Learning Objectives Quiz

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Learning Objectives Quiz

Click on the letter corresponding to your response to each of the questions that follow.
1. A learning objective is a statement of something students should
- (a) learn
- (b) know
- (c) do
- (d) understand
Incorrect. Remember that an objective must be observable. Try again.
Incorrect. Remember that an objective must be observable. Try again.
Correct! All the other responses (learn, know, understand) are unobservable actions. Go to Question 2.
Incorrect. Remember that an objective must be observable. Try again.
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
Incorrect. Low-level objectives are perfectly acceptable — some of the content we teach is very basic but important and should be covered in our objectives. Try again.
Correct! Objectives should be observable and clear, but they don’t have to be high-level and generally at least some should cover basic material (Levels 1-3). Go to Question 3.
Incorrect. Low-level objectives are perfectly acceptable — some of the content we teach is very basic but important and should be covered in our objectives. Try again.
Incorrect. Low-level objectives are perfectly acceptable —some of the content we teach is very basic but important and should be covered in our objectives. Try again.
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
Correct. The objective is definitely observable, and most students who have practiced such calculations should understand what the objective requires them to do. Go to Objective 4.
Incorrect. The objective is definitely observable, and most students who have practiced such calculations should understand what the objective requires them to do. Try Objective 4.
4. Understand the ideal gas equation of state.
- (a) acceptable
- (b) unacceptable
Incorrect. “Understand” (one of the forbidden four verbs) is not an observable action. Try Objective 5.
Correct. “Understand” (one of the forbidden four verbs) is not an observable action. Go to Objective 5.
5. Design semiconductor-based biomedical devices.
- (a) acceptable
- (b) unacceptable
Incorrect, but….

We lean toward declaring the objective unacceptable, but the real answer begins with “It depends.” (In fact, for any observable objective, the answer begins with “It depends.”)

“Design” is clearly an observable action, so the objective passes that criterion. The problem is with the “clear” criterion. Designing a biomedical device could be anything from a five-minute activity to a Ph.D. dissertation to an industrial project that takes a large team years to accomplish. We think that to be useful, the objective should be more explicit about the scope of the required design.

On the other hand, if the instructor went over several designs of approximately the same scope in class and provided practice in several more, the students should have a good idea of what the objective calls on them to do. In that case, the objective would be both observable and clear, and so would be acceptable. If you chose this response (“acceptable”), no problem — just understand why we voted the other way and the conditions under which your response would be correct.

Try Objective 6.
Correct, but….

We lean toward declaring the objective unacceptable, but the real answer begins with “It depends.” (In fact, for any observable objective, the answer begins with “It depends.”)

“Design” is clearly an observable action, so the objective passes that criterion. The problem is with the “clear” criterion. Designing a biomedical device could be anything from a five-minute activity to a Ph.D. dissertation to an industrial project that takes a large team years to accomplish. We think that to be useful, the objective should be more explicit about the scope of the required design.

On the other hand, if the instructor went over several designs of approximately the same scope in class and provided practice in several more, the students should have a good idea of what the objective calls on them to do. In that case, the objective would be both observable and clear, and so would be acceptable. If you chose this response (“unacceptable”), congratulations, but be sure you understand the conditions under which it would be acceptable.

Go to Objective 6.
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
Correct. This objective could be broken down into two separate objectives — the first beginning with “identify” and the second with “critique” — but there is no rule against compound objectives. Both verbs are observable, and if (as we assume) the instructor has provided examples of and practice in identifying stated and unstated assumptions and critiquing opinion pieces, both components of the objective should be clear to most students. The objective is therefore acceptable. Go to Objective 7.
Incorrect. This objective could be broken down into two separate objectives — the first beginning with “identify” and the second with “critique” — but there is no rule against compound objectives. Both verbs are observable, and if (as we assume) the instructor has provided examples of and practice in identifying stated and unstated assumptions and critiquing opinion pieces, both components of the objective should be clear to most students. The objective is therefore acceptable. Try Objective 7.
7. Analyze a C++ program.
- (a) acceptable
- (b) unacceptable
Incorrect. Whatever “analyze” means, it is undoubtedly observable, but the question is, what does it mean? Analyzing a program could mean figuring out what it does or what its outputs would be for a given input, or determining whether it is error-free and efficient, or any of several other possibilities. We are speculating that many students would be confused about this objective, so it fails to satisfy the “clear” criterion and is therefore unacceptable. The instructor should replace it with one or more objectives that specify more directly what the students should be able to do with the program. Try Question 8.
Correct. Whatever “analyze” means, it is undoubtedly observable, but the question is, what does it mean? Analyzing a program could mean figuring out what it does or what its outputs would be for a given input, or determining whether it is error-free and efficient, or any of several other possibilities. We are speculating that many students would be confused about this objective, so it fails to satisfy the “clear” criterion and is therefore unacceptable. The instructor should replace it with one or more objectives that specify more directly what the students should be able to do with the program. Go to the instructions for the next set of questions.
Click on the letter corresponding to the Bloom level of each of the following learning objectives. In some cases, the level would depend on the prior preparation of the student and so several responses could be correct. Just select the one that seems most likely to you.
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
Incorrect. This objective presumably calls on the student to carry out a calculation using a method taught in class. Review the definitions of the six Bloom levels and try Question 8 again.
Incorrect. This objective presumably calls on the student to carry out a calculation using a method taught in class. Review the definitions of the six Bloom levels and try Question 8 again.
Correct. This objective presumably calls on the student to carry out a calculation using a method taught in class, and so would most likely be classified as Bloom Level 3 (applying). Go to Question 9.
Incorrect. This objective presumably calls on the student to carry out a calculation using a method taught in class. Review the definitions of the six Bloom levels and try Question 8 again.
Incorrect. This objective presumably calls on the student to carry out a calculation using a method taught in class. Review the definitions of the six Bloom levels and try Question 8 again.
Incorrect. This objective presumably calls on the student to carry out a calculation using a method taught in class. Review the definitions of the six Bloom levels and try Question 8 again.
9. Name the system in the body that involves the lungs.
- (a) remembering
- (b) understanding
- (c) applying
- (d) analyzing
- (e) evaluating
- (f) creating
Correct. This objective requires recall of two memorized facts (the lungs are used in breathing, and anything that involves breathing is considered a function of the body’s respiratory system). Go to Question 10.
Incorrect. This objective requires recall of two memorized facts (the lungs are used in breathing, and anything that involves breathing is considered a function of the body’s respiratory system). Review the definitions of the six Bloom levels and try Question 9 again.
Incorrect. This objective requires recall of two memorized facts (the lungs are used in breathing, and anything that involves breathing is considered a function of the body’s respiratory system). Review the definitions of the six Bloom levels and try Question 9 again.
Incorrect. This objective requires recall of two memorized facts (the lungs are used in breathing, and anything that involves breathing is considered a function of the body’s respiratory system). Review the definitions of the six Bloom levels and try Question 9 again.
Incorrect. This objective requires recall of two memorized facts (the lungs are used in breathing, and anything that involves breathing is considered a function of the body’s respiratory system). Review the definitions of the six Bloom levels and try Question 9 again.
Incorrect. This objective requires recall of two memorized facts (the lungs are used in breathing, and anything that involves breathing is considered a function of the body’s respiratory system). Review the definitions of the six Bloom levels and try Question 9 again.
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
Incorrect. This objective requires choosing from among alternatives and justifying the choice. Review the definitions of the six Bloom levels and try Question 10 again.
Incorrect. This objective requires choosing from among alternatives and justifying the choice. Review the definitions of the six Bloom levels and try Question 10 again.
Incorrect. This objective requires choosing from among alternatives and justifying the choice. Review the definitions of the six Bloom levels and try Question 10 again.
Incorrect. This objective requires choosing from among alternatives and justifying the choice. Review the definitions of the six Bloom levels and try Question 10 again.
Correct. This objective requires choosing from among alternatives and justifying the choice, one of the principal forms of evaluation-level objectives. Go to Question 11.
Incorrect. This objective requires choosing from among alternatives and justifying the choice. Review the definitions of the six Bloom levels and try Question 10 again.
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
Incorrect. This objective requires explaining a term or concept in one’s own words. Review the definitions of the six Bloom levels and try Question 11 again.
Correct. This objective requires explaining a term or concept in one’s own words, which demonstrates understanding. Go to Question 12.
Incorrect. This objective requires explaining a term or concept in one’s own words. Review the definitions of the six Bloom levels and try Question 11 again.
Incorrect. This objective requires explaining a term or concept in one’s own words. Review the definitions of the six Bloom levels and try Question 11 again.
Incorrect. This objective requires explaining a term or concept in one’s own words. Review the definitions of the six Bloom levels and try Question 11 again.
Incorrect. This objective requires explaining a term or concept in one’s own words. Review the definitions of the six Bloom levels and try Question 11 again.
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
Incorrect. This objective requires making a judgment about something (good or bad, right or wrong, A or B or C-,…) and justifying it. Review the definitions of the six Bloom levels and try Question 12 again.
Incorrect. This objective requires making a judgment about something (good or bad, right or wrong, A or B or C-,…) and justifying it. Review the definitions of the six Bloom levels and try Question 12 again.
Incorrect. This objective requires making a judgment about something (good or bad, right or wrong, A or B or C-,…) and justifying it. Review the definitions of the six Bloom levels and try Question 12 again.
Incorrect. This objective requires making a judgment about something (good or bad, right or wrong, A or B or C-,…) and justifying it. Review the definitions of the six Bloom levels and try Question 12 again.
Correct. This objective requires making a judgment about something (good or bad, right or wrong, A or B or C-,…) and justifying it, one of the principal forms of evaluation-level objectives. Go to Question 13.
Incorrect. This objective requires making a judgment about something (good or bad, right or wrong, A or B or C-,…) and justifying it. Review the definitions of the six Bloom levels and try Question 12 again.
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
Incorrect. This objective requires the student to come up with something new to him or her. Review the definitions of the six Bloom levels and try Question 13 again.
Incorrect. This objective requires the student to come up with something new to him or her. Review the definitions of the six Bloom levels and try Question 13 again.
Incorrect. This objective requires the student to come up with something new to him or her. Review the definitions of the six Bloom levels and try Question 13 again.
Incorrect. This objective requires the student to come up with something new to him or her. Review the definitions of the six Bloom levels and try Question 13 again.
Incorrect. This objective requires the student to come up with something new to him or her. Review the definitions of the six Bloom levels and try Question 13 again.
Correct. This objective requires the student to create something new to him or her, and so is at the level of creating. Go to Question 14.
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
Incorrect. This objective requires the student to figure out how a complex process or system works or why it isn’t working. Review the definitions of the six Bloom levels and try Question 14 again.
Incorrect. This objective requires the student to figure out how a complex process or system works or why it isn’t working. Review the definitions of the six Bloom levels and try Question 14 again.
Incorrect. This objective requires the student to figure out how a complex process or system works or why it isn’t working. Review the definitions of the six Bloom levels and try Question 14 again.
Correct. This objective requires the student to figure out how a complex process or system works or why it isn’t working, an analysis task. Go to Question 15.
Incorrect. The fact that an objective uses the label of a Bloom level (in this case, “evaluate”) doesn’t mean that the task specified in the objective is at that level. This objective requires the student to figure out how a complex process or system works or why it isn’t working. Review the definitions of the six Bloom levels, make sure you understand why “evaluation” is incorrect, and try Question 14 again.
Incorrect. This objective requires the student to figure out how a complex process or system works or why it isn’t working. Review the definitions of the six Bloom levels and try Question 14 again.
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
Incorrect. Review the learning objectives module and try Question 15 again.
Incorrect. Review the learning objectives module and try Question 15 again.
Correct. Go to Question 16.
Incorrect. Review the learning objectives module and try Question 15 again.
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.
Incorrect. Review the learning objectives module and try Question 16 again.
Correct. Go to Question 17.
Incorrect. Review the learning objectives module and try Question 16 again.
Incorrect. Review the learning objectives module and try Question 16 again.
17. Which of the following statements is compatible with recommendations in the tutorial?
- (a) Cover high-level skill development (analyzing, evaluating, or creating) in some first-year undergraduate courses.
- (b) Cover analyzing, evaluating, and creating in all undergraduate courses.
- (c) Cover analyzing, evaluating, and creating only in fourth-year and graduate courses.
Correct. Students at any educational level are capable of acquiring and improving skills at any Bloom level.
Incorrect. High-level skills should be covered in some courses or they are not likely to be developed, but every course does not have to cover them.
Incorrect. Students at any educational level are capable of acquiring and improving skills at any Bloom level.
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Learning Objectives Quiz

Learning Objectives Quiz

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