By coining a name for this approach, Hannah helped teachers notice its importance in the intended learning trajectory and built on the participants' ideas to promote multiple mathematical and MKT learning goals.
Interdisciplinary integration offers an additional layer of curricular cohesiveness as learning goals from multiple disciplines are merged within a specific concept.
Attempting to reach learning goals from multiple content areas in the context of such projects, as described by Moore et al. (2014), can also take appreciable amounts of time to implement.
Further, faculty must develop learning goals at multiple cognitive levels and corresponding classroom activities to support the development of students' cognitive skills.
Multiple cognitive domains are involved in the achievement of learning goals such as early language acquisition (e.g., Rose et al., 2008).
Initially, they developed the 25 multiple-choice question GCA by establishing a set of learning goals that characterized the content students are required to learn in a typical genetics course, with an emphasis on larger concepts rather than details.
By providing students with an array of multiple modalities and experiential learning opportunities, learners can meet their learning goals (Johnson et al., 2012; Drake, 2014).
Initially, multiple questions were designed to address each of the nine learning goals; however, some questions were eliminated during the validation process, so that some learning goals are addressed by only one question in the current version of the assessment (Table 2).
