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Ifically The'goals of Their DOCUMENT. ANKINE a -.ED 066 498 TM oil 982' AUTHOR Lieberman, Marcus; And Others *- TITLE . Primary, Language Arts; Behaviorat.Objectivesand Test Items. INSTITUTION Institute for EdUcitional. Rese4oh,Downers Grove, PUB DATE 72 . NOTE. 375p.' AVAIL, ABLE HOW Institute for Educational Researth, (1400. West Maple" Avenue, Downers Grove, Illtinois 60515 ($10.00) PRICE M7-$01165 BC--$ 13.1'6. I. XPTORS. hairioral Objectives; Curripalum De opmentf - I dividualized instruction; 4/tem B.anks;*Language I Ar s; *plimary GradeS; Program Evaluation IDENTIFIERS ES Tile III; '*E4aluation for individualize Instruction Project . ABST.RACT , The Objective-Item Bank p resented covers 16 seCtisons of.foui s:ubject areas In each of f'our:.grade leVels; .The four areas are: Language Arts, Math,..Social Studies,',24m1 Science. The four .grade levelsrare: . Primary, Intensediate; Junior' ifigh,. and Vigil SchOol. The Objective-Item Bank provides School 'administrators with .an init*al - starting 'point lor Curriculum developsept:'andwith the.. , . , instrumentation' for program evaluation and offers 'a _mechanism to . assist teachers in stating more ifically the'goalsof their. instruciionallpioiram.. In addi onit provides the meani30 determine the extent to whichheObjectives'are accompliihed. This' ; .doeument presents the.Objective Item Bank for primary language.ar tn.. (C1t) . -, - . 1 . a It .* 1. '.. PJIIAy LAIIIIIAGE ANTS 4 I 'BENAVIONAL OBJESTIVES AND TEST ITE EVALUATION FOR INDIVIDUALIZED 41STIILICTION. .. , A TNIe.111 ERA ireiset iolaellpiksit by +.7 HEALTA. it *US. DEPARTMENT OF -.pewsid Cu* Illinois EDUCATION IEWELFANE OFFICE OF EDUCATION . sollshooll pi** IN BEEN REPRO. THIS DOCUMENT HAS OUCED EXACTLY ASRECEIAD FROM IZATION ORIG- THE PERSON QR ORGA IEW OR I9PIN c INATING ITPOINTS IONS STATE& 00 NONECESSARILY FFICE OPEDU; REPRESENT OFFICIAL CATION POSITION ORrOLICY IfittiVice = "UPI. ..0 % , s . Inititut*for .11.ihrtationI 1111Orch. ' 1400 *est ItAmb Avenue %mien. Omsk 1111010 110115 a 191enei 31247.14010 . 102 ZDITION. 4, amLoneMask semiSee. Illeisnen , Printery a Junior iflat telto School - PRIMARY- illtiOlIA01. ARTI' C. 1 1 Obleetivos time Tolt hal a-^-7 a 1 tk. t bvs Dr. Moron ListurbuinNlirictor Or. Lsillrown, Proint Amiable 41r. Mils* *Winger, PrOsetAssuclits .Mrs. Lincli &signori, proesetAssoalsa. a _ t, a ; .1 / Evalussion for hielMausliscd hwmactlonct J AN EWA TITLE III PROJECT 0 Allministowit . , , . Downers Grove Public Schbol Cliitrici 0 , 'a 0 r vb. : 7". - T.ABLB:00CCKTEMTS , ., Grammarand Usage . 1 , .. Noun . imo OOO Pronoun . 11 J Verb-6..1 O 4,.11p... 15 Adjectiv_ek . '. '._ t , ' ',OOOO OOOO28 .. ( , Sentences ,..... , . ., .29 . 'Phonics ............. OOOOOOOO . .%...* 34 '" . , ,. Consonant's .. , . 34 * Blends . '. :. OO 4 OOO :. Ito tr. '6 .57 Digraphs .....- . WI' a .1 0000. 75 0*Vowels ,00000../....,' . 000000 a er Diphthongs .. `: ; 000 ! .126 *. Phônelea .. - ,,. oo 't '-' 129 Schwa , 130, i aSyllables .., 00000 . 000 o OOOO 130 Mechanics . -',. I. : 0000000. 1.33, : \- i , - . Directions ik .133 Contractions , 'Letter form ...- 00000000000 * ii,- ... 114037 . .. ....e a ae. oo le ' ..."e. Abbreviations-,- .6 142 PuNtuation i. 6 41. 143 Possessives......6 4),...e\ oo o o ovio. 6144 ) .. CiPitalization. to . .. .: 145 ,- Spelling 1. - * . 0000 oo o.0 t - .147 Time Sequence , oo l o , , 41. 4,...oo . 000150 Alphabet .1 ,. o* 0000000 ... .. 160 .. ,,,./.41teferetace...'. 00000 Ao .... 166.6 . e .1-..* "SOurces... 166 . VOcabuilary 000000 0 - ,2 1.4 .0' ' el* 'Reading Skills r.. o.. 000 000 0.-... .2213 Figurative..lotiguage ... .. - oo . 000 ._,. 13 . Rhyme . -. 220 Story Detail .: o .. o. AP 226 a SeqUenee 00000 "'s 2410 .. Places , ,, : 247 ContextsClues. 4 ' Interprethtion , .... %, : 1585° Dialect . oo oo a '- o oo ''V i 000 a oo llel' 'Thought Units.... ....., o.' 000000 .- ;,,,.2411 Crititoal. Thinkirig:...: 000 o c a.. oo 000 .; 1 26V . Central /sews' 1 267 , '4' Real - Make Relieve, - ' ' .271 .Fact - Opiniak. .. a oo...".275 Difficulty of Proof. 290 Inferences . * . w I 000 o .294 kr Relevance-of Statements . ...: . .297 ; . 306 .Bias ... .. C Stated -.Unstoted Aisumptions. 309 .Evaluate Kira.... e. 000 . * oo : o: oo I 314 Analogy a , a a .., .1 317 .. ._ -.pradiotions 00000 , .. 0000 d. 320 . 4 Mention in Characters .. .... * 2 /0 'ID 10329 @ . i Implied Meaning ... .... .0 . .734 mative %Writing Thrice iliteraturly; 4, 362 . 1 a r 1 , 3 CI* BACKGROUND 4.0 The. Evaluktion fort Individualized Instruction Projeet; an ILSEkTitle IT; project administered by the.:DoWners Groin; 'Illinois, School District 90.,, has developdean Clbjective-Item Bank cOvering sixteen sectors of Nur subject areas in each Of gdur grade levels. Subject Aria LA Nit SS SC!' 1 41 ".., 12, 1 . , 21 ,22 2 24%. ,. 3 31 ' 32 331 34 1* 41. 42 43 '1,44 4 LA LanguIge Arts 1 Parfait/. MA Math . li_Intariediate SS II. bocial Studies -3 !aVunio.pitigha SC% Science 4 a. High School . , .s ..., . .. t: Neir$'ir- 5000 behavioral objectiires and oVer 274000 .test,items, based on these objectivaeswere reCently published as the culmination of this lhree-year_project. VW9cmplete output of seventeen vOltsses totals over 4500 pages: 'These publi- datiAS hae been repiodUced by the'Institute foe Educationalse.rch to make .theni;avail ble at Coat to teachers ifidiadvinistrators'..t" 1 .N, . a I . 4l'" ; \ ; . The object4&ves and items were writt by over 300 *tamed/try/and setondary. teachlers,ep esenting 'forty Chicag4 suburban school diatriets, who partaciaated in' wOrkshops Jot three to nine weeks duratiori, throughout the projeOt.. 'Iirthese workshops th y learned to write effective behavioral .objectlives and telt iLIPM5 Wised C)n thwobjectives.The results os their work were edited for:edintent 'And 'measureMent quality to .cOmpile the largest pool of objectives and .,,test items yer . .. ., 1. ., . w , semi' ed. ..\ s 0 -PRINCIPLES AND *ITS. Unfortunately,. theObjectiVe-Item BaakIvffen viewed mainly as *a source of test, items.. Although this, is an ,important. fun 'ion, 'its iisitest potential impact 'lies not in the availability of,a'multitude of teit.', itiesi hit rather in the I,ability ,of t lase items to meas.e carefully selectesit educational goals. ... , . , . .. 1 . ,. .. .1 . f;The almost f etic search for t .itema on the pa:rt of ion edUcatqiii has been. .. spurred byte -current emphasis' easurcient.Some educators have become so . ..honored wi_tmeasurement that t sees lore interested in ob.iaining.a *numer-.. ical inde,51.than..exiunining.what t ey are .teally trying/ to measure.; ,Further, it rs ; J. lik . , . t . ,... 'a.. 0* ' 1 40 ., i 1 .. i not.unueual.for tea hers to speak about a child obtaininga score of 95% on at / ) particular test.F1çquently, they encounter r onsideiable 'difficulty in inter- % pretang the real 'meañthgof a score and are content to just accept Is numeral , value: A -much more importani question would seent...to be: .Nbat are our goals of 1. measuremept?Unless' we can answer this question precisely, the:only reel pur- pose that testing serves is to gather data concerning pupils to Sacilitate thb . marking Of report cards.This is nto sayhat this function is not legiti- ,, mate -'it is rather te say that suc view 'of measurement is much 'too. constric- -' ting. 'The goal ofmeasurement shoul to ovide feedback pOth to the teacher , and the child regarding the success e of the learning experiences in. : realizing specifically stated object 1- . __.- .- One ortphe main. strengths Of the EI/ Objective and/ Item Bank is that all the items .iare -directlSr tied to. specifically Stated objectives.Elch'group of items is measure a specific objective and therefore 'provides the means wtiereby the teaer can obtain feedback oR the success ot the educational program.. It is dishearteLling to observe sovnany distiicts attacking the coMplez probloem of curriculum deyelopient iridepehdently.. ,One cannot help reflecting on the , maamothikuplication of efforts tnvolved.Ihe 'Objective-Item Bank of fere, a possi- . ble duplication.Utilizing its 4resourceia, the curriculum 'Committee provided With same point of d turis.:the efforts of t undred 'enk ere participating in the Evaluation Pr ject's workshops ind the thougha.of fort districtè can be evaluated"and utilized.Thib is not to suggest that any'. setf ob,jeetives should' be viewed as the ."answer" teen individual district's: curr ular pi.ob but rather the efforts of others-offer a convenient point of depa ure'and may 'serve to stiraulate diVer.se opinions abOut the direction-of curricular- thrust within the indiVidual dittrict:The words. Of Sir Isaac, Newton seem appropri4e; "If I hive seen further, it' is by 'standing Upr the shoulder of giants."-The efforts; of others, whethericwe ,consi er them kiant-like or pyipayishl. do. offei' &threshold to view the immense,complicstproblem of curricular' .0 developnefit in bettet perspeftive.' 1- .., The title of en artAcle in a recent, bducational jourpal,. "If You're Not Sure 1 4 'Where You're Going, You're Liable to End Up Someplace Else," Succinctly describes a continuing dilemma in our educational system,.The vagueness of our goals often promota the idea that "anything goes."Wipout a guiding beacon many classrooms 0 become activity-centered' rather than goal-oKented..0ne educator recently tom- , Pared ,the all-too-typical classrootn.with HenrrFord,ts obiervatitm ctinceining his- tory. Re defined iiistory' as, "One damned thing after inother.1'Is this true of :the succession `of activities within our classrocsns?Does' the teacher
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