A quick rationale for each question suggested below:

KNOWLEDGE:
Questions 1 and 2 test students at the Knowledge, or memorization level.  According to Kubiszyn & Borich (2010), matching tests are "ideally suited to measure associations between facts" (p. 154).  Although this level is not necessarily very stimulating to students, it is very important that all students have some information committed to memory as a basis for communication and background information.  In this instance, I am intending to develop a webquest using Google Earth for students to "fly" from capitol city to capitol city in Northern Africa.  In this way, I hope to make the process of memorizing geographical facts more engaging!

APPLICATION:
Question 3 tests students' ability to apply Social Studies skills.  During the unit of instruction, students would learn the rules that apply to labeling and constructing bar graphs.  This construction activity is best measured in a performance assessment style, because application of knowledge is observed in the construction.  Indeed, according to Kubiszyn & Borich (2010), "performance tests can be assessments of processes, products, or both" (p. 186).

ANALYSIS:
The essay question asks students to identify cultural and technological factors that came together to cause the revolution in Tunisia.  Students would demonstrate their understanding through writing.  Because this topic is complex, the teacher would develop a detailed rubric that accurately reflects the student's depth of understanding.  I selected this format because the students have an opportunity to supply an extended response.  And as the authors of our text suggest, my rubric would address separately the issues of content, organization, and process. (Kubiszyn & Borich, 2010, p. 168).

Instuctional Objectives & Test Items

Hello, Cohort!

Instructional objectives should include performance (what student actions should be observed), product (what is being evaluated or graded), conditions (i.e. 'after reading the passage, the student will...'), and criterion (the acceptable level of performance).
I have selected 6th Grade Social Studies as my content area to create examples of instructional objectives at different cognitive levels. In my district (El Paso ISD), the sixth-grade social studies curriculum is a survey of world geography (physical and cultural).  With this in mind, each unit is a comprehensive investigation into each of the continents and their landforms, climates, cultures, and histories.

Here are a few examples of "well-stated" instructional objectives I might use in a unit on Africa north of the Sahara (ordered by increasing cognitive levels):

KNOWLEDGE:
After completing the "Physical Geography Webquest", the students will successfully identify and label all (100%) of the African countries located north of the Sahara.

APPLICATION:
Using the provided graph template and population data, the student will correctly construct a bar graph comparing population growth in the cities of Cairo, Egypt and Tripoli, Libya.

ANALYSIS
After completion of assigned readings and discussions, the student will, in written form, successfully identify and explain two or more issues that led to the "Arab Spring".

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UPDATE 5/7/2012:

Here are the corresponding test items that I might use for the above learning objectives:

KNOWLEDGE:

Question 1, Matching

1.  Capitol city is Rabat                                                                  a.  Tunisia 
2.  Capitol city is Algiers                                                                b.  Libya
3.  This country is smallest in area                                                 c.  Morocco
4.  Capitol city is Tripoli                                                                d.  Egypt
5.  Capitol city is Cairo                                                                   e. Algeria

Question 2, Labeling

Locate and label the 5 major countries of Northern Africa,  as well as their capitol cities on the map provided.  (I have not found a suitable line map for student labeling as of this post.)

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APPLICATION:

Question 3,  Construct Bar Graph

Using the population data for Cairo and Tripoli in the years 1990 and 2000, label and construct a bar graph comparing the two cities in 1990 and 2000.   (I have not found a suitable bar graph template as of this post.) (Appropriately researched population data provided in word form).

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Question 4, Essay Question

After reading and discussing the Arab Spring, it is clear that young people throughout the region were an important, if not vital force that led to change.  In essay form (introduction, body, conclusion), please describe HOW the young people of Tunisia changed the way revolutions are started, and why their efforts spilled over to their neighbors in Egypt.


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Kubiszyn, T. & Borich, G. (2010).  Educational Testing & Measurement:  Classroom Application and Practice, 9^th Edition.  (2010).  Pearson Learning Solutions


Naz, B.A., Presentation on Instructional Objectives, Institute of Education and Research Gomal University D.I.Khan, 23 July 2009.  Retrieved on 4/30/2012 from:  http://www.eric.ed.gov/PDFS/ED505999.pdf