Transcript ELI SMT Capacity building work shop taxonomy

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Evaluation
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Synthesis
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Analysis
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Application
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Comprehension
•Applying
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Knowledge
•Understanding
•Creating
•Evaluating
•Analysing
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
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Lower level questions are those at the
remembering, understanding and lower
level application levels of the taxonomy.
Usually questions at the lower levels are
appropriate for:
 Evaluating students’ preparation and
comprehension
 Diagnosing students’ strengths and
weaknesses
 Reviewing and/or summarising content
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
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Higher level questions are those requiring
complex application, analysis, evaluation or
creation skills.
Questions at higher levels of the taxonomy are
usually most appropriate for:
 Encouraging students to think more deeply and
critically
 Problem solving
 Encouraging discussions
 Stimulating students to seek information on
their own
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
The learner is able to recall, restate and remember
learned information.
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Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall information?
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List
Memorise
Relate
Show
Locate
Distinguish
Give example
Reproduce
Quote
Repeat
Label
Recall
Know
Group
Read
Write
Outline
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Listen
Group
Choose
Recite
Review
Quote
Record
Match
Select
Underline
Cite
Sort
Recall or
recognition of
specific
information
Products include:
• Quiz
• Label
• Definition
• List
• Fact
• Workbook
• Worksheet
• Reproduction
• Test
•Vocabulary
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Make a list of the main events of the story.
Make a time line of events.
Make a facts chart.
Write a list of any pieces of information you
can remember.
What animals were in the story?
Make a chart showing…
Make an acrostic.
Recite a poem.
The learner grasps the meaning of information
by interpreting and translating what has been
learned.
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Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Can you explain ideas or concepts?
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Restate
• Describe
Identify
• Report
Discuss
• Recognise
Retell
• Review
Research
• Observe
Annotate
• Outline
Translate
Give examples of • Account for
Paraphrase
• Interpret
Reorganise
• Give main
Associate
idea
• Estimate
• Define
Understanding
of given
information
Products include:
• Recitation
• Example
• Summary
• Quiz
• Collection
• List
• Explanation
• Label
• Show and tell
• Outline
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Cut out, or draw pictures to show a particular event.
Illustrate what you think the main idea may have been.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the sequence of events.
Make a colouring book.
Cut out, or draw pictures to show a particular event. Illustrate what you think the
main idea was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the sequence of events.
Cut out, or draw pictures to show a particular event. Illustrate what you think the
main idea was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
The learner makes use of information in a
context different from the one in which it was
learned.
◦ Implementing
◦ Carrying out
◦ Using
◦ Executing
Can you use the information in another
familiar situation?
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Translate
Manipulate
Exhibit
Illustrate
Calculate
Interpret
Make
Practice
Apply
Operate
Interview
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Paint
Change
Using strategies,
Compute
concepts, principles
and theories in new
Sequence
situations
Show
Solve
Collect
Demonstrate Products include:
Dramatise • Photograph
• Presentation
Construct
• Illustration
• Interview
Use
• Simulation
• Performance
Adapt
• Sculpture
• Diary
Draw
• Demonstration
• Journal
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Construct a model to demonstrate how it works
Make a diorama to illustrate an event
Make a scrapbook about the areas of study.
Make a papier-mache map / clay model to include
relevant information about an event.
Take a collection of photographs to demonstrate a
particular point.
Make up a puzzle or a game about the topic.
Write a textbook about this topic for others.
Dress a doll in national costume.
Make a clay model…
Paint a mural using the same materials.
Design a marketing strategy for your product using
a known strategy as a model.
The learner breaks learned information into its
parts to best understand that information.
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Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore
understandings and relationships?
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Distinguish
Question
Appraise
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Sift
Research
Calculate
Criticize
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Compare
Contrast
Survey
Detect
Group
Order
Sequence
Test
Debate
Analyse
Diagram
Relate
Dissect
Categorise
Discriminate
Breaking
information down
into its component
elements
Products include:
• Graph
• Survey
• Spreadsheet
• Database
• Checklist
• Mobile
• Chart
• Abstract
• Outline
• Report
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Design a questionnaire to gather information.
Write a commercial to sell a new product
Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Make a family tree showing relationships.
Devise a play about the study area.
Write a biography of a person studied.
Prepare a report about the area of study.
Conduct an investigation to produce information to
support a view.
Review a work of art in terms of form, colour and
texture.
The learner makes decisions based on in-depth
reflection, criticism and assessment.
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Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?
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Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritise
Tell why
Compare
Evaluate
Defend
Select
Measure
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Choose
Conclude
Judging the value of
Deduce
ideas, materials and
methods by developing
Debate
and applying standards
Justify
and criteria.
Recommend
Discriminate
Appraise
Value
Products include:
Probe
• Debate
Argue
• Investigation
Decide
• Panel
• Verdict
Criticise
• Report
• Conclusion
Rank
• Evaluation
•Persuasive
Reject
speech
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Prepare a list of criteria to judge…
Conduct a debate about an issue of special
interest.
Make a booklet about five rules you see as
important. Convince others.
Form a panel to discuss views.
Write a letter to. ..advising on changes
needed.
Write a half-yearly report.
Prepare a case to present your view about...
The learner creates new ideas and information
using what has been previously learned.
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Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Can you generate new products, ideas, or ways
of viewing things?
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Compose
Assemble
Organise
Invent
Compile
Forecast
Devise
Propose
Construct
Plan
Prepare
Develop
Originate
Imagine
Generate
• Formulate
• Improve
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Products include:
• Film
• Song
• Story
• Newspaper
• Project
• Media product
• Plan
• Advertisement
• New game
• Painting
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Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and plan a
marketing campaign.
Write about your feelings in relation to...
Write a TV show play, puppet show, role play, song
or pantomime about..
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Make up a new language and use it in an example.
A good teacher makes
you think even when
you don’t want to.
(Fisher, 1998, Teaching Thinking)
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Questioning should be used purposefully to
achieve well-defines goals.
Bloom's Taxonomy is a classification of
thinking organised by level of complexity. It
gives teachers and students an opportunity
to learn and practice a range of thinking
and provides a simple structure for many
different kinds of questions and thinking.
The taxonomy involves all categories of
questions.
Typically a teacher would vary the level of
questions within a single lesson.
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What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the meaning of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
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Can you write in your own words?
How would you explain…?
Can you write a brief outline...?
What do you think could have happened
next...?
Who do you think...?
What was the main idea...?
Can you clarify…?
Can you illustrate…?
Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
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Do you know of another instance where…?
Can you group by characteristics such as…?
Which factors would you change if…?
What questions would you ask of…?
From the information given, can you develop
a set of instructions about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
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Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Can you explain what must have happened when...?
What are some or the problems of...?
Can you distinguish between...?
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
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Is there a better solution to...?
Judge the value of... What do you think about...?
Can you defend your position about...?
Do you think...is a good or bad thing?
How would you have handled...?
What changes to.. would you recommend?
Do you believe...? How would you feel if. ..?
How effective are. ..?
What are the consequences..?
What influence will....have on our lives?
What are the pros and cons of....?
Why is ....of value?
What are the alternatives?
Who will gain & who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
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Can you design a...to...?
Can you see a possible solution to...?
If you had access to all resources, how would
you deal with...?
Why don't you devise your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
He who learns but does
not think is lost
(Chinese Proverb)
Cognitive levels and abilities covered during formal
assessment
Formal assessments must cater for a range of cognitive
Cognitive
Levels of learners, as
Source-based
assessment questions and tasks
levels
and abilities
shown below:
LEVEL 1 (L1)
•Extract evidence from sources
LEVEL 2 (L2)
•Explain historical concepts
•Straightforward interpretation of the sources
•What is being said by the author or creator of the source? What are
the views or opinions on an issue expressed by a source?
•Compare information in sources
LEVEL 3
•Interpret and evaluate information and data from sources
•Engage with questions of bias, reliability and usefulness of sources
•Compare and contrast interpretations and perspectives within
sources and by authors of sources
SUGGESTIONS FOR SETTING TEST/EXAM PAPER
1.
Make sure that you know exactly what your CAPS document expects from you
regarding the cognitive levels.
2.
Create a background for yourself regarding this cognitive level eg.
English
Business and
Consumer Studies
Life/Physical Studies
Level 1 and 2 = 40%
Lower order
30% [Recall]
65% [Know 40% and
understand 25%]
Level 3 = 40%
Middle order
50% [Apply/Analyse]
20% [Apply}
Level 4 and 5 = 20%
Higher order
20%
[Evaluate/create/Syn
thesise]
15 % [Evaluate]
3.
Now write down all the questions that you would normally want to ask
4.
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After you have all your questions, start to apply the cognitive level.
How? Change the verb that you used
I.e. Who is the poet of the poem? Change now to: Identify the poet.
5.
Remember that EVERY QUESTION needs to adhere to the breakdown,
cognitive levels is not applied only at the end of the exam paper!
I.e. if your exam paper consists out of 70 marks the cognitive levels
applied need to look like this:
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Question 1: 30 Marks
Level 1 and 2 = 12 Marks
Level 3
= 12 Marks
Level 4 and 5 = 6 Marks
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Question 2: 10 Marks
Level 1 and 2 = 4 Marks
Level 3
= 4 Marks
Level 4 and 5 = 2 Marks etc
6.
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How do work out mark allocation?
Total mark for question * 40 [depending on level and your distribution]/100 = 12 Marks
7.
Check that you did not use too many “W” questions
8.
As far as possible try to structure the format of your questions from level 1 to level 3/4
i.e. from lower order to higher order, from 1 mark questions to more marks.
9.
When using passages and scenarios ensure that they are not more than 2 years old.
10. Make sure that your exam/test paper adheres to the following principles of
assessment
1. Is the assessment/test VALID?
Are you testing what you are supposed to
test?
4. Is the test/exam CURRENT?
Are you testing what needs to be tested at
this stage?
2. Is the test/exam APPROPRIATE for the level
you are testing?
Is the test/exam suitable for what is being
tested?
5. Is the test/exam AUTHENTIC?
Will the evidence provided by the learners be
their own work?
3. Is the test/exam FAIR?
Is it a fair test for a Gr.10 or is it too
difficult?
6. Is the test/exam SUFFICIENT?
Will there be enough evidence from learners
to indicate that they understand the work?
11. Provide a cognitive analysis grid from Question 1 to … where you clearly indicate
the level as well as the mark allocation.
12. Levels may be added to the memorandum as well.
13. EDIT,EDIT,EDIT – Make sure there are no language and grammar errors.
EXAMPLE OF A TEST/EXAM QUESTION PAPER
PRETORIA WEST HIGH SCHOOL
HISTORY TEST 1
GRADE : 11
MARKS : 100
EXAMINER: Mr. V.Padyachy
DATE : 15 May 2013
DURATION : 2 HOURS
MODERATOR: Mr.D.Chetty
INSTRUCTIONS AND INFORMATION
1. This Test consist of ONE question based on THE EFFECT OF THE PASS LAWS ON
SOUTH AFRICANS IN THE 1950ѕ?
2. You are required to answer ALL questions.
3. Answer both the Source-based which counts 50 marks and extended writing which
counts 50 marks.
4. You are required to demonstrate application of knowledge, skills and insight in the
answering of questions.
5. Number the questions correctly and according to the numbering system used in this
paper.
6. Write neatly and legibly.
QUESTION 1 : WHAT WAS THE EFFECT OF THE PASS LAWS ON
SOUTH AFRICANS IN THE 1950ѕ?
1.
Use Sources 5A, 5B and 5C to answer the following questions:
1.1 Using Source 5A and your own knowledge.
(a) What message does the photographer want to convey regarding the oppression
of black South Africans during apartheid in the 1950s?
(2 x 2)
{4}
[Interpretation and extraction of evidence from Source 5A – L1]
(b) How do you think black South Africans would have reacted when they viewed this
photograph?
(2 x 2)
{4}
[Interpretation of evidence from Source 5A - L2]
1.2 Refer to Source 5B.
(a) What does the extract tell us about the attitude of the prison authorities in the 1950s?
(2 x 2)
{4}
[Interpretation of evidence from Source 5B –L2]
(b) Explain your answer using evidence from the source.
(2 x 2)
{4}
(1 x 2)
{2}
(2 x 2)
{4}
(2 x 2)
{4]
[Extraction of evidence from Source 5B - L2]
1.3 Study Source 5C
(a) Why was Motsoaledi arrested?
[Extraction of evidence from Source 5C – L1]
(b) Why was Motsoaledi without his pass at the time of his arrest?
[Interpreting evidence from Source 5C – L2]
(c) Give reasons why Motsoaledi could not spell his name.
[Interpreting evidence from Source 5C – L2]
1.4 Consult Sources 5A, 5B and 5C.
(a) In your opinion, do you think that pass law offenders should have been regarded as criminals?
Give a reason for your answer.
(2 x 2)
{4}
[Analysis and evaluation from Source 5A, 5B and 5C –L3]
(b) Quoting evidence from the sources, explain how pass law offenders were treated. (2 x 2)
{4}
[Interpretation and analysis of evidence from Sources 5A, 5B and 5C –L4]
1.5 Using the information from Sources 5B and 5C, explain the similarities in these sources
regarding police brutality against black South Africans.
(2 x 2)
[Interpretation and analysis of evidence from Sources 5B and 5C –L4]
1.6 Using the information from all the sources and your own knowledge, write a paragraph of
about 12 lines (about 120 words) on the impact of the pass laws on the lives of the people
in South Africa.
(10)
[Synthesis, Interpretation and analysis of evidence from all the sources and
communication L4]
{4}
ESSAY
Racism is world wide spread, but in South Africa racism became entrenched
through numerous apartheid laws. Explain how apartheid was established
(instituted) in South Africa between 1948 and 1960.
(50)
(100)
Cognitive levels and abilities covered during formal assessment
Formal assessments must cater for a range of cognitive levels and abilities of
learners, as shown below:
Cognitive Levels
LEVEL 1 (L1)
LEVEL 2 (L2)
Source-based assessment questions and tasks
•Extract evidence from sources
•Explain historical concepts
•Straightforward interpretation of the sources
•What is being said by the author or creator of the source?
What are the views or opinions on an issue expressed by a
source?
LEVEL 3
•Compare information in sources
•Interpret and evaluate information and data from sources
•Engage with questions of bias, reliability and usefulness of
sources
•Compare and contrast interpretations and perspectives within
sources and by authors of sources
The weighting of the cognitive levels across the different grades
Grade
Level 1
Level 2
Level 3
Grade 10
40%
40%
20%
Grade 11
30%
50%
20%
Grade 12
30%
40%
30%
Moderation of Assessment
Moderation ensures that the assessment tasks are fair, valid and reliable.
Moderation should be implemented at school, district, provincial and national
levels. Comprehensive and appropriate moderation practices must be in place
for the quality assurance of all subject assessments.
Moderation in history
Moderators should pay particular attention to the instructions for tasks and
projects, as well as to the wording of questions in examinations, and they
should ask: Is it absolutely clear what learners are expected to do? Can it be
explained better? Is there further information that will assist learners to
complete the tasks or questions? They should also insist that references are
provided for all sources used.
The table for the Global Assessment of Essays, which is provided for Grade 12
examinations, should be adapted and used for the marking of all written work
and projects in all three grades, whenever possible. If rubrics are used,
teachers should ask: Is it necessary to use a rubric, as many tasks and
projects can be marked better using a marking scheme? If a rubric is
necessary, does it adequately measure the achievement of the task or project?
Moderators should ensure that assessment tasks and projects comply with the
following:
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They include information about where and how learners are realistically
expected to find information
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They warn learners to avoid plagiarism; and
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They provide instructions for how references are to be written