1. In a unit about molecular geometry, a chemistry teacher has the goal that students will be able to identify the geometry of a molecule based on its chemical formula.
A. A multiple-choice test asking students to identify geometries from given chemical formulas Correct
B. A group discussion about the differences between the various common molecular geometries
C. A quiz asking students to create a sketch of a molecule with a given molecular geometry
D. An exit ticket asking students to describe any one geometry that was covered in the lesson
Explanation
A multiple-choice test directly requires students to match a chemical formula to its geometry, exactly matching the goal. A group discussion builds understanding but does not assess identification. Sketching a molecule from a geometry reverses the skill. Describing one geometry tests recall, not systematic identification from formulas.
2. The teacher of a language arts class is presenting a unit about creative writing. The main goal of the unit is that students will learn to write about fictional characters in an original short story.
A. An exit ticket asking students to write several sentences describing an original fictional character
B. A project in which students write their own story with original characters and themes Correct
C. A multiple-choice test about reading comprehension of short stories with multiple characters
D. An exit ticket asking students to describe their favorite fictional short story characters
Explanation
Writing a full original short story with original characters directly demonstrates the ability to create and develop fictional characters. A few sentences limit depth. Reading comprehension tests analysis, not creation. Describing existing characters does not require originality.
3. In a trigonometry unit, a teacher has the goal of having students calculate the six standard trigonometric ratios when given the side lengths of a right triangle.
A. An exit ticket asking students to give the names of the six trigonometric functions
B. A peer discussion about common mistakes associated with trigonometric ratio calculations
C. A standardized test covering the six trigonometric ratios for various given right triangles Correct
D. An end-of-class survey asking students to match trigonometric ratios to values
Explanation
A standardized test requiring calculation of all six ratios from side lengths directly assesses the goal. Naming functions tests recall only. Discussion supports learning, not performance. Matching avoids computation.
4. In a unit about sensation and perception, the teacher has the goal for students to be able to identify the roles of brain structures in sensation and perception.
A. A worksheet having students identify the primary brain structures involved in sensation and perception
B. A written response giving a reaction to an education video about human sensation and perception
C. A class project about optical illusions and the difference between sensation and perception
D. An exam asking students to describe how each brain structure relates to sensation and perception Correct
Explanation
Describing how each brain structure functions in sensation and perception directly tests role identification. Identifying structures alone omits function. A video reaction is subjective. Optical illusions explore concepts, not brain roles.
5. The teacher of a psychology class is planning an assessment for the end of the semester. The goal of the learning during the semester is understanding major psychological theories of behavior.
A. Allow students to work with a partner of their choice
B. Evaluate student understanding by giving an oral exam
C. Choose a specific list of concepts and theories to assess on an exam Correct
D. Allow students to choose either an exam or an essay
Explanation
Specifying a list of major theories ensures the exam targets the core content of the semester. Partner work is a method, not content focus. Oral exam is delivery, not selection. Choice of format does not guarantee coverage of key theories.