OBJECTIVES ANSWER KEY A, audience; B, behavior; C, condition; and D, degree.

. 1) Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less. Blooms: Cognitive (Remembering & Understanding level) CT Strategies: S-29 noting similarities & difference 2) Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span. Blooms: Psychomotor (Mechanism) from http://www.nwlink.com/~donclark/hrd/bloom.html
(week 2 readings)

NO CT strategy for #1! The Paulian framework does not entail a psychomotor dimension. 3) Given a sentence written in the past or present tense, the student will be able to use the future tense to rewrite the sentence with no errors in tense and no tense contradiction (i.e., I will see her yesterday.). Blooms: Cognitive (Applying level) CT Strategy: S-14 clarifying & analyzing meanings of words and phrases 4) Given the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members. Blooms: Affective (Valuing) CT Strategy: S- 3 exercising fairmindedness 5) Given two cartoon characters of the student's choice, the student will be able to combine personality traits of two characters (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character. Blooms: Cognitive (Creating level) CT Strategies: S-32 making plausible inferences, predictions, or interpretations S-18 analyzing or evaluating arguments, interpretations, beliefs or theories S-1 thinking independently

6) Having read Shakespeares Merchant of Venice, the student will be able to clearly contrast 2 characters motives behind their actions in a written response measured with an appropriate rubric. Blooms: Cognitive (Analyzing level) CT Strategies: S-13 clarifying issues, conclusions, or beliefs S-17 questioning deeply (possibly)

7) After watching two documentaries on the subject of eradication of poverty, the student will be able to reasonably judge the efficacy of two different policies. Blooms - Cognitive (Evaluating level) CT Strategies: S-20 analyzing or evaluating actions or policies

8) Given a list of 20 words with similar meanings, the student will be able to correctly arrange the words into groups of synonyms. Blooms: Cognitive (Understanding level) CT Strategies: S 29 noting significant similarities and differences

http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives (adapted to reflect the new version of the taxonomy)