Curriculum mapping is important for _______________.
understanding how assessment, curriculum and instruction align
understanding which courses in the curriculum serve as foundation courses
understanding which courses develop skills directly related to specific program competencies
understanding which courses conduct competency testing
Curriculum mapping can _______________.
help identify gaps in the curriculum
result in an ill-defined curriculum
identify where there is repetition within scope and sequence of courses
result in a good learning experience for students
Dental accreditation is accomplished through the _______________.
Order the following elements of course design as defined by Dee Fink in sequential order:
Assignments/Exercises/Activities
Outcomes
Assessment
Building Blocks/Modules
Constructivism is a learning theory that focuses on _______________.
Integrated course design involves the assimilation of the following elements:
Order the following elements of the new version of Bloom&’s Taxonomy of Learning in sequential order:
Applying
Creating
Understanding
Remembering
Analyzing
Evaluation
Diamond outlines three basic elements of an objective. They are:
A verb that describes an observable action
A description of the conditions under which the action takes place
A noun that names the object
The acceptable performance level
Unacceptable performance level
This philosopher and educator believed that education depended on action-knowledge and that ideas emerge only in situations where learners have to draw upon their own experiences that have meaning and importance to them.
Which of the following definitions describes formative assessment?
Which of the following are considered classroom assessment?
Tests
Minute Papers
Quizzes
Self reflection exercises
Portfolios
Learner-Centered instruction requires that students actively engage in their own learning.
A “sage on stage” teaching model is defined by Barr and Tagg as _______________.
The following according to Barr and Tagg describes a learner-centered Learning Paradigm:
Mission and Purpose: produce learning, elicit students’ discovery and construction of knowledge, create powerful learning environments and achieve success for diverse students.
Teaching/Learning Structures: atomistic – parts prior to whole, 50-minutes lecture, 3-unit course, time held constant, classes start/end at same time, one teacher, one classroom, covering material, end-of-semester assessment, grading within classes by instructors, private assessment, degree equals accumulated credit hours.
Teaching/Learning Structures: holistic – whole prior to parts, learning held constant and time varies, environment ready when student is, cross-discipline, specified learning results, pre-/during/post-assessments, external evaluations of learning, degree equals demonstrated knowledge and skills.
Nature of Roles: faculty are primarily designers of learning methods and environments, faculty and students work in teams with each other, teachers develop every student’s competencies and talents, shared governance-teamwork-independent actors.
Learning Theory: knowledge exists “out there,” knowledge comes in chunks and bits – delivered by instructors and gotten by students, learning is cumulative and linear, fits the storehouse of knowledge metaphor.
Research has shown that teacher-made tests typically measure lower level learning, e.g., factual and recall.
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