school based assessment_cognitive learning levels

8/2/2019 School Based Assessment_Cognitive Learning Levels

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English Department

Smk Umas-Umas Tawau


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PLANNING

PREPARING

IMPLEMENTING RECORDING

ANALYSING

REPORTING

FOLLOW-UP ACTION

next


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Identify the Learning Outcomes to be tested

Identify the type of test instruments to be used: Observation

Oral Written


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Prepare the Test Specification Schedule (TSS) whichincludes Learning outcomes Level of Difficulty (easy, medium, difficult on ratio 3:2:1) Blooms Learning Cognitive Levels

Prepare the test items based on TSS (Objective orSubjective Qs)

The following criteria must be adhere to while preparingtest items: Test item must conform to the skill being tested Language used must be clear no ambiguities The number of questions suit the time frame Level of difficulty varied Marking scheme or answer key must be provided


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Blooms Taxonomy is the classification of the differentobjectives that educators set for students (learningobjectives)

The taxonomy was proposed in 1956 by Benjamin Bloom,

an educational psychologist at the University of Chicago. Blooms Taxonomy divides educational objectives into

three domains: Affective Domains Psychomotor Domains

Cognitive Domains Blooms Taxonomy is hierarchical; meaning that learning at

higher levels is dependent on having attained prerequisiteknowledge and skills at lower levels.


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It addresses a learners emotions towards learningexperiences. A learners attitude, interest, attention,awareness, and values are demonstrated by affectivebehaviors.

It refers to the use of basic motor skills, coordination,

and physical movement

The Psychomotor Domains


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Emphasizes intellectual outcomes The Cognitive Learning Levels are :

Knowledge Comprehension Application Analysis Synthesis Evaluation

It is arranged beginning from the simple and building to

the most difficult. It is arranged on a scale of difficulty, meaning that a learner

who is able to perform at HOTS is demonstrating a morecomplex level of cognitive thinking.


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Defined as remembering previously learned material. This mayinvolve the recall of wide range of materials from specific facts tocomplete theories, but all that is required is the bringing to themind of the appropriate information.

Knowledge represents the lowest level of learning outcomes incognitive domains.

Skills demonstrated Observation and recall information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter

Question Cues : list, define, tell, recall, describe, identify, show, label, arrange,

examine, tabulate, quote, name, who, when, where, etc.

Example of Question


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Is the basic level of understanding i.e. the ability to grasp the meaningof material

May be shown by translating material from one form to another (wordsto numbers), by interpreting material (explaining or summarizing),and by estimating future trends (predicting effects)

Comprehension represents the lowest level of understanding Skills demonstrated

Understanding information Grasp meaning Translate knowledge into new context Interpret facts, compare, contrast

Predict consequences Question Cues

Summarize, describe, interpret, predict, associate, distinguish,estimate, differentiate, discuss, classify, explain, identify, restate

Example of Question


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Refers to the ability to use learned skill in a new situation. Thismay include the application of such things as rules, methods,concepts, principles, laws, theories.

Solve problems to new situations by applying acquiredknowledge, facts, techniques, and rules in different ways

Learning outcomes in this are require higher level ofunderstanding than those under comprehension Skills demonstrated

Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge

Questions cues Apply, demonstrate, calculate, complete, illustrate, show, solve,

examine, modify, relate, change, classify, experiment, discover,write

Example of Question


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Is the ability to break down the content or material into components inorder to identify parts, see relationship, and recognize organizationalstructure. For example, identifying motives or causes, makinginferences, and finding evidence to support generalizations

Learning outcomes here represents a higher intellectual level thancomprehension and application because they require an understanding

of both content and structural form of material Skills demonstrated

Seeing patterns Organization of parts Recognition of hidden meanings Identification of components

Questions cues Analyze, separate, order, explain, connect, classify, arrange, divide,

compare, select, explain, categorize, criticize

Example of question


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Is the ability to combine existing elements in order to createsomething original

Learning outcomes in this area stress creative behaviors, withmajor emphasis on the formulation of new patterns orstructures

Skills demonstrated Use old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusions

Questions cues Combine, integrate, modify, re-arrange, substitute, plan, create,

design, invent, what if?, compose, formulate, prepare, generalize,rewrite

Example of Question


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Is the ability to make judgement about the value of something byusing a standard or criteria

Learning outcomes in this area are highest because they containelements of all the other categories, plus conscious value judgementsbased on clearly defined criteria

Skills demonstrated Compare and discriminate between ideas Assess values of theories, presentations Make choices based on reasoned arguments Verify value of evidence Recognize subjectivity

Question cues Assess, decide, rank, grade, test, measure, recommend, convince,select, judge, explain, discriminate, support, conclude, compare,summarize

Example of Question


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The word dignity in the poem signifiesA. powerB. wealthC. honour

D. Independence

Question Traits

Test takers need to recall information

Test takers answers will use original language Samples of verbs : label, state, give, what is, which

one, etc.


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They wanted to reach Kuantan by 11.00 p.m. becauseA. Puan Ainon has to go to schoolB. Encik Roslan has a meeting that nightC. Puan Ainon wanted to have enough rest

D. Encik Roslan was afraid of another puncture

Question Traits

Test takers need to understand facts, elaborate, give

examples, illustrate using own words Samples of verbs : explain, elaborate, change, why

does, etc.


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To congratulateA. Really, Nelson.B. Well done, Nelson.C. Thank you, Nelson.D. I believe in you, Nelson.

Question Traits Test takers need to solve non-routine problems or new

problems (problem-solving) A problem is solved using a combination of theory, experience

and other problem-solving techniques Sample of verbs : solve, build, find, show, calculate

demonstrate, etc.


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How long did the fireman take to put out the fire?A. 1 hourB. 40 minutesC. 45 minutes

D. Half an hour

Question Traits

Test takers need to analyze, differentiate facts from

opinion, make comparison, and to proof Samples of verbs : compare, differentiate, give reasons,

define, etc.


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Sabrina was born in 1985. In what year did she take herPMR?A. 1997B. 1998C. 1999

D. 2000

Question traits Test takers need to plan, build/design, and produce a

creative product Sample of verbs : plan, sum up, prepare, suggest, write,

compose, etc.


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Why do you think interested members should submit theirnames early?A. They will receive prizes.B. To show that they are really interested.C. The secretary will not be free after first of April.

D. Only the first 80 names received will be accepted.

Question traits Test takers need to evaluate, justify to come up with a

conclusion. They need to look at the pro and cons. Samples of verbs : discuss, give your opinion, compose,

write, etc.


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school based assessment_cognitive learning levels

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