Instruction Project of.four subject areas in each of four grade'levels..The four areas arts.

358 Pages·2011·16.21 MB·English

DOCUMENT RESUME
E0 060 501
TN 001 985
Lieberman, Marcus; And Others
AUTHOR
High School Language Arts: Behavioral objectives and
TITLt
,
Test Items.
1*
.
Institute for Educational Research, Downers Grove,
INSTITUTION
[72]
PUB 'DATE
357p.
NOTE
Institute for Educational Research, 1'400 West Maple
MAILABLE
FROM
Avenue, D'owners Grove, Illinois 60515 (9.00
MF-$0.65 HC-S13.1,6
EDRS PRICE
*Behavioral Objectives; Curriculum develOpment; *High
DESCRIPrORS
Schools; *Individualised Instruction; Item Banks;
r
*Language Arts; Program Evaluation
ESFA Title III; *Evaluation for Individualized
IDENTIFIERS
Instruction Project
ABSTRACT
The Objective-Item Bank presented covers 16 sections
of.four subject areas in each of four grade'levels..The four areas
are: Language Arts, Math, Social Studies, and si.ence. The four grade
levels .ate: Prinary,, Intermediate, Junior High, and High School: .The
Objective-Item Bank provides school administrators with an initial
starting point for curriculuit development and with the
instrumentation f or program. evaluation, ,and offers a mechanisM to
assist teachers in stating more specifiCally pier goals of their
instructional program. In addition', it provides the means to
determine the extent to which the objectives are accomplished. This
doaument pr1es7ts .the Objective Item Bank for high school language
arts.
(CK)
.
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41
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NIGH SCHOOL LANGUAGE ARTS
BEHAVIORAL OBJECTIVES AND TEST ITEMS
EVALUATION FOR INDIVIDUALIZED INSTRUCTION
A Mb III ESEA project
odmiolnored by
Downers Grove, Slimes
U.S. DEPARTMENT OF HEALTH.
-e
EDUCATION a WELFARE
School Distrkt
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRO-
OUCED EXACTLY AS RECEIVED FROM
THE PERSON OR ORGANIZATION ORIG-
INATING IT. POINTS OF VIEW OR OPIN-
IONS STATED DO NOT NECESSARILY
REPRESENT OFFICIAL OFFICE OF EDU-
Inserv ice
CATION POSITION OR POLICY.
14A
'0
a
sunueoid
F.
1400 Won *pie Avenue
Downers Grote; Illinok 40115
.
Phone: [phone]
foe.
1-erse..
$tud. !Clones-,
Math.
'Arts
A
o
HIGH SCHOOL *LANGUAGE AR'TS
0
CAf'.1M
BEHAVIORAL &ACTIVES-PM TEST ITEM
15.
"61114,
.
(10.
by 'Dr. Memo Ibbennen, Director
Dr. Leo Brown, Project Models
Mr. Minion *idling", Project Atio:iate
.
Mrs. Linde Seeneon, Project Amman*
EVelustion ,.for Individualized' Instruction Project
.
AN ESEA TITLE HI PROJECT
Adeoniessnd
OV
'Public School District' 911
DONTIMI. Grove
BEHAVIORAL 04JECTIVE
TEST ITEN:
BACKGROUND
The Evaluation for Individualized .Instruction Project, an ESEA Title III project
administered by the Downers Grove, Illinois, School District 99, has developed an
Objective-Item Bank covering sixteen sectors of four subject areas -in each of
four grade levels.
Subject Area
SS SC
LA MA
14
13
12
11
1
24
23
21
22
34
33
32
31
2
44
43
4
41
42
Primary
Language Arts
LA
in
1
Intermediate
MA
Math
a.
2
vs
Junior High
Social Studies
3
SS
in
Science
4 = High School
SC
Nearly 5000 behavioral objectives and over 27,000 test items based on these
objectives were recently publish d as the culmination of this three-year project.
These publi-
The complete output of seventeen volumes totals over 4500 pages.
cations have been reproduced by the Institute for Educational Research to make
them available at cost to teachers and administrators.
300 elementary and secondary
The objectives and items were written by over
teachers; representing forty Chicago suburban school districts, who participated
in workshops of three to nine weeks duration thrughout the project.
In these
workshops they learned to write effective behavioral objectives and test items
based on the objectives.
The results of their work were edited for content and
miasurement quality tO compile 'the largest pool of objectives and test items ever
,assembled.
"PRINCIPLES4'AND 24FAIT5.
Unfortunately, the 'Objective-Item Bank is often viewed mainly as a source of test
items.
Although this' is an important function,,,its greatest potential impact
lies not in the .availability of a multitude of test items, but rather in the
ability of these'items to measure carefully selected educational goals.
or
search
some educators has been
The almost frenetic fOr test items on -the part
spurred by the ctirrent emphasis on measurement. 'Some'eddcatorshave become so
with
more
measurement that they seem
'interested in obtainirig a numer-
enamored
ire
Further, it is,'
really trying to measure.
ical. index than examining' what they
I
,
not unusual 'for teachers to speak about a child obtaining a score of 95% on a
Frequently, they enCounter ,considerable difficulty in inter-
particular test.
and
are c ontent to just accept its humeral
preting the real meaning of a score
A much more important question would seem to be: What are our goals of
value.
measurement? .Unless we can answer this question precisely, the only real pur-..
testing
serves is to gather data concerning pupils to facilitate the
pose that
This is not to say that this function is not legiti-
marking of report cards.
mate - it is rather to say that Such a view of measurement is much too constric-
ting. The goal of measurement should be to provide feedback.both to the teacher
and the child regarding the success or failure of the learning experiences in
stated
objectives.
rehlizing specifiTally
One
of the main strengths of the EII Objective and Item Bank is that-all the items
Each group of items is
are directly tied to specifidally stated objectives.
designed to measure a specific objective and therefore provides the means whereby
the teacher can obtain feedback on the success of the educational program.
It is disheartening to obserie so many qtistricts attacking the complex problem
development
One cannot help reflecting on the
of curriculum
independently.
The Objective-Item Bank offers a possi-
ma:moth duplication of efforts inVolved.
ble alternative to this duplication. Utilizing its resources, the curriculum
The efforts of three hundred
cOnvnittee is provided with some point of departure.
teachers participating in the Evaluation Project's workshops and the thoughts of
can be
This is not to suggest that any
evaluated and utilized.
'forty districis
set of objectives should be viewed as the "answer" to an individual: district's
curricular problem but rather the efforts of others offer aconvenient point of
departure and may serve to stimulate diverse opinions about the direction of
The words .of Sir Isaac Newton
curricular thrust within the individual district.
seem appropriate; "If I have seen further, it is by standing upon the shoulder
The efforts of others, whether we 'consider them giant-like or pygmyish,
of giants."
do offer a threshold to view the immense, complicatedproblem of curricular
development in better perspective.
The title of an article in a recent educational journal, "If You're Not Sure
Where You're Going, You're Liable to End up Someplace Else," sucCinctly describes
The vaganess Of our goals often
a continuing dilenvea in our educational system.
Without a guidingobeicon many classrooms
promotes the idea that "anything goes."
One educator7recently com-
become activitY-centered rather than goal-oriented.
pared the all-too-typical classroom with Henry Ford's observation concerning his-
Is this true of
He defined history as, "One damned thing after another."
tory.
the succession of activities within our classrooms? Does the teacher really know
Perhaps, even more importantly, do the
the educational purpose of each activity?
children know the purpose?
The Objective-Item Bank offers, a,,mechanism to assist teachers in stating more
specifically the goals of their instructional program and further provides the
The
means to determine the extent to which the objectives are accomplished.
specification of goals assists the teacher in discovering whether favored acti-
vities 'advance learning, or are merely time fillers; whether they get the "mate-
rials" across, or are merely perfunctory exercises.
ii
.r
4
Much discussion has been devoted to the topic of
"wl_if
individualized instruction?"
and occasionally some dialOgue has even centered on the "how."
But an even more
!
basic question is one that is °often ignored:
"Individualize whatt?"
Many school districts mention their individualized programs in reading or mathe-
matics.
What is individualized Within these programs? Are certain skills,' defi-
,
nitely identified?
Is the practice of pretesting to determine the child's,level
of proficiency when he enters the program a guideline?
The Objective-Item Bank has two potential° contributions to make to all school dis-
tricts embarking on or presently engaged in individualized instruction programs.
These contributions are:
1; A group of well-specified objectives which could
form the "what" of the program.
2. A set of items .designed to .provide informa-
tion on
the degree of mastery of the objective.
APPLICATIONS AND TECHNIQUES
usability
The versatility of the Objective-Item Bank is evident in the value and
by both teachers and administrators.
To the Administration the Objective-Item Bank:
Provides an initial °starting point for curriculUm development.
1.
The
existence of many objectives avoids the necessity of each district
teak
duplicating the efforts of another. The
of the curricultss com-
becomes
mittee
one of selecting and/or rejecting objectives from the
Objective - Item Bank and then supplementing them with objectives
developed at the local level.
Past-participants of the Eitaluation
,
Project workshops would be valuable resource people in this endeavor.
Provides the inatrunientation for program evaluation.
2.
The selection
th8se
of items from
objectives representative of -the main emphases of
the local district provides the framework for the evaluation of the
stated goals.
the
To the Teacher
Objective-Item Bank:
Provides the pooling of talent and imagination of teachers of varied
1.
experience and interests, thus avoiding the present duplication of
effort.
Provides resources for Mere highly sensitized program evaluation
2.
Since the objectives'
instead of a battery .of. standardized tests'.
are tailored to the program, the associated test items can be used
to 'deterthine precisely the efficacy of the instructional materials.
Provides the means whereby the teacher can become more acutely aware
3.
of that which he is seeking to have occur in his classroom and that
Hopefully, as
which he will accept as evidence of its occurrence.
teachers become more aware of their goals, they will share these
iii
5
ty,
objectives with children and let the `pupils become acutely aware of
that Which is expected of them, ergo allowing them to seek their own
Modality of instruction for the realization of the ..stated goals.
.
.
Provides the nucleus of an individualized instruction program.
4.
It provides 'for.more precise curriculum planning' by differen-
a.
tiating those goals specific to each grade and' even to each
.
With the bank at their dispOsal, teachers are encour-
student.
. t
.
,aged.to become aware of their. responsibilities in developing a
set of basic objectives -which every 'child, must attain and,. a
further set which can be pursued according to the studente'
abilities and interests.
It provides several items per 'obfectiv.e, some of Which may be
b.
used as a pre-test to discover' whether a student should under-
take theo objective while the remainder may be emploked.tO
.
measure the Mastery of thoie students who lo tackle the objective.
N CTES
-Several,of .the volurses have been reproduced from punched cards bythe IBM 407,
lir:chine which does not print all, characters exaCtly as they appear on a type-
writer.
Thus:
% is ,actually (
acivally )
rl is
0 is actually ?,or !-
Apostrophes cannot be printed.
4
The number ininediately after the stacement of each objective represents the'
number Cf items measuring 'attainment of that ,objective.
.
.
.
.
Information on the E/I publicationp or purchase requests can be' directedto:
INSTITUTE FOR EDUCATIONAL .RESEARCH
1400 West Map,le Avenue
Downers GroVe,' Illinois
60515
,iv
soinnt.
I.AN6ISA6F AP TS
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LITtRARY PER I ()Ds
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************************************************************4k*.i**************
0231
FOR THE
HIS COMPREHENSION OE THE REASON
THE STUDENT WILL SHO,14
F. FW
Mr!
MEDIEVAL AUTHORS BY SELECT I NG THAT REASON FROM A L ST OF CHOICES.
0002
THE STATEMENT THAT ANSWERS THE QUEST ION.
DIRECTIONS - SELECT
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HENCE DID NOT COMPOSE
A. MOST MEDIEVAL PEOPLE DID NOT WRITE
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STOP I ES.
9
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