Test Bank
for
Developing the Curriculum
Ninth Edition
Peter F. Oliva
William R. Gordon II
, Contents
Overview of the Test Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter 1: Curriculum and Instruction Defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: Principles of Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Chapter 3: Curriculum Development: A Multilevel, Multisector, Process . . . . . . . . . . . .7
Chapter 4: Curriculum Development: The Human Dimension . . . .. . . . . . . . . . . . . . ..10
Chapter 5: Models for Curriculum System Development . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter 6: Philosophy and Aims of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Chapter 7: Data and Evidence Informed Decision Making . . . . . . . . . . . . . . . . . . . . . .19
Chapter 8: Curriculum Goals or Overarching Ideas and Curriculum Objectives or
Standards……………………………………………….. . . . . . . . . . . . . . . . . . . . . . . . . .22
Chapter 9: Instructional Goals or Essential Questions and Instructional Objectives or
Learning Targets………………………………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 10: Evidence Based Instruction…………………………………………………28
Chapter 11: Evaluation of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Chapter 12: Evaluation of the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Chapter 13: Trends in Digital Curriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . 38
Appendix A: Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
iii
, Overview of the Test Bank
Developing the Curriculum 9th ed. provides for instructors a test bank consisting
of fifteen multiple-choice questions and five essay questions for each of the thirteen
chapters of this book. These test questions are designed to assist instructors in
highlighting salient features of each chapter.
There is one correct answer for each multiple-choice question. The answers may
be found in the Answer Key which is included with these ancillary materials. Our
questions are not meant to limit instructors’ desires to add additional items to each test or
to substitute items for any of those in the test bank.
The co-authors believe that it is good instructional practice to include both
multiple-choice and essay questions on a single test. Of course, instructors may also wish
to create additional tests during the course of instruction. They can also consolidate
chapter tests into mid-term and/or final examinations for the course.
iv
, Chapter One: Curriculum and Instruction Defined
Multiple Choice Questions
1. Curriculum may be interpreted as:
a. a set of subjects
b. a set of materials
c. a sequence of courses
d. all of the above
2. Of the following curriculum writers the earliest was:
a. Herbert M. Kliebard
b. Franklin Bobbitt
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
a. school-directed experiences
b. a group of courses
c. a plan for learning
d. a set of objectives
4. Ralph W. Tyler advocated educational objectives that are:
a. generalized
b. individualized
c. behavioral
d. integrated
5. Hilda Taba defined curriculum as a
a. plan for teaching
b. set of courses
c. set of objectives
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
a. program of studies
b. program of assessment
c. program of services
d. hidden curriculum
7. D. Jean Clandinin and F. Michael Connelly perceived curriculum as:
a. a set of subjects
b. a course of study
c. a course of life
d. a set of units
2
for
Developing the Curriculum
Ninth Edition
Peter F. Oliva
William R. Gordon II
, Contents
Overview of the Test Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter 1: Curriculum and Instruction Defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: Principles of Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Chapter 3: Curriculum Development: A Multilevel, Multisector, Process . . . . . . . . . . . .7
Chapter 4: Curriculum Development: The Human Dimension . . . .. . . . . . . . . . . . . . ..10
Chapter 5: Models for Curriculum System Development . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter 6: Philosophy and Aims of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Chapter 7: Data and Evidence Informed Decision Making . . . . . . . . . . . . . . . . . . . . . .19
Chapter 8: Curriculum Goals or Overarching Ideas and Curriculum Objectives or
Standards……………………………………………….. . . . . . . . . . . . . . . . . . . . . . . . . .22
Chapter 9: Instructional Goals or Essential Questions and Instructional Objectives or
Learning Targets………………………………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 10: Evidence Based Instruction…………………………………………………28
Chapter 11: Evaluation of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Chapter 12: Evaluation of the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Chapter 13: Trends in Digital Curriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . 38
Appendix A: Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
iii
, Overview of the Test Bank
Developing the Curriculum 9th ed. provides for instructors a test bank consisting
of fifteen multiple-choice questions and five essay questions for each of the thirteen
chapters of this book. These test questions are designed to assist instructors in
highlighting salient features of each chapter.
There is one correct answer for each multiple-choice question. The answers may
be found in the Answer Key which is included with these ancillary materials. Our
questions are not meant to limit instructors’ desires to add additional items to each test or
to substitute items for any of those in the test bank.
The co-authors believe that it is good instructional practice to include both
multiple-choice and essay questions on a single test. Of course, instructors may also wish
to create additional tests during the course of instruction. They can also consolidate
chapter tests into mid-term and/or final examinations for the course.
iv
, Chapter One: Curriculum and Instruction Defined
Multiple Choice Questions
1. Curriculum may be interpreted as:
a. a set of subjects
b. a set of materials
c. a sequence of courses
d. all of the above
2. Of the following curriculum writers the earliest was:
a. Herbert M. Kliebard
b. Franklin Bobbitt
c. Dwayne Huebner
d. Robert M. Gagné
3. Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
a. school-directed experiences
b. a group of courses
c. a plan for learning
d. a set of objectives
4. Ralph W. Tyler advocated educational objectives that are:
a. generalized
b. individualized
c. behavioral
d. integrated
5. Hilda Taba defined curriculum as a
a. plan for teaching
b. set of courses
c. set of objectives
d. plan for learning
6. The following element was not included in Albert I. Oliver’s conception of
curriculum:
a. program of studies
b. program of assessment
c. program of services
d. hidden curriculum
7. D. Jean Clandinin and F. Michael Connelly perceived curriculum as:
a. a set of subjects
b. a course of study
c. a course of life
d. a set of units
2
