Recall Knowledge: Assessment: II

An objective for Recall Knowledge may refer to both verbal and visual information. Here is an objective, target information and assessment task that consists of 13 written words and visual images consisting of a map of Canada.
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OBJECTIVE
Recall Knowledge: Know the names and locations of the provinces and territories of Canada.
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TARGET INFORMATION FOR OBJECTIVE

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ASSESSMENT TASK FOR OBJECTIVE

DIRECTIONS: Write the name of each place on the map in the space beside the number
1. __________ 2. __________ 3. __________ 4. __________
5. __________ 6. __________ 7. __________ 8. __________
9. __________ 10.__________ 11. __________12.__________
13._________
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The assessment task requires students to retrieve from their long-term memories the names of the provinces and territories, and their spelling. If the teacher does not consider it important for students to be able to spell those names then the assessment task might consist of names written with a line beside each for students to write the number on the map for each place.

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Students' completion of the assessment task provides an explicit manifestation of their implicit cognitive process of retrieving the target information from long-term memory. Instruction is initiated if students are unable to perform the assessment task adequately. Instruction will end when they are able to perform the assessment task adequately.

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Here is another example of the target information and assessment task for a Recall-Knowledge objective that consists of both verbal and visual information. The verbal information consists of a written definition of a simple electric circuit and names of its parts. The visual information consists of a diagram of a simple electric circuit.

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OBJECTIVE
Recall Knowledge: Know the definition of a simple electric circuit, and be able to draw an example of one.

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TARGET INFORMATION FOR OBJECTIVE

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ASSESSMENT TASK FOR OBJECTIVE

DIRECTIONS: Answer these questions.

1. What is a simple electric circuit?
2. Draw an example of a simple electric circuit, and label the parts of the circuit.

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Students should answer the first question by writing something like the written description of a circuit given in the target information. They should follow the second direction by drawing something like the drawing given in the target information, although it may show a different power source and load.

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Students' completion of the assessment task provides an explicit manifestation of their implicit cognitive process of retrieving the target information from long-term memory. Instruction for the objective will be initiated if students are unable to perform the assessment task adequately. Instruction for the objective will end when students are able to perform the assessment task adequately.