanced level of cognition is analysis.

Question 29

In developing matching items for an examination, there should be several correct choices for each item in the description list.

Question 30

It is recommended that the matching section of an examination should include about three to five items in the description list.

Question 31

The stem is an incomplete sentence or question usually associated with a multiple-choice examination.

Question 32

Stems should be written in negative terms rather than stated in a positive way.

Question 33

The numerical procedure for analyzing test items which is particularly appropriate for multiple choice formats is referred to as:

A) quantitative item analysis.
B) difficulty index.
C) discrimination index.
D) item function.
E) qualitative item analysis.

Question 34

Homework assignments should be directly linked to class ___ and content covered in class.

Question 35

The intellectual abilities and skills ranging from rote memory tasks to synthesis and evaluation of complex information are all included in the __ domain.

Question 36

The most popular system of classifying the levels of cognitive complexities is referred to as the ___.

Question 37

The blueprint of test construction that guides the teacher in selecting items for a test is referred to as a table of ___.

Question 38

A test format that consists of two columns of words or phrases and forces the students to match appropriate responses in one column with those in the other is referred to as ___.

Question 39

An incomplete sentence or question utilized in a multiple-choice examination is referred to as the ___.

Question 40

Incorrect options associated with multiple-choice questions are referred to as ___.

Question 41

When a teacher forms an opinion of a student's ability and is influenced by that opinion in grading a student's paper, it is referred to as the ___ effect.

Question 42

The ___ index refers to the proportion of students who answered a question correctly.

Question 43

The ___ index measures the extent to which a test question discriminates between students who scored well and students who scored poorly on the overall test.

Question 44

The ___ function refers to the suitability of the distractors in multiple-choice test questions.

Question 45

___ item analysis includes a careful appraisal of test questions based on quantitative results.