Identifies four steps that students should employ in using objectives to study textual material and outlines the strategy intended to teach students these steps. (MH)

The purpose of this released exercise set is to provide easy access to released exercises from the National Assessment of Educational Progress (NAEP) third mathematics assessment, conducted in 1981-82. Documentation includes basic reference numbers, objective classifications National Assessment has found useful, timing and administration data for…

This report is designed to share the experiences of Oregon's Department of Education, thus far, with both the conceptual and actual use of indicators in assessing progress toward State level goals and objectives. The first chapter outlines the history of the study and briefly discusses the concept of indicators as used in the report. The report…

Reviews several schemes for organizing science laboratory objectives and activities and for analyzing several techniques designed to measure these laboratory outcomes. The need for further study and analysis of psychomotor behaviors in science education is emphasized. (HM)

Presented is background information related to the third round of science assessment activities (1976-77) conducted by the National Assessment of Educational Progress (NAEP). Chapter one contains a description of the overall assessment plan, the general framework of objectives, criteria for selecting objectives, and procedures used for developing…

A number of taxonomies of educational objectives are described, including: (1) cognitive taxonomies by Bloom, Guilford, Gagne and Merrill, Gerlach and Sullivan, and DeBlock; (2) affective taxonomies by Karthwohl and Raven; (3) psychomotor taxonomies by Ragsdale, Simpson, and Harrow; and (4) D'Hainaut's integration of the other models. (GDC)

Objectives for the second national assessment of career and occupational development (COD) are listed under two major categories: (1) Knowledge, abilities, and attitudes relevant to career decisions and (2) knowledge, abilities and attitudes necessary for success in a career or occupation. Each category is broken down into several subheadings…

The document presents exercises, documentation, and summaries from the second assessment of music by the National Assessment of Educational Progress (NAEP). Objectives were to test 9-, 13-, and 17-year-old students' ability to value music as an important realm of human experience, to identify the elements and expressive controls of music, and to…

In an effort to expand research on effective and ineffective schools into the area of student attitudes, this study examined the cognitive, as well as the noncognitive scores for two groups of Pennsylvania schools that had been identified as effective or ineffective. Cognitive and noncognitive data were available for all 500 school districts for…

As part of the Michigan Educational Assessment Program, 132 preprimary objectives were developed in the cognitive, affective, and psychomotor domains. Volunteer teachers assessed the attainment of these skills in their kindergarten children. A profile on each student was designed to report skill attainment to first grade teachers and parents. The…

This paper presents an outline of kindergarten goals for the seventies along with specific suggestions for supporting classroom activities. The kindergarten goals are divided into four developmental areas: (1) Cognitive or Intellectual Development (with emphasis on concept development, or "content skills" and mastery or "process skills"); (2)…

A detailed and condensed discussion describes the process of test item preparation in general, with special application to the measurement of learning in occupational education. Because the Instructional Support System Occupational Education (ISSOE) has as a policy a emphasis on input from teachers, these guidelines have been prepared to assist…

This manual is designed to accompany Pennsylvania's Educational Quality Assessment (EQA) elementary school reports to assist in their interpretation and understanding. The normative sample is described as stratified on two dimensions: district enrollment and wealth. Administration procedures are summarized. The cognitive and non-cognitive areas…

This manual is designed to accompany Pennsylvania's Educational Quality Assessment (EQA) secondary school reports to assist in their interpretation and understanding. The normative sample is described as stratified on two dimensions: district enrollment and wealth. Administration procedures are summarized. The cognitive and non-cognitive areas…

The Pennsylvania Educational Quality Assessment data have consistently shown differences between rural, suburban, and urban schools in terms of performance on goal areas and on important background variables. The most consistent pattern has been demonstrated by achievement on cognitive measures. The analyses reported upon were conducted on the…