Multiple Methods of Assessment

Level

Identifying Characteristics Eliciting factual answers, testing recall and recognition of information only from past experience or from teacher presentation, from reading, viewing. Little or possibly no understanding of the information is required.

Examples What were the names of Columbus' ships? What are the main functions of the circulatory system? What are the rules for volleyball? Who are the main characters?

Verbs

KNOWLEDGE

define, recall, select, label, recite, point out, list, record, reproduce, name, repeat, memorize

COMPREHENSION

Putting information in own describe, outline, What information can we get from this words: translating, interpreting, translate, discuss, map? extrapolating The emphasis is on recognize, match,

change of form. Some extension beyond what is given in the original may be required. Relationships are stressed. The learner goes beyond recall or rote memorization to meaning.

What concept does the cartoon illustrate? How would you describe the mood created in this poem? Restate the definition of zero-based budgeting in your own words.

explain, restate, tell, identify, select, summarize, indicate, continue,

APPLICATION

Use of information or skill. Application to situations that are new, unfamiliar, or have a new slant for students. Deals with usable information and emphasizes use of information or skill. Emphasizes the whole of ideas rather than just parts. Contains a minimum of directions or instructions as student is expected to know what to do.

Show us how to say, "Hello. How are you?" in sign language. Use long division to solve this problem. How does this story relate to your own life? What punctuation marks belong in this paragraph? To what extent does this novel illustrate the theme of human against nature? apply, use, identify, demonstrate, construct, illustrate, show how, explain, interpret, employ, select, dramatize

ANALYSIS SYNTHESIS EVALUATION

Level

Definition

Sample Trigger Words

Sample Probe

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Can remember terms, facts, procedures, relationships, concepts (lowest level) Understands the meaning of material learned, can interpret and restate in own words (one step above knowledge level) Can use material learned in novel, real-world contexts (demonstrates a higher level of understanding through comprehension) Understands the component parts of things and can categorize elements in sensible ways; understands elements and how they fit together Can combine separate knowledge, concepts, and understanding into a unified and novel whole Can judge the value or appropriateness of something by applying proper criteria in a logical manner.

list, label, name, outline, reproduce, define, describe

List the names of the main characters in the story.

explain, interpret, restate, What was the main idea of the translate, paraphrase, summarize story?

demonstrate, manipulate, operate, modify, use, produce

Using what you know about the structure of the stories read in class, write a new story of your own.

subdivide, differentiate, Break the story down into its categorize, classify, break down, separate parts, describing how distinguish they relate.

combine, relate, categorize, reassemble, reorganize

evaluate, appraise, judge, justify, defend

By combining these two stories about whales, what would you predict about the future of the whale population on earth? Is this a well written story, in your opinion? Why?

LEVEL Basic (low) Basic Basic Basic Basic Advanced (high)

OBJECTIVE Knowledge Comprehension Application Analysis Synthesis Evaluation

DESCRIPTIVE The learner must recall information (i.e. bring to mind the appropriate material). The learner understands what is being communicated by making use of the communication. The learner uses abstractions (e.g. ideas) in particular and concrete situations. The learner can break down a communication into its constituent elements or parts. The learner puts together elements or parts to forma whole. The learner makes judgments about the value of material or methods for a given purpose.

QUESTION TYPES BASED ON BLOOM'S TAXONOMY of COGNITIVE DOMAIN

KNOWLEDGE o remembering; o memorizing; o recognizing; o recalling identification and o recall of information

Who, what, when, where, how ...? Describe COMPREHENSION o interpreting; o translating from one medium to another; o describing in one's own words; o organization and selection of facts and ideas Retell... APPLICATION o problem solving; o applying information to produce some result; o use of facts, rules and principles How is...an example of...? How is...related to...? Why is...significant? ANALYSIS o subdividing something to show how it is put together; o finding the underlying structure of a communication; o identifying motives; o separation of a whole into component parts What are the parts or features of...? Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...? SYNTHESIS o creating a unique, original product that may be in verbal form or may be a physical object; o combination of ideas to form a new whole What would you predict/infer from...? What ideas can you add to...? How would you create/design a new...? What might happen if you combined...?

What solutions would you suggest for...?

EVALUATION o making value decisions about issues; o resolving controversies or differences of opinion; o development of opinions, judgments or decisions Do you agree...? What do you think about...? What is the most important...? Place the following in order of priority... How would you decide about...? What criteria would you use to assess...?

Bloom's Taxonomy
Bloom's Taxonomy contains following subjects: 4. Knowledge Knowledge involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting. For measurement purposes, the recall situation involves little more than bringing to mind the appropriate material may be required, this is relatively minor part of the task. The knowledge objectives emphasize most the psychological processes of remembering. 5. Comprehension This represents the lowest level of understanding. It refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or seeing its fullest implications. When students are confronted with a communication, they are expected to know what is being communicated (orally or in written form) and be able to make some use of the material or ideas contained in it. 6. Application The distinction between Comprehension and Application is that, the student must know the abstraction well

enough that he can correctly demonstrate its use when asked to do so. Application, however, requires a step beyond this. Given a problem, the student must apply the having to be shown how to use it in that situation. Comprehension shows that the student can use it correctly. Application shows he will use it correctly. 7. Analysis The breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made and/or the relations between the ideas expressed are made explicit. Such analyses are intended to clarify the communication, to indicate how the communication is organized, and the way in which it manages to convey its effects, as well as its basis and arrangement. 8. Synthesis The putting together of elements and parts so as to form a whole. This involves the process of working with pieces, parts, elements, etc. and arranging and combining them in such a way as to constitute a pattern or structure not clearly there before. 9. Evaluation Judgments about the value of material and methods for given purposes. Quantitative and qualitative judgments about the extent to which material and methods satisfy criteria.

Bloom's Taxonomy 1. Knowledge Possession of information of knowledge is the foundation from which all higher thinking grows. 2. Comprehension The second level of thinking is comprehension of the information that has been recalled or located -- information is not useful unless it understood. Bits of information clutter up a student's unless that information is understood well enough to be used to build more complete concepts and generalizations. One way we can check whether students comprehend the information they possess is to have them state that information in their own works rather than recalling what they have read or heard. An additional way we can check students' comprehension is to have them give an example of the concept or generalization being learned. When a student comprehends information, rather than merely recalling it, that information becomes useful in future problem solving or decision making and makes creativity more probable.

3. Application Information and skills become useful when they can be applied to a new, not previously encountered situation. Generalizations can be used to solve new problems. Previous experience can be used to predict outcomes, estimate answers, extrapolate from data, and/or avoid errors. It is important that students have experience applying whatever they learn to new problems and situations. At the application level, most of the time we are looking for convergent thinking. 4. Analysis Creative thinking and problem solving begin with analytic thinking: mentally taking something apart to understand better the relationship of the parts to each other and to the whole. To analyze, one must be able to think categorically: that is to organize and reorganize information into categories. Once students can "take information apart" to better understand interrelationships, they are ready to reorganize that information in new patterns and create with it. 5. Synthesis The fifth category of complexity in thinking is synthesis or invention: the creation of something that is new to its creator. One difference between application and synthesis is that usually the former is convergent but the latter is result from divergent thinking: something new and different. Note, however, that a student can create only after s/he has skill and information which then are applied divergently to a new situation. Creativity does not spring form a vacuum but emerges from rigor and structure. 6. Evaluation Evaluation, the making of judgments when there is no one answer which is right for everyone, is one of the most complex levels of thinking because evaluation is based on all other cognitive levels. Evaluation or judgment is essential to all intelligent and satisfying decisions.

Bloom's Taxonomy
The Six Levels of Learning

KNOWLEDGE
Universal axioms and principles: terminology, facts, specifics, conventions, and criteria versus principles, theories, structures, and methods

COMPREHENSION
The use of material in a form different from the way it was learned, i.e. translation, interpretation, extrapolation

APPLICATION
Problem solving and the ability to do case study

ANALYSIS
Of elements, of relations, of organizational principles: an ability to break down a situation into its parts

SYNTHESIS
Production of a unique communication which puts a field in a broader context, production of a plan or a set of objectives

EVALUATION
Is it good or bad, workable, helpful, etc.? What values does it uphold? Internal versus external evidence

Bloom's Taxonomy of Questions Worksheet

Knowledge:
Recall information.

Application:
Apply knowledge or generalize to new situation.

define list recognize

match label name

apply interpret use demonstrate sketch

dramatize illustrate solve prepare

Sample: Define stream bank, floodplain and substrate. Draw and label a diagram of a typical stream.

Sample:

Dramatize some of the problems a homeowner might encounter by building in a floodplain.

Synthesis:
Bring together parts of knowledge to form a whole and build relationships for new situations.

Comprehension:
Interpret information in your own words.

arrange create prepare compare

design propose construct organize write

classify report describe

select discuss translate

Sample: Design an environmentally responsible subdivision to be built near the Tangipahoa River.

Sample: Describe in your own words what happens when a stream's velocity slows.

Analysis:
Break down knowledge into parts and show relationship among parts.

Evaluation:
Make judgment on the basis of established criteria.

categorize criticize examine compare differentiate

question contrast discriminate test Sample:

assess estimate select attack evaluate

support defend score value

Sample: Contrast building in the coastal zone with building in a river floodplain.

Decide whether you are in favor of building on a floodplain; defend your position in a debate.

Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

Competence

Skills Demonstrated

Knowledge

observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension

understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application

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

Analysis

seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis

use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what it?, compose, formulate, prepare, generalize, rewrite

Evaluation

compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare,

summarize

Levels Definitions Verbal Cues

Bloom's Taxonomy

Knowledge: Recall or recognize information (verbs: Acquire, Choose, Count, Define...) Comprehension: Organize learned material, rephrase, describe. (verbs: Account for, Associate, Change, Classify...) Application: Use material to solve a problem. (verbs: Apply, Calculate, Choose, Collect Information, Complete...) Analysis: Identify reasons, causes, and motives. Reach a conclusion, infer, or generalize. (verbs: Analyze, Break down, Categorize, Compare, Contrast...) Synthesis: Combine ideas or related information, make predictions. (verbs: Arrange, Blend, Build, Combine, Compile, Compose, Construct...) Evaluation: Judge the merits of an idea, solution, or esthetic work. (verbs: Appraise, Argue, Assess, Award, Conclude, Contrast, Criticize...)

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