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FeaturingBible Assessment Subtest
Administrator’s Guide
Association of Christian Schools International
Questions regarding materials and scoring may be directed to
Association of Christian Schools InternationalNational/International Headquarters
PO Box 65130Colorado Springs, CO 80962-5130
800-367-0798 (7:00 am–4:30 pm mountain time)
Copyright © 2011 by Association of Christian Schools International
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or in any information storage and retrieval system, without permisssion in writing from the publisher, except for the printing of complete pages, with the copyright notice, for instructional use and not for resale.
Portions of this work were published in previous editions.
Printed in the United States of America
Administrator’s GuideTerraNova 3, Form G
featuring the Bible Assessment Subtest
Contents
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Preparing the School for Achievement Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Administering the Achievement Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
A Primer on Achievement Test Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Student Report for Individual Student Bible Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Sample Home Report Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Group Report for Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Sample Group Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Sample Roster Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Score Analysis for Bible Assessment Subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Curriculum Analysis for Bible Assessment Subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Bible Assessment and Spiritual Formation Considerations . . . . . . . . . . . . . . . . . . . . . . . . . 17
Appendix A—Bible Assessment Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendix B—Bible Assessment Instructional Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . 19
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General InformationThe Bible Assessment was developed, trial-tested, adjusted, standardized, and scored so as to meet the same rigorous requirements as every other element of the normal achievement test. Schools can utilize the TerraNova 3, Form G with the confidence that, when appropriately administered, the test will provide them with accurate, valid, and helpful information about the achievement of their students. Testing provides a tool for collecting relevant data under standard conditions; it is objective and neutral. Evaluation uses testing data along with other information in informal and wise ways to make judgments that become part of a larger decision-making process. The use of the Bible Assessment Subtest should be viewed as one part of a school’s total program of evaluation. Once the results of the Bible Assessment Subtest are in, they can be used along with other information to make decisions and judgments about the Bible curriculum.
Materials that administrators should have
1. Test Coordinator’s Manual, ACSI Edition● Overview of materials and preparation for testing● Responsibilities of test coordinator ● Ordering test materials/scoring services● Testing out-of-level students● Testing homeschooled students● Excluding groups of students (e.g., those in special education)
2. Directions for Administering the TerraNova 3, Form G and InView● Choosing testing dates● Scheduling test sections● Administering the test● Checking documents before submitting them for scoring
Administrators and teachers should note that the purpose of achievement testing is to obtain accurate information about student performance. If a school or a teacher administers the test in a way that inflates the scores for individuals, classes, or the school, the data will have little or no value. To the best of the school’s ability, the conditions for students taking the test should be the same as they were when the test was normed. Data or scores obtained by violating the standards for test administration as noted in the Test Coordinator’s Manual are inaccurate, and such data or scores should be considered invalid. In other words, administrators and teachers need to follow the directions in letter and spirit.
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Preparing the School for Achievement TestingOrientation of the faculty, parents, and students should include the following:● Importance in light of the school’s mission as an educational institution
Compares students/school with a norm group Tracks individual student/class/school performance Indicates curricular/instructional strengths and weaknesses
● Kinds of achievement tests Norm-referenced: compares students/school to a norm group of reasonably similar students tested
under similar conditions Compares students/school to a national group Compares students/school to other ACSI groups tested (norms are updated from previous
year’s testing: rolling norms); scores on ACSI norms tend to be lower than national norms because of higher achievement of ACSI students
Compares ACSI students/school to others within the region Criterion-referenced (also called performance standards): assesses students/school according to
specific content or skills standards Educators have set a difficulty level for every test item on the Bible Assessment Subtest:
below basic (1), basic (2), proficient (3), advanced (4) Students are assessed by the number of items correctly answered at each level and are given an
overall score InView and Primary Test of Cognitive Skills (PTCS): similar in scoring to IQ tests but they
focus on learning-related abilities and anticipated achievement (often given every other school year) Cognitive Skills Index (CSI)—average is 100 and standard deviation is 16; average CSI is 84–116 Anticipated Achievement Scores—compares one student’s achievement with that of others
with similar CSI scores InView and PTCS correlate with the TerraNova 3, Form G in norming and standardization
● Score reports Ordered by the testing coordinator who filled out the scoring services form Typically received 10 days after the scoring center receives tests to be scored Processed promptly only if forms are properly filled out (see Test Coordinator’s Manual) Provide data for each student, class, and building/school
Copy should go home for each student Copy should be placed in each student’s cumulative folder
Should be analyzed by the administration and faculty General instructional strengths and weaknesses Individual student performance, comparison with grades and other measures, indicators of
needs (diagnostic) Overall school performance (Care should be taken to present an accurate picture of student
achievement.) Note: More in-depth scoring information can be found in the Guide for Test Interpretation (GTI)
that you receive with your scoring.
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Administering the Achievement TestsEthical Issues ● Preparing students to take the tests
It is appropriate to utilize the prepared practice tests for younger students so that they know how to answer the questions.
It is inappropriate to utilize questions from the current test or previous editions to prepare students for the tests.
It is appropriate to put the students at ease each day of the testing by encouraging them to do their best. It is inappropriate to coach students into marking the right answers or to suggest that they
rethink an answer.● Excluded groups, individual students, and the home-educated
It is appropriate to exclude certain groups or individual students according to the policies in the Test Coordinator’s Manual.
It is inappropriate to exclude certain regularly enrolled students in order to “improve” a class average.
It is appropriate to exclude special-education students from the test group average, though it is not required.
It is inappropriate to permit home administration of any achievement or diagnostic test.● Testing out-of-level students
It is appropriate to test out of level those students dramatically underperforming or dramatically overperforming (usual limits: one test level above or below student’s grade placement—see Test Coordinator’s Manual for instructions).
It is inappropriate to test entire classes or groups outside the test date window or level.
Some Truths About Achievement Tests● The goal is accurate information, not inflated scores.● Violating the format under which the test was normed skews the data.● Close curricular alignment is not necessary for accurate test results.● Achievement tests are only one general measure of performance.● Test results are approximate indicators of strengths and weaknesses.● Norm-referenced tests are the most accurate for average students.● Test results are based on a normal bell-curve distribution. ● Scores compress at the upper and lower ends of the test distribution.● Grade-equivalent scores are useful for educators but not for parents.
A Primer on Achievement Test ScoresTypes of Scores
1. Norm-referenced scores: compare student scores to those of other students tested under similar conditions to the norming group● Raw Score (RS)
RS is the number of correct items on any subtest or cluster. Reports include the number of items possible.
● National Percentile Rank (NPR) NPR is the raw score converted to a bell-curve equivalent in percent. Fifty is the middle score.Note: NPR scores cannot be averaged for statistical accuracy since they don’t use an equal-interval scale.
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● Scaled Scores (SS) SS is the mathematical conversion of a raw score to convert it to a meaningful score. An equal-interval scale makes it possible for scores to be averaged and made suitable
for tracking changes in performance over time (e.g., looking at class or individual mathematics scores from kindergarten to grade three).
SS is useful for comparing student or group performance over time (e.g., comparing reading scores from one year to the next).
Scaled scores range from 1 to 999.Note: Scaled scores are not comparable across various subtests; in other words, you would not find the same scaled score in math as in language.
● Stanine (S)—(standard of nine) S is the broad measure of achievement that tends to be constant over time for a given student. Scores range from 1 to 9, with 5 as the middle and 4, 5, or 6 as the average. It is useful for comparing student achievement across various subtests or clusters.
● Grade Equivalents (GE) GE is the average performance for students tested in a given month of a given year. GE is the most misunderstood of all norm-referenced scores (best not distributed to parents).Note: GE scores do not indicate the grade level at which a student is performing or could perform. For example, a fourth grader with a GE of 6.7 is not ready to function at a sixth-grade level. It does mean that the average sixth grader in the seventh month of that year, taking the fourth-grade test, would be expected to get that score.
● Normal Curve Equivalent (NCE) NCE is a research-type equal-interval score derived from percentile ranks (NPR). NCE is used for averaging scores and then converting them back to percentiles.
● Cognitive Skills Index (CSI) CSI is derived from InView. CSI indicates ability to perform academic tasks, based on a mean (average) of 100 with a
normal range of 84 to 116 (100 plus or minus one standard deviation of 16 points).● Objectives Performance Indicator (OPI)
OPI compares a student’s achievement test score with those of other students with the same ability (SAI).
Comparison ranks indicate low, middle, or high correlation between a student’s ability and achievement.
2. Criterion-referenced scores (sometimes called mastery scores): compare student scores to a standard of performance for each item in the assessment● Bible Assessment Scores (BAS)
For individual students the scores will be a performance standard indicating below basic, basic, proficient, or advanced.
Class, grade level, and building scores (as requested by the school) will have scaled scores that will compare the groups to the ACSI norms. (These comparative norms will be indicated with the spring test results.)
Reviewing Achievement Test Results
1. Distributing results to parents and students● It is the common and appropriate practice for a copy of each student’s score report to be sent
home. Ideally, the copy is included with the final report card. A parent guide for interpreting the scores is available from ACSI.
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● Parents should be given an opportunity to meet with teachers to discuss score reports. It is wise for the school to walk teachers through the definitions and implications of each score to be reasonably sure they are prepared to answer the questions that parents or students may have.
2. Distributing schoolwide test results ● Schools are often proud of the accomplishments of their students, and schools should report
the overall results to their constituents.● The overall data are best reported by content clusters, and the report should include strengths as
well as weaknesses. This report is an opportunity to indicate what strategies the school anticipates using to address specific weaknesses.
● ACSI norms, which are often lower because of the more rigorous competition in ACSI schools, should be reported as well as national norms.
3. Reviewing test results with the faculty ● Depending on the size of the school and its staff, the faculty may need to be divided into
groups for this review.● Reviewing the group results by classes, grade levels, and school divisions should focus on the
“content cluster” information.● Previous years’ results are often helpful in plotting trends for groups, particularly if they are
made available in graphic form.● Having teachers discuss the results, first in small groups and then as a faculty, can be highly
beneficial for making plans to modify instruction.4. Reviewing test data with the governance committee or board
● Reviewing test data with the board is an appropriate way to identify the strengths and weaknesses of the school’s instructional program.
● Graphs are again a very functional way to convey this information.● Care must be taken not to allow the data to become an isolated source of information for
evaluating teachers or students.● An emphasis should be placed on effecting changes for the strengthening of the school’s
instructional program.● It is best if this review follows the meetings with the administrative team and/or the faculty,
and at times it may be appropriate for them to participate in a meeting with the board to review the results. The Teacher’s Guide to TerraNova, Third Edition provides recommendations to effectively report test results.
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Student Report for Individual Student Bible AssessmentNote: All the score information included on the home report is performance-based (criterion-based). In other words, a student’s scores are compared with a set of predetermined Bible Assessment (BA) standards established by Christian school educators.
Included in the Group Report is a norm-referenced Bible Assessment score (stanines only) for each student. These scores compare each student’s scores with those of the norm group. Students’ BA scores will be compared with the scores of all the ACSI students who took the test the previous year.1. Logistical information on the Student Report
● Student name● Teacher, school, and district name● Student grade level, test date, age, and test ID number
2. General test information ● About Student’s Performance Report: briefly introduces the Bible Assessment test to both the
parent and the student● Standards Connection: describes the four performance levels and indicates the number of correct
answers by scaled score required to attain each level3. Student’s performance standard score
● Overall score for the student based on the number of correct answers4. Cluster score grid
● Overall Bible Assessment Number possible: 40 questions at each test level Number attempted: number of questions the student answered Number correct: correct answers of those attempted Percentage correct: number correct divided by the number attempted
● Bible Assessment Cluster Scores Number possible, attempted, correct, and percentage correct for each content strand within each
test (Note that the content strands differ across the various test levels.)● Knowledge, Comprehension, and Application Scores
Indicates how the student performed when the questions are scored on the basis of factual knowledge, understanding, and making application
In general, the understanding and application questions are more difficult than the knowledge questions
5. Questions that parents or students may ask about scores: Q. What does the Bible Assessment (BA) indicate about a student’s spiritual formation level?
The BA standardized test score is only one aspect of spiritual formation. It indicates the degree to which a student knows some of the content of the Bible and the general level of the student’s understanding of the content and how to apply it.
Q. How were the content strands in the test determined?
The strands were established by a team of Christian school and college educators who reviewed all the commonly used Christian school Bible textbooks and developed the list of content strands for each test level.
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Q. Why are students given performance level and scaled scores and not percentile and grade equivalent scores on the Bible Assessment?
Precise norm-referenced scores could lend themselves to invalid comparisons and misinterpretations, and they were therefore intentionally avoided. Performance standards give a reasonably clear picture of what the student knows or does not know or understand. It was decided that this kind of scoring would be more helpful for the student, the parent, and the school.
Q. Would a student’s score improve if the school used a particular publisher’s textbooks?
Probably not, since the test is based on both a consensus curriculum (what a wide range of publishers are including) and content that experts indicate students should know at each grade level.
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Group Report for Schools (Summary and Roster)The Group Report is similar in format to the individual Student Report, but it includes some normed data as well as performance (criterion) data.
1. Logistical information● Teacher, school, and district name● Grade level and test grade
2. General test information● About This Group’s Performance Report: briefly describes the Bible Assessment Subtest● Standards Connection: describes the four performance levels and indicates the number of correct
answers needed for each performance category3. This group’s standard scores (criterion-referenced)
● Indicate the number of students and the percentage of students in each of the four performance categories
4. Cluster score grid (norm-referenced)● Overall Bible Assessment Indicates number of students in the class tested Mean (average) number of items correct for the class Scale score for the class as compared with other classes taking the same test in ACSI schools● Bible Assessment Cluster Scores Indicate the number of students and the average number correct for the class● Knowledge, Comprehension, and Application Scores Indicate how the class performed when the questions are scored in the categories of factual
knowledge, understanding, and making application
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Score Analysis for Bible Assessment SubtestReviewing the Bible Assessment Results with Faculty
1. Review of the norm-referenced scores for classes and schools On the group summary score reports is a scale score for each class/grade. This is the only norm-
referenced score (comparing groups of students with other students) for the Bible Assessment.● Look at the scale scores for the classes tested. Are they about what was expected? Are there significant differences from grade level to grade level or from class
to class? What are the general assumptions about these variations?● Compare the Bible Assessment scores to the Complete Battery scores. (It would be a good idea to
chart these on the board for purposes of comparison or to use a prepared chart for this activity.) Are there significant differences? What subtest or content cluster data would seem to correlate most closely with the Bible
Assessment? Discuss these perceptions in light of the scores.
2. Review of the criterion-referenced (performance) standards for classes and gradesOn the administrative summary score report for each class and grade is the summarized list for each class, grade, and school indicating the number of students in each of the four levels of performance (box referred to as “This Group’s Standard Scores”).The four levels of performance are
Below Basic: from 1 to about 14 correct answersBasic: from about 14 to about 25 correct answersProficient: from about 25 to about 33 correct answersAdvanced: more than about 33 correct answers
Remember that these scores were established by ACSI educators who evaluated each question to establish a numerical cut score for each of the four levels of performance. (These scores were statistically validated through the trial tests.)
The scores compare each student, class, grade, and school to an established standard of performance. In other words, each student, class, or grade had to get a certain number of correct answers (the number varies for each test level) to be rated in each category.● Review by class, school, and grade level the numbers of students in each of the four performance
categories by each content cluster, such as Christ, salvation, doctrine. Are they as expected? Are there numbers in any category that surprise you? How do these results inform you as a faculty?● Review the performance of the students in the test categories of knowledge, comprehension, and
application. What is your assessment in light of the overall scores of the groups? Do the scores for the higher categories of comprehension and application correlate well with
the scores of the groups for reading, listening, cause and effect, and thinking skills? What specific connections are apparent from these comparisons?
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3. Summary report development (for year-to-year comparisons or for sharing results with school parents, students, board members, or other constituents)● Write a summary report for each grade level or school division (primary, elementary, middle,
etc.) regarding the performance of these classes or grades. Include statements of accomplishment, concern, or insight gained from the normative analysis process.
● Consider what strategic instructional implications have resulted from the score analysis for classes, grades, and the school.
● Have each teacher describe significant learning that has taken place through the analysis of the Bible Assessment results.
Curriculum Analysis for Bible Assessment SubtestConsidering the Curricular Implications of the Bible Assessment
One characteristic of any standardized test is that it is based on several assumptions about curriculum. The Bible Assessment blueprint (see page 19) was developed through a study of the content of every commonly used Bible textbook at every grade level the test would be administered to. Through this study, all the points of consensus were identified. There was also an effort to chart what things students should know and understand from the Bible, and when they should know them. These two components framed the development of the bank of test items.
It is common for educators to excuse test results, especially if those results are not particularly strong, by indicating that there is not a close alignment between the test and the teaching students receive in the school. Note that the goal of a standardized test is not to make an exact match with any curriculum; rather, it is to relate to a consensus curriculum that is more general than specific. Students who took the sample tests on which the scores were normed did not have an exact curricular match, so the absence of a curricular match is generally not a valid reason for weak test performance.
1. Review the school’s Bible curriculum and the BA subtest. (This can be done as a group in a smaller school or by teams in and across grade levels in larger schools.)● Compare the list of BA objectives (pages 19–30) with your school’s curriculum goals for Bible
instruction at each level.● Compare the content categories from the test with the time you allot to each one in your Bible
program. What things stand out to you from this analysis? Is the emphasis in the test more or less valid than that of the curriculum? Identify some specific elements that may need additional emphasis.
2. Develop a matrix-like scope and sequence of content issues in your Bible curriculum and discuss them in light of the textbooks you are using.● What are the content categories (units) for each grade level?● Is there a logical sequence from grade to grade?● Are there missing content categories that seem apparent to you?
3. Construct a grade-level-by-grade-level curricular narrative of the strengths and weaknesses of the present Bible curriculum in the school.● What are the implications of this information for the instructional program?● Describe possible changes that ought to be considered.
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Bible Assessment and Spiritual Formation ConsiderationsConsidering the Results of a Christian Education
At their core, Christian schools are in the business of spiritual formation. In his book Renovation of the Heart (Colorado Springs, CO: NavPress, 2002), Dallas Willard defines the term this way: “Spiritual formation, without regard to any specific religious context or tradition, is the process by which the human spirit or will is given a definite ‘form’ or character” (19). He further notes that “spiritual formation in Christ is an orderly process” (10). Christian education is a definitive form of education in that the kind of becoming that we are interested in is becoming Christlike.
Most Christian schools frame their mission statements with terminology that patterns spiritual formation and biblical worldview as a major goal. This is as it should be. But Christian educators do not nearly as often pursue planning for spiritual formation. One of the significant purposes of the Bible Assessment Subtest is to stir an ongoing dialogue in schools—a dialogue that is both deep and thoughtful about the place that the Bible and the rest of the curriculum play in the development of students who are becoming fully Christian. These questions are designed to assist the school in beginning such a dialogue:
1. How does your school define spiritual formation, and what ingredients are crucial to that process?
2. Take the overall school outcomes and break them down into grade- or division-level outcomes.● Which outcomes are enabling outcomes? (You might think of these as process outcomes.)● Which outcomes are exit outcomes? (You might think of these as ends outcomes.)
3. What appropriate assessments, including the Bible Assessment, give students the opportunity to demonstrate their learning in relation to each outcome?
4. What part does Bible knowledge and the experiential employment of biblical principles play in your school’s curriculum?
5. How do chapel times, service opportunities, and cocurricular/extracurricular programs add to the development of fully formed Christian young people? What additional activities might be added to encourage and increase this kind of development?
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BIBL
E A
SSES
SMEN
T SC
OPE
AN
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EQU
ENCE
FOR
Terr
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5
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5
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5–7.
5
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l 17
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5–8.
5
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5
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9
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l 20
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l 21
& 22
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3.0
REPO
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USTE
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Crea
tion
4
Chris
t (sa
lvatio
n, C
hrist
mas
, Eas
ter, e
tc .)
1210
1010
96
4
Bibl
e sto
ries—
OT14
1014
109
97
76
Bibl
e sto
ries—
NT10
128
119
97
76
Bibl
e org
aniza
tion
and
struc
ture
44
44
66
Bibl
e doc
trine
(cha
ract
er an
d at
tribu
tes)
1818
106
66
66
Chur
ch4
45
56
6
Chris
tian
livin
g10
1010
1212
16
Bibl
e stu
dy sk
ills4
44
66
88
6
TEST
ING
OBJE
CTIV
ES
Know
ledge
2218
1616
137
813
1312
129
Com
preh
ensio
n11
1213
1517
2020
2322
2119
19
Appl
icatio
n7
1011
910
1312
45
79
12
The n
umbe
rs in
each
categ
ory r
epres
ent h
ow m
any q
uesti
ons a
re ask
ed at
each
parti
cular
repo
rting
clus
ter an
d obje
ctive
s lev
el.
Appendix A—Bible Assessment Scope and Sequence
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Appendix B—Bible Assessment Instructional ObjectivesInstructional Objectives Overview
On the pages that follow this introduction, you will find an index of the instructional objectives that were used to develop the Bible Assessment Subtest of the TerraNova 3, Form G. This listing is designed to give a general overview of what content clusters, sub-clusters, and objectives were used in the test item development.
The Bible Assessment Subtest is designed to measure Bible content components. It is in no way meant to be viewed as a sole comprehensive assessment of what a student should or should not know with regard to the Bible. It is possible that a particular instructional objective measured by the subtest may not be taught in your school’s curriculum or may not have been taught by the time the test is given. As a result, students may not be able to answer the question(s) that measured that particular objective. Although test norms take these differences into account, you should also consider the difference between what is taught and what is measured as you evaluate the test results of your students.
General Guidelines● Watch for the unusual (high points, low points). Test results usually confirm or extend what an
observant teacher already knows about a student.● Always ask why—for example, why did the student do better on the Social Science subtest than the
Mathematics subtest? Why are the student’s scores higher than his or her normal class work? Did the class environment affect the student’s scores?
● Don’t overemphasize small differences. For a student taking a standardized test, random fluctuations will happen on any given day because of a variety of reasons (e.g., improper diet, not enough rest, arguments at home).
● Interrelate information from different subtests.● Don’t expect to discover something new about every student.● Use norm-referenced achievement tests in conjunction with other assessments. They can be of great value
when considered together with information from other sources.● Remember that achievement tests give a picture of a student’s achievement at a single point in time.
Establishing Instructional Priorities
While individual classroom teachers have not selected the instructional objectives, they do have the responsibility for making the decisions concerning the day-to-day structure and management of the instructional program of their classroom so that all students reach an acceptable level of attainment of the designated objectives. Classroom teachers determine instructional priorities; group students for instruction; make decisions about instructional methods, activities, and materials; and monitor student progress.
To establish instructional priorities with regard to the instructional objectives, do the following:
1. List a set of target objectives, focusing on the areas of greatest need for your class.2. Rank the objectives on the basis of your classroom and curriculum criteria.3. Assign priorities, determining which objectives carry the greatest instructional priority.
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Terr
aNov
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BIB
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2.
Rec
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s sur
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Chr
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Des
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and
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ter
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vatio
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Und
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ncep
t of s
alva
tion
3.
Eas
ter
3. K
now
and
und
ersta
nd w
ho C
hrist
is
Bib
le S
tori
es—
OT
1.
Jon
ah
1. R
ecog
nize
and
und
ersta
nd O
ld T
esta
men
t peo
ple
and
even
ts
2.
Sam
uel
2. E
xpla
in th
e pu
rpos
e of
the T
en C
omm
andm
ents
3.
Sha
drac
h 3.
Und
ersta
nd a
nd a
pply
bib
lical
prin
cipl
es in
situ
atio
ns
4.
Ten
Com
man
dmen
ts
5. D
anie
l
6. J
eric
ho
7. J
osep
h
8. A
brah
am
9. A
dam
and
Eve
10
. Sa
mso
n
11.
Noa
h
12.
Pass
over
B
ible
Sto
ries
—N
T
1. H
ealin
g 1.
Rec
ogni
ze a
nd u
nder
stand
New
Tes
tam
ent p
eopl
e an
d ev
ents
2.
Zac
chae
us
2. U
nder
stand
and
app
ly b
iblic
al p
rinci
ples
to d
aily
life
3.
Los
t she
ep
3. I
dent
ify a
nd u
nder
stand
the
purp
ose
of m
iracl
es a
nd p
arab
les
4.
Disc
iple
s 4.
Des
crib
e w
hat a
disc
iple
is a
nd d
oes
5.
Tem
ptat
ion
6.
Pau
l/Sau
l
7. M
iracl
es
Th
is in
dex
repr
esen
ts a d
escr
iptio
n of
the o
bjec
tives
in th
is su
btes
t. Te
st ite
ms w
ill b
e ask
ed fo
r thr
ee o
bjec
tive l
evels
: gen
eral
know
ledge
, com
preh
ensio
n/un
derst
andi
ng, a
nd ap
plic
atio
n.
Kno
wled
ge it
ems m
easu
re a
stude
nt’s
abili
ty to
reca
ll or
reco
gnize
fact
ual b
iblic
al stu
dies
info
rmat
ion.
Com
preh
ensio
n ite
ms m
easu
re a
stude
nt’s
abili
ty to
und
ersta
nd b
asic
bib
lical
studi
es
info
rmat
ion.
App
licat
ion
ques
tions
mea
sure
a stu
dent
’s ab
ility
to re
late b
iblic
al pr
inci
ples
and
info
rmat
ion
to ev
eryd
ay li
fe ex
perie
nces
.
21
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
1—G
rade
One
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Chr
ist
1. C
hrist
mas
1.
Und
ersta
nd w
ho Je
sus i
s
2. S
alva
tion
2. D
escr
ibe
the
even
ts su
rrou
ndin
g Ea
ster a
nd C
hrist
mas
3.
Boy
hood
3.
Kno
w a
bout
Chr
ist’s
boyh
ood
4.
Eas
ter
4. E
xpla
in th
e co
ncep
t of s
alva
tion
5.
Hea
ven
Bib
le S
tori
es—
OT
1.
Ada
m a
nd E
ve
1. I
dent
ify a
nd u
nder
stand
peo
ple
and
even
ts of
the
Old
Tes
tam
ent
2.
Jos
eph
2. D
escr
ibe
how
God
wor
ks in
live
s
3. M
oses
3.
App
ly b
iblic
al p
rinci
ples
bas
ed o
n O
ld T
esta
men
t sto
ries
4.
Dav
id
5. N
oah
6.
Sam
son
B
ible
Sto
ries
—N
T
1. M
iracl
es
1. I
dent
ify a
nd u
nder
stand
the
purp
ose
of m
iracl
es
2. 1
0 le
pers
2.
Und
ersta
nd h
ow to
app
ly b
iblic
al p
rinci
ples
to d
aily
life
3.
Pau
l/Sau
l 3.
Rec
ogni
ze a
nd u
nder
stand
the
purp
ose
of p
arab
les
4.
Bap
tism
5.
Pro
diga
l son
6.
Laz
arus
7.
Goo
d Sa
mar
itan
8.
Pet
er
Bib
le O
rgan
izat
ion
and
Stru
ctur
e 1.
Ten
Com
man
dmen
ts 1.
Ide
ntify
aut
hors
in S
crip
ture
2.
Gos
pels
2. E
xpla
in th
e pu
rpos
e of
God
’s W
ord
3.
Psa
lms
3. I
dent
ify lo
catio
n of
boo
ks in
the
Bibl
e
4. P
urpo
se o
f the
Wor
d C
hurc
h 1.
Hist
ory
1.
Ide
ntify
figu
res i
n Bi
ble
histo
ry
2. M
issio
ns
2. I
dent
ify a
nd a
pply
bib
lical
prin
cipl
es to
dai
ly li
fe
3. R
espo
nsib
ility
4.
Wor
ship
This
inde
x re
pres
ents
a de
scrip
tion
of th
e ob
ject
ives
in th
is su
btes
t. Te
st ite
ms w
ill b
e as
ked
for t
hree
obj
ectiv
e le
vels:
gen
eral
kno
wle
dge,
com
preh
ensio
n/un
ders
tand
ing,
and
app
licat
ion.
K
now
ledg
e ite
ms m
easu
re a
stud
ent’s
abi
lity
to re
call
or re
cogn
ize fa
ctua
l bib
lical
stud
ies i
nfor
mat
ion.
Com
preh
ensio
n ite
ms m
easu
re a
stud
ent’s
abi
lity
to u
nder
stand
bas
ic b
iblic
al st
udie
s in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stud
ent’s
abi
lity
to re
late
bib
lical
prin
cipl
es a
nd in
form
atio
n to
eve
ryda
y lif
e ex
perie
nces
.
22
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
2—G
rade
Tw
o
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Chr
ist
1. C
hrist
mas
1.
Exp
lain
the
mea
ning
of C
hrist
mas
2.
Sal
vatio
n 2.
Und
ersta
nd th
e co
ncep
t of s
alva
tion
3.
Cha
ract
erist
ics
3. I
dent
ify c
hara
cter
istic
s and
com
man
ds o
f Chr
ist
4. E
aste
r 4.
Und
ersta
nd th
e pu
rpos
e an
d m
eani
ng o
f the
eve
nts o
f Eas
ter
Bib
le S
tori
es—
OT
1.
Dav
id
1. I
dent
ify a
nd u
nder
stand
peo
ple
and
even
ts of
the
Old
Tes
tam
ent
2.
Jos
eph
2. A
pply
bib
lical
prin
cipl
es b
ased
on
Old
Tes
tam
ent s
torie
s
3. J
acob
/Esa
u 3.
Rec
ogni
ze h
ow G
od p
rovi
des i
n pe
ople’
s liv
es
4. G
od’s
prov
ision
5.
Mos
es
6. J
eric
ho
7. E
sther
8.
Sar
ah/I
saac
9.
Sam
uel
10
. Ru
th/N
aom
i
Bib
le S
tori
es—
NT
1.
Pro
diga
l son
1.
Ide
ntify
and
und
ersta
nd th
e pu
rpos
e of
disc
iple
s
2. 1
0 le
pers
2.
Exp
lain
the
mea
ning
and
pur
pose
of p
arab
les
3.
Par
able
s 3.
Exp
lain
the
mea
ning
and
pur
pose
of m
iracl
es
4. D
iscip
les
5.
Phi
lip a
nd E
thio
pian
Bib
le O
rgan
izat
ion
and
Stru
ctur
e 1.
Boo
ks/d
ivisi
ons
1. U
nder
stand
and
app
ly b
iblic
al p
rinci
ples
2.
Luk
e 2.
Ide
ntify
loca
tion
of st
orie
s in
the
Bibl
e
3. G
olde
n Ru
le
4. G
od’s
Wor
d C
hurc
h 1.
Miss
ions
1. D
escr
ibe
the
purp
ose
of m
issio
ns
2. E
vang
elism
2.
Exp
lain
how
peo
ple
com
e to
Chr
ist
3. W
orsh
ip
3. I
dent
ify a
nd u
nder
stand
the
purp
ose
and
met
hods
of w
orsh
ip
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
23
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
3—G
rade
Thre
e
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Chr
ist
1. C
hrist
mas
1.
Exp
lain
the
mea
ning
of s
alva
tion
2.
Sal
vatio
n 2.
Ide
ntify
and
und
ersta
nd th
e ch
arac
teris
tics a
nd c
omm
ands
of C
hrist
3.
Asc
ensio
n 3.
Des
crib
e th
e pu
rpos
e an
d m
eani
ng o
f the
eve
nts o
f Eas
ter
4.
Eas
ter
5.
Pro
phec
y
Bib
le S
tori
es—
OT
1.
Jos
eph
1. I
dent
ify a
nd u
nder
stand
the
peop
le, e
vent
s, an
d hi
story
of t
he O
ld T
esta
men
t
2. E
sther
2.
App
ly b
iblic
al p
rinci
ples
to d
aily
life
3.
Elij
ah
3. U
nder
stand
the
mea
ning
of t
he T
en C
omm
andm
ents
4.
Jos
hua
5.
Abr
aham
and
Sar
ah
6. M
oses
Bib
le S
tori
es—
NT
1.
Par
able
s 1.
Rec
ogni
ze an
d un
derst
and
the p
eopl
e, ev
ents,
and
histo
ry o
f the
New
Tes
tam
ent
2. M
iracl
es
2. A
pply
bib
lical
prin
cipl
es to
dai
ly li
fe
3. D
iscip
les
3. I
dent
ify a
nd u
nder
stand
the
even
ts an
d pe
ople
in th
e pa
rabl
es
4. B
eatit
udes
4.
Und
ersta
nd th
e ch
arac
ter o
f Chr
ist
5. L
ord’
s Pra
yer
Bib
le O
rgan
izat
ion
and
Stru
ctur
e 1.
Boo
ks/d
ivisi
ons
1. I
dent
ify a
nd lo
cate
the
book
s of t
he B
ible
2. I
dent
ify th
e au
thor
s of t
he B
ible
Chu
rch
1. M
issio
ns
1. I
dent
ify a
nd u
nder
stand
cha
ract
erist
ics a
nd si
gnifi
cant
eve
nts i
n C
hrist
’s m
inist
ry
2. M
inist
ry
2. A
pply
bib
lical
prin
cipl
es to
pra
yer a
nd w
orsh
ip
3. P
raye
r/w
orsh
ip
3. A
pply
bib
lical
prin
cipl
es to
dai
ly li
fe
4. A
cts
This
inde
x re
pres
ents
a de
scrip
tion
of th
e ob
ject
ives
in th
is su
btes
t. Te
st ite
ms w
ill b
e as
ked
for t
hree
obj
ectiv
e le
vels:
gen
eral
kno
wle
dge,
com
preh
ensio
n/un
ders
tand
ing,
and
app
licat
ion.
K
now
ledg
e ite
ms m
easu
re a
stud
ent’s
abi
lity
to re
call
or re
cogn
ize fa
ctua
l bib
lical
stud
ies i
nfor
mat
ion.
Com
preh
ensio
n ite
ms m
easu
re a
stud
ent’s
abi
lity
to u
nder
stand
bas
ic b
iblic
al st
udie
s in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stud
ent’s
abi
lity
to re
late
bib
lical
prin
cipl
es a
nd in
form
atio
n to
eve
ryda
y lif
e ex
perie
nces
.
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
2—G
rade
Tw
o
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Chr
ist
1. C
hrist
mas
1.
Exp
lain
the
mea
ning
of C
hrist
mas
2.
Sal
vatio
n 2.
Und
ersta
nd th
e co
ncep
t of s
alva
tion
3.
Cha
ract
erist
ics
3. I
dent
ify c
hara
cter
istic
s and
com
man
ds o
f Chr
ist
4. E
aste
r 4.
Und
ersta
nd th
e pu
rpos
e an
d m
eani
ng o
f the
eve
nts o
f Eas
ter
Bib
le S
tori
es—
OT
1.
Dav
id
1. I
dent
ify a
nd u
nder
stand
peo
ple
and
even
ts of
the
Old
Tes
tam
ent
2.
Jos
eph
2. A
pply
bib
lical
prin
cipl
es b
ased
on
Old
Tes
tam
ent s
torie
s
3. J
acob
/Esa
u 3.
Rec
ogni
ze h
ow G
od p
rovi
des i
n pe
ople’
s liv
es
4. G
od’s
prov
ision
5.
Mos
es
6. J
eric
ho
7. E
sther
8.
Sar
ah/I
saac
9.
Sam
uel
10
. Ru
th/N
aom
i
Bib
le S
tori
es—
NT
1.
Pro
diga
l son
1.
Ide
ntify
and
und
ersta
nd th
e pu
rpos
e of
disc
iple
s
2. 1
0 le
pers
2.
Exp
lain
the
mea
ning
and
pur
pose
of p
arab
les
3.
Par
able
s 3.
Exp
lain
the
mea
ning
and
pur
pose
of m
iracl
es
4. D
iscip
les
5.
Phi
lip a
nd E
thio
pian
Bib
le O
rgan
izat
ion
and
Stru
ctur
e 1.
Boo
ks/d
ivisi
ons
1. U
nder
stand
and
app
ly b
iblic
al p
rinci
ples
2.
Luk
e 2.
Ide
ntify
loca
tion
of st
orie
s in
the
Bibl
e
3. G
olde
n Ru
le
4. G
od’s
Wor
d C
hurc
h 1.
Miss
ions
1. D
escr
ibe
the
purp
ose
of m
issio
ns
2. E
vang
elism
2.
Exp
lain
how
peo
ple
com
e to
Chr
ist
3. W
orsh
ip
3. I
dent
ify a
nd u
nder
stand
the
purp
ose
and
met
hods
of w
orsh
ip
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
24
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
T
Leve
l 14—
Gra
de F
our
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Chr
ist
1. R
edem
ptio
n 1.
Und
ersta
nd th
e m
eani
ng a
nd p
urpo
se o
f eve
nts a
t Eas
ter a
nd C
hrist
mas
2.
Sin
/sal
vatio
n 2.
Exp
lain
and
app
ly th
e co
ncep
t of s
alva
tion
3.
Sec
ond
Com
ing
3. A
pply
bib
lical
prin
cipl
es to
dai
ly li
fe
4. E
aste
r
5. C
hrist
mas
Bib
le O
rgan
izat
ion
and
Stru
ctur
e 1.
Div
ision
s 1.
Rec
ogni
ze a
nd lo
cate
boo
ks o
f the
Bib
le
2. S
eque
nce
2. U
nder
stand
the
plac
emen
t of b
ooks
D
octr
ine,
Cha
ract
er, a
nd A
ttri
bute
s 1.
Chr
istlik
enes
s 1.
Rec
ogni
ze th
e at
trib
utes
of G
od
2. A
ttrib
utes
of G
od
2. I
dent
ify th
e ch
arac
teris
tics o
f Chr
ist
3. H
eave
n/he
ll 3.
Exp
lain
the
mea
ning
of f
aith
and
wor
ks
4. B
aptis
m
4. I
dent
ify, u
nder
stand
, and
app
ly b
iblic
al p
rinci
ples
5.
Jud
gmen
t
6. F
aith
/wor
ks
7. A
ngel
s
8. I
nspi
ratio
n
C
hurc
h 1.
Trin
ity
1. K
now
how
to sh
are
Chr
ist w
ith o
ther
s
2. C
omm
unio
n 2.
Und
ersta
nd th
e co
ncep
t of t
he T
rinity
3.
Eva
ngel
ism
Bib
le S
tudy
Ski
lls
1. M
ap a
nd ti
mel
ines
1.
Use
and
und
ersta
nd B
ible
stud
y to
ols a
nd re
sour
ces
2.
Bib
le d
ictio
nary
2.
Loc
ate
histo
rical
pla
ces a
nd e
vent
s
3. C
onco
rdan
ce
This
inde
x re
pres
ents
a de
scrip
tion
of th
e ob
ject
ives
in th
is su
btes
t. Te
st ite
ms w
ill b
e as
ked
for t
hree
obj
ectiv
e le
vels:
gen
eral
kno
wle
dge,
com
preh
ensio
n/un
ders
tand
ing,
and
app
licat
ion.
K
now
ledg
e ite
ms m
easu
re a
stud
ent’s
abi
lity
to re
call
or re
cogn
ize fa
ctua
l bib
lical
stud
ies i
nfor
mat
ion.
Com
preh
ensio
n ite
ms m
easu
re a
stud
ent’s
abi
lity
to u
nder
stand
bas
ic b
iblic
al st
udie
s in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stud
ent’s
abi
lity
to re
late
bib
lical
prin
cipl
es a
nd in
form
atio
n to
eve
ryda
y lif
e ex
perie
nces
.
25
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
5—G
rade
Fiv
e
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Chr
ist
1. R
edem
ptio
n 1.
App
ly b
iblic
al p
rinci
ples
to d
aily
life
2.
Sal
vatio
n 2.
Rec
ogni
ze th
e ch
arac
teris
tics o
f Chr
ist’s
min
istry
3.
Sin
3.
Und
ersta
nd th
e co
ncep
t of s
alva
tion
4.
God
’s pl
an
4. I
dent
ify e
vent
s tha
t affe
ct p
eopl
e’s re
latio
nshi
p to
God
5.
Pro
phec
y 5.
Und
ersta
nd a
nd id
entif
y ke
y pr
ophe
cies
rela
ting
to C
hrist
Bib
le O
rgan
izat
ion
and
Stru
ctur
e 1.
Pau
line
Epist
les
1. U
nder
stand
and
iden
tify
Jesu
s’ ro
le a
s hig
h pr
iest
2.
Gos
pels
2. I
dent
ify e
vent
s and
cha
ract
erist
ics i
n th
e hi
story
of I
srae
l
3. U
nite
d ki
ngdo
ms
4.
Prie
sthoo
d
D
octr
ine,
Cha
ract
er, a
nd A
ttri
bute
s 1.
Chr
istlik
enes
s 1.
App
ly b
iblic
al p
rinci
ples
to d
aily
life
2.
Attr
ibut
es o
f God
2.
Und
ersta
nd o
utco
mes
of d
evel
opin
g go
dly
char
acte
ristic
s
3. P
raye
r and
dev
otio
n 3.
Des
crib
e th
e at
trib
utes
of G
od
4. U
nity
4.
Und
ersta
nd th
e ch
arac
teris
tics o
f the
chu
rch
5.
Rea
ping
and
sow
ing
5. E
xpla
in th
e m
eani
ng a
nd p
urpo
se o
f par
able
s
6. F
aith
/wor
ks
7. C
hrist
ian
wal
k
C
hurc
h 1.
Miss
ions
1.
App
ly b
iblic
al p
rinci
ples
to d
aily
life
2.
Wor
ship
2.
Und
ersta
nd th
e bi
blic
al v
iew
of a
utho
rity
3.
Hea
dshi
p B
ible
Stu
dy S
kills
1.
Map
skill
s 1.
Use
Bib
le st
udy
tool
s and
reso
urce
s
2. T
imel
ines
2.
Und
ersta
nd h
ow to
use
a ti
mel
ine
3.
Bib
le d
ictio
nary
3.
Ide
ntify
geo
grap
hic
loca
tions
of h
istor
ical
eve
nts
4.
Con
cord
ance
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’ s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
26
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
6—G
rade
Six
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Chr
ist
1. R
edem
ptio
n 1.
Exp
lain
the
conc
ept o
f sal
vatio
n
2. S
alva
tion
2. U
nder
stand
the
conc
ept o
f red
empt
ion
Bib
le O
rgan
izat
ion
and
Stru
ctur
e 1.
Pau
line
Epist
les
1. R
ecog
nize
eve
nts i
n th
e N
ew T
esta
men
t
2. G
ospe
ls 2.
Kno
w b
ooks
and
aut
hors
hip
of th
e Bi
ble
3.
Pen
tate
uch
Doc
trin
e, C
hara
cter
, and
Att
ribu
tes
1. C
hrist
liken
ess
1. U
nder
stand
and
app
ly b
iblic
al p
rinci
ples
2.
Spi
ritua
l gift
s 2.
Exp
lain
the
conc
ept o
f res
urre
ctio
n
3. R
esur
rect
ion
3. R
ecog
nize
the
fruit
of th
e Sp
irit
4.
Rea
ping
and
sow
ing
4. I
dent
ify th
e ch
arac
teris
tics o
f Chr
ist
5. L
ove
5. U
nder
stand
the
conc
ept o
f the
Trin
ity
6. T
rinity
7.
Fru
it of
the
Spiri
t C
hris
tian
Liv
ing
1. C
hrist
ian
life
1. U
nder
stand
and
man
age
rela
tions
hips
bib
lical
ly
2. R
elat
ions
hips
2.
Des
crib
e an
d ap
ply
the
conc
epts
of fa
ith a
nd w
orks
3.
Fai
th/w
orks
3.
Und
ersta
nd a
nd a
pply
God
’s pl
an fo
r you
r life
4.
Uni
ty
4. A
pply
bib
lical
prin
cipl
es to
dai
ly li
fe
5. G
od’s
plan
6.
Sel
f-con
trol
Chu
rch
1. M
issio
ns
1. U
nder
stand
and
app
ly th
e pu
rpos
e of
miss
ions
2.
Wor
ship
2.
Und
ersta
nd a
nd a
pply
the
conc
epts
of p
raye
r and
wor
ship
3.
Uni
ty a
nd p
urity
3.
Und
ersta
nd a
nd a
pply
bib
lical
prin
cipl
es
Bib
le S
tudy
Ski
lls
1. M
ap sk
ills
1. I
dent
ify a
nd u
se B
ible
stud
y to
ols a
nd re
sour
ces
2.
Tim
elin
es
2. R
ecog
nize
how
to u
se a
tim
elin
e
3. B
ible
dic
tiona
ry
3. I
dent
ify g
eogr
aphi
c lo
catio
ns o
f hist
oric
al e
vent
s
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’ s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
27
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
7—G
rade
Sev
en
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Bib
le S
tori
es—
OT
1.
Maj
or P
roph
ets
1. I
dent
ify th
e m
ajor
and
min
or p
roph
ets
2.
Min
or P
roph
ets
2. E
xpla
in th
e ea
rly h
istor
y of
the
natio
n of
Isra
el
3. P
enta
teuc
h 3.
App
ly w
isdom
lite
ratu
re p
rinci
ples
to d
aily
life
4.
Wisd
om li
tera
ture
4.
Und
ersta
nd a
nd id
entif
y O
ld T
esta
men
t peo
ple
and
even
ts
Bib
le S
tori
es—
NT
1.
Pau
line
Epist
les
1. I
dent
ify th
e au
thor
s of N
ew T
esta
men
t boo
ks
2. E
pistl
es
2. U
nder
stand
New
Tes
tam
ent c
hron
olog
y
3. A
cts
3. R
ecog
nize
and
app
ly b
iblic
al p
rinci
ples
4.
Rev
elat
ion
Doc
trin
e an
d A
ttri
bute
s 1.
Cha
ract
er a
nd a
ttrib
utes
1.
Ide
ntify
and
pra
ctic
e th
e fru
it of
the
Spiri
t
2. S
pirit
ual g
ifts
2. U
nder
stand
bas
ic B
ible
doc
trin
e
3. F
orgi
vene
ss
3. I
dent
ify a
nd d
efine
attr
ibut
es o
f God
4.
Sin
/sal
vatio
n
5. F
ruits
of t
he S
pirit
Chr
isti
an L
ivin
g 1.
Miss
ions
1.
Und
ersta
nd a
nd a
pply
bas
ic p
rinci
ples
of C
hrist
ian
livin
g
2. R
elat
ions
hips
2.
Und
ersta
nd a
nd m
anag
e re
latio
nshi
ps b
iblic
ally
3.
Fai
th/w
orks
3.
Des
crib
e th
e us
e an
d pu
rpos
e of
wor
ship
4.
Wor
ship
4.
Und
ersta
nd b
iblic
al c
once
pts (
e.g.
, fai
th, h
olin
ess)
5.
Per
sona
l hol
ines
s
Bib
le S
tudy
Ski
lls
1. M
ap sk
ills
1. U
se B
ible
stud
y to
ols a
nd re
sour
ces
2.
Tim
elin
es
2. L
ocat
e re
fere
nce
poin
ts to
hist
oric
al e
vent
s
3.
Con
cord
ance
3.
Ide
ntify
geo
grap
hic
feat
ures
and
loca
tions
4.
Div
ision
s
5. B
ible
dic
tiona
ry
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
28
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 1
8—G
rade
Eig
ht
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Bib
le S
tori
es—
OT
1.
Maj
or P
roph
ets
1. I
dent
ify a
nd u
nder
stand
the
func
tion
of m
ajor
and
min
or p
roph
ets
2.
Min
or P
roph
ets
2. A
pply
wisd
om li
tera
ture
prin
cipl
es to
dai
ly li
fe
3. P
enta
teuc
h 3.
Und
ersta
nd th
e pe
ople
and
hist
ory
of Is
rael
4.
Wisd
om li
tera
ture
Bib
le S
tori
es—
NT
1.
Pau
line
Epist
les
1. I
dent
ify a
utho
rs o
f the
New
Tes
tam
ent
2.
Epi
stles
2.
Und
ersta
nd se
quen
cing
of t
he E
pistl
es
3. A
cts
3. R
ecog
nize
and
app
ly b
iblic
al p
rinci
ples
4.
Rev
elat
ion
Doc
trin
e an
d A
ttri
bute
s 1.
Cha
ract
er a
nd a
ttrib
utes
1.
Ide
ntify
cha
ract
er a
nd a
ttrib
utes
of G
od
2. S
pirit
ual g
ifts
2. A
pply
spiri
tual
gift
s in
daily
life
3.
For
give
ness
3.
Ide
ntify
and
pra
ctic
e th
e fru
it of
the
Spiri
t
4. S
in/s
alva
tion
4. E
xpla
in b
iblic
al c
once
pts (
e.g.
, for
give
ness
, sal
vatio
n)
5. F
ruit
of th
e Sp
irit
Chr
isti
an L
ivin
g 1.
Miss
ions
1.
Und
ersta
nd a
nd m
anag
e re
latio
nshi
ps b
iblic
ally
2.
Rel
atio
nshi
ps
2. A
pply
bas
ic p
rinci
ples
of C
hrist
ian
livin
g
3. F
aith
/wor
ks
3. E
xpla
in th
e re
latio
nshi
p be
twee
n fa
ith a
nd w
orks
4.
Wor
ship
4.
Des
crib
e ho
w C
hrist
ian
livin
g an
d m
issio
ns c
onne
ct
5. P
erso
nal h
olin
ess
Bib
le S
tudy
Ski
lls
1. M
ap sk
ills
1. I
dent
ify g
eogr
aphi
c fe
atur
es a
nd lo
catio
ns
2.
Tim
elin
es
2. L
ocat
e re
fere
nce
poin
ts to
hist
oric
al e
vent
s
3. C
onco
rdan
ce
3. D
raw
con
clus
ions
from
geo
grap
hic
Bibl
e re
fere
nces
4.
Div
ision
s 4.
Use
Bib
le st
udy
tool
s and
reso
urce
s
5. B
ible
dic
tiona
ry
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
29
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
T
Leve
l 19—
Gra
de N
ine
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Bib
le S
tori
es—
OT
1.
Maj
or P
roph
ets
1. U
nder
stand
the
signi
fican
t eve
nts i
n th
e lif
e of
the
natio
n of
Isra
el
2. M
inor
Pro
phet
s 2.
App
ly p
rinci
ples
from
the
Old
Tes
tam
ent t
o da
ily li
fe
3. P
enta
teuc
h 3.
Ide
ntify
peo
ple
and
even
ts fro
m th
e O
ld T
esta
men
t
4. W
isdom
lite
ratu
re
Bib
le S
tori
es—
NT
1.
Pau
line
Epist
les
1. R
ecog
nize
maj
or e
vent
s in
New
Tes
tam
ent c
hron
olog
y
2. E
pistl
es
2. I
dent
ify si
gnifi
cant
eve
nts i
n th
e lif
e of
Chr
ist
3. A
cts
3. I
dent
ify p
eopl
e an
d ev
ents
from
the
New
Tes
tam
ent
4.
Rev
elat
ion
5.
Gos
pels
Doc
trin
e an
d A
ttri
bute
s 1.
Attr
ibut
es o
f God
1.
Und
ersta
nd b
asic
Bib
le d
octr
ine
rega
rdin
g sa
lvat
ion
2.
Hea
ven/
hell
2. I
dent
ify a
nd d
escr
ibe
the
attr
ibut
es o
f God
3.
Sin
/sal
vatio
n
4. F
ruit
of th
e Sp
irit
Chr
isti
an L
ivin
g 1.
Fai
th/w
orks
1.
App
ly b
iblic
al p
rinci
ples
to d
aily
livi
ng
2. R
elat
ions
hips
2.
Exp
lain
the
mea
ning
and
pur
pose
of f
aith
3.
Cho
ices
3.
Und
ersta
nd b
iblic
al c
once
pts (
e.g.
, hol
ines
s, w
orsh
ip)
4.
Wor
ship
5.
Per
sona
l hol
ines
s
Bib
le S
tudy
Ski
lls
1. M
ap sk
ills
1. U
se B
ible
stud
y re
sour
ces a
nd to
ols
2.
Tim
elin
es
2. I
dent
ify m
ajor
eve
nts i
n ch
urch
hist
ory
3.
Cul
tura
l geo
grap
hy
3. D
escr
ibe
the
role
that
cul
ture
pla
ys in
inte
rpre
ting
Scrip
ture
4.
Chu
rch
histo
ry
5. C
onco
rdan
ce/c
omm
enta
ry
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
30
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vel 2
0—G
rade
Ten
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Bib
le S
tori
es—
OT
1.
Maj
or P
roph
ets
1. A
rtic
ulat
e th
e di
stinc
tions
bet
wee
n m
ajor
and
min
or p
roph
ets
2.
Min
or P
roph
ets
2. U
nder
stand
and
app
ly b
iblic
al p
rinci
ples
from
the
wisd
om li
tera
ture
3.
Pen
tate
uch
3. E
xpla
in th
e ch
rono
logy
of t
he n
atio
n of
Isra
el
4. W
isdom
lite
ratu
re
4. I
dent
ify p
eopl
e an
d ev
ents
of th
e O
ld T
esta
men
t
Bib
le S
tori
es—
NT
1.
Pau
line
Epist
les
1. I
dent
ify a
nd d
iffer
entia
te th
e di
visio
ns o
f the
New
Tes
tam
ent
2.
Epi
stles
2.
Und
ersta
nd th
e ch
rono
logy
of t
he li
fe o
f Chr
ist
3. A
cts
3. D
escr
ibe
the
early
dev
elop
men
t of t
he c
hurc
h
4. R
evel
atio
n 4.
Ide
ntify
peo
ple
and
even
ts of
the
New
Tes
tam
ent
5.
Gos
pels
Doc
trin
e an
d A
ttri
bute
s 1.
Attr
ibut
es o
f God
1.
U
nder
stand
and
app
ly e
ssen
tial d
octr
ines
of t
he C
hrist
ian
faith
2.
Hea
ven/
hell
2.
Iden
tify
and
desc
ribe
the
attr
ibut
es o
f God
3.
Sin
/sal
vatio
n
4. F
ruit
of th
e Sp
irit
Chr
isti
an L
ivin
g 1.
Fai
th/w
orks
1.
App
ly b
iblic
al p
rinci
ples
to d
aily
livi
ng
2. R
elat
ions
hips
2.
Und
ersta
nd a
nd m
anag
e re
latio
nshi
ps b
iblic
ally
3.
Cho
ice
3. E
xpla
in th
e m
eani
ng a
nd p
urpo
se o
f wor
ship
4.
Wor
ship
4.
Und
ersta
nd b
iblic
al c
once
pts (
e.g.
, hol
ines
s, fa
ith)
5.
Per
sona
l hol
ines
s
Bib
le S
tudy
Ski
lls
1. M
ap sk
ills
1. U
se B
ible
stud
y to
ols a
nd re
sour
ces
2.
Tim
elin
es
2. I
dent
ify si
gnifi
cant
eve
nts i
n ch
urch
hist
ory
3.
Cul
tura
l geo
grap
hy
3. D
escr
ibe
the
role
that
cul
ture
pla
ys in
inte
rpre
ting
Scrip
ture
4.
Chu
rch
histo
ry
5. C
onco
rdan
ce/c
omm
enta
ry
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
31
Terr
aNov
a 3,
For
m G
BIB
LE A
SSES
SMEN
T S
UB
TES
TLe
vels
21
and
22—
Gra
des E
leve
n an
d Tw
elve
CON
TEN
T CL
UST
ERS
SUBC
LUST
ERS
INST
RUCT
ION
AL
OBJ
ECTI
VES
Bib
le S
tori
es—
OT
1.
Maj
or P
roph
ets
1. U
nder
stand
the
chro
nolo
gy o
f the
Old
Tes
tam
ent
2.
Min
or P
roph
ets
2. I
dent
ify a
nd u
nder
stand
the
divi
sions
of t
he O
ld T
esta
men
t
3. P
enta
teuc
h 3.
Ide
ntify
peo
ple
and
even
ts of
the
Old
Tes
tam
ent
4.
Wisd
om li
tera
ture
Bib
le S
tori
es—
NT
1.
Pau
line
Epist
les
1. I
dent
ify a
nd d
iffer
entia
te th
e di
visio
ns o
f the
New
Tes
tam
ent
2.
Epi
stles
2.
Ide
ntify
the
chro
nolo
gy o
f the
life
of C
hrist
3.
Act
s 3.
Und
ersta
nd th
e bi
rth
and
deve
lopm
ent o
f the
ear
ly c
hurc
h
4. R
evel
atio
n 4.
Ide
ntify
the
peop
le a
nd e
vent
s of t
he N
ew T
esta
men
t
5. G
ospe
ls
D
octr
ine
and
Att
ribu
tes
1. A
ttrib
utes
of G
od
1. U
nder
stand
and
app
ly p
rinci
ples
of b
asic
bib
lical
doc
trin
e
2. H
eave
n/he
ll 2.
Ide
ntify
attr
ibut
es o
f God
3.
Sin
/sal
vatio
n
4. F
ruit
of th
e Sp
irit
Chr
isti
an L
ivin
g 1.
Wor
ldvi
ew
1. E
xpla
in th
e ba
sics o
f pre
vale
nt w
orld
view
s
2. A
polo
getic
s 2.
App
ly b
iblic
al p
rinci
ples
to d
aily
life
3.
Mar
riage
and
fam
ily
3. U
nder
stand
bib
lical
con
cept
s (e.
g., h
olin
ess,
ethi
cs)
4.
Eth
ics
5.
Per
sona
l hol
ines
s
Bib
le S
tudy
Ski
lls
1. M
ap sk
ills
1.
Use
Bib
le st
udy
tool
s and
reso
urce
s
2. T
imel
ines
2.
Ide
ntify
sign
ifica
nt e
vent
s in
chur
ch h
istor
y
3. C
ultu
ral g
eogr
aphy
/miss
ions
3.
Des
crib
e th
e ro
le th
at c
ultu
re p
lays
in in
terp
retin
g Sc
riptu
re
4. C
hurc
h hi
story
5.
Con
cord
ance
/com
men
tary
This
inde
x re
pres
ents
a des
crip
tion
of th
e obj
ectiv
es in
this
subt
est.
Test
item
s will
be a
sked
for t
hree
obj
ectiv
e lev
els: g
ener
al kn
owled
ge, c
ompr
ehen
sion/
unde
rstan
ding
, and
appl
icat
ion.
K
now
ledge
item
s mea
sure
a stu
dent
’s ab
ility
to re
call
or re
cogn
ize fa
ctua
l bib
lical
studi
es in
form
atio
n. C
ompr
ehen
sion
item
s mea
sure
a stu
dent
’s ab
ility
to u
nder
stand
bas
ic b
iblic
al stu
dies
in
form
atio
n. A
pplic
atio
n qu
estio
ns m
easu
re a
stude
nt’s
abili
ty to
relat
e bib
lical
prin
cipl
es an
d in
form
atio
n to
ever
yday
life
expe
rienc
es.
