**1.** A learning objective is a statement of something students should

**(a)** learn
**(b)** know
**(c)** do
**(d)** understand

**2.** For a learning objective to be acceptable, it should be

**(a)** observable and high-level
**(b)** observable and clear
**(c)** high-level and clear
**(d)** observable, high-level, and clear

Rate each of the following learning objectives as acceptable (meeting the two criteria for acceptability) or not acceptable. Remember, when speculating on whether an objective that goes beyond simple factual recall is clear, assume that the students have had instruction and some practice in the specified task.

**3.** Calculate the probability that two sample means will differ by more than a specified amount.

**(a)** acceptable **(b)** unacceptable

**4.** Understand the ideal gas equation of state.

**(a)** acceptable **(b)** unacceptable

**5.** Design semiconductor-based biomedical devices.

**(a)** acceptable **(b)** unacceptable

**6.** Identify stated and unstated assumptions in an op-ed column and critique the author's reasoning using criteria specified in class.

**(a)** acceptable **(b)** unacceptable

**7.** Analyze a C++ program.

**(a)** acceptable **(b)** unacceptable

**8.** Calculate the probability that two sample means will differ by more than a specified amount. (Assume that most students would find this calculation fairly straightforward.)

**(a)** remembering
**(b)** understanding
**(c)** applying
**(d)** analyzing
**(e)** evaluating
**(f)** creating

**9.** Name the system in the body that involves the lungs.

**(a)** remembering
**(b)** understanding
**(c)** applying
**(d)** analyzing
**(e)** evaluating
**(f)** creating

**10.** Select the best of several alternative product designs, and justify the selection.

**(a)** remembering
**(b)** understanding
**(c)** applying
**(d)** analyzing
**(e)** evaluating
**(f)** creating

**11.** A weather report includes the information that the relative humidity is 75%. Explain the meaning of that statement in terms that your grandparents (who have no scientific background) could understand.

**(a)** remembering
**(b)** understanding
**(c)** applying
**(d)** analyzing
**(e)** evaluating
**(f)** creating

**12.** Assign a lab report a grade, using the grading criteria presented in class.

**(a)** remembering
**(b)** understanding
**(c)** applying
**(d)** analyzing
**(e)** evaluating
**(f)** creating

**13.** Make up a problem for the next midterm exam that involves material from this course and a current story in the news.

**(a)** remembering
**(b)** understanding
**(c)** applying
**(d)** analyzing
**(e)** evaluating
**(f)** creating

**14.** A computer simulation of a manufacturing process is yielding incorrect output values when process input variable values are changed. Evaluate the input-output data and determine the error(s) in the computer program. (Warning: Trick question.)

**(a)** remembering
**(b)** understanding
**(c)** applying
**(d)** analyzing
**(e)** evaluating
**(f)** creating

**15.** "Effective learning results when lectures, in-class activities, assignments, and exams are all designed to address the same learning objectives." Which principle does that statement reflect?

**(a)** The second law of thermodynamics

**(b)** The golden rule

**(c)** Constructive alignment

**(d)** Murphy's law

**16.** Which of the following ways to handle course learning objectives is most likely to promote students' attainment of them?

**(a)** Give the objectives to the students on Day 1 as a preview of the course content.

**(b)** Give the objectives to the students as study guides for midterm and final exams.

**(c)** Give the objectives to the students on the last day as a summary of the course content.

**(d)** Let the students figure out the objectives for themselves.

**17.** What is the best policy for adopting and addressing high-level learning objectives (analyzing, evaluating, and creating) in a course?

**(a)** Only include them in graduate courses--undergraduate courses should be for the basics.

**(b)** Include creating in a capstone senior course.

**(c)** Include objectives for all three levels in all undergraduate courses.

**(d)** Include some high-level objectives in all undergraduate courses.
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