By John L. Badgett
Overlaying the foremost content material components, this source exhibits how you can increase measurable, standards-based lesson ambitions and acceptable checks that faucet into all degrees of Bloom’s Taxonomy.
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Additional resources for Designing Elementary Instruction and Assessment: Using the Cognitive Domain
2×2 B a. 14 d 2. 2×8 b. 12 b 3. 2×6 c. 6 g 4. 2×5 d. 16 a 5. 2×7 e. 18 e 6. 2×9 f. 4 g. 10 Knowledge-level because it measures students’ knowledge of multiplication facts, this exercise contains more possible answers than problems, and the directions instruct that no answer may be used more than once. Comprehension Level: Students are able to understand or summarize information, translate information from one form or level to another, and comprehend data trends. As an example, you can use the matching exercise to test your students’ understanding that fractions have decimal equivalents, and vice versa: In the blank to the left of each fraction in Column A, write the letter of its decimal equivalent, found in Column B.
Macropodidae b 5. Lion b 6. Panther This is a Knowledge-level exercise, with its mandate for student recall, and the directions specify in bold italics that the responses may be used more than once. Here it is important to understand that though the required thought process may seem complex, if students are given the information per se, it is a Knowledge-level process. The students are recalling memorized facts; they are not classifying the animals. Comprehension Level: Students are able to understand or summarize information, translate information from one form or level to another, and comprehend data trends.
Students learn to recognize that items that are proportionately longer also have a tendency to be true. Conversely, absolutes such as “every,” “never,” or “all” indicate to the students, very early in their academic careers, that the item is false. Also, many students easily recognize patterns such as TTFF; but these unintentional clues can be avoided through the random placement of correct responses, accomplished through the toss of a coin. Completion or Fill-In-the-Blank Items The completion item can be a highly objective medium for measuring the acquisition of factual information.