State CRT/HSPE Ability Levels Correspondence to Bloom’s Taxonomy of the Cognitive Domain...

State CRT/HSPE State CRT/HSPE AbilityAbility LevelsLevels

Correspondence to Bloom’s Correspondence to Bloom’s Taxonomy of the Cognitive Taxonomy of the Cognitive

DomainDomainEdusoftTraining@washoe.k12.nv.us

Table of Table of RelationsRelationsCRT/HSPE item ability levels are related CRT/HSPE item ability levels are related to the levels of Bloom’s Taxonomy.to the levels of Bloom’s Taxonomy.

CRT/HSPE Item CRT/HSPE Item Ability LevelsAbility Levels

Bloom’s Bloom’s TaxonomyTaxonomy

A1A1 KnowledgeKnowledge

A2A2 ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

Workbook pp. 23 & 29

EdusoftTraining@washoe.k12.nv.us

Bloom’s Bloom’s KnowledgeKnowledge

Task:Task: Remembering information in a Remembering information in a form very close to that in which it form very close to that in which it was originally encounteredwas originally encountered

(Marzano, (Marzano, 2007) 2007)

Workbook p. 23

Mental Processes:Mental Processes: Recognition – matching new information Recognition – matching new information

or procedural knowledge with information or procedural knowledge with information or procedures stored in memoryor procedures stored in memory

Recall – producing related information or Recall – producing related information or procedural knowledge procedural knowledge

(Marzano, 2007)(Marzano, 2007)

Workbook p. 23

Assessment Item CharacteristicsAssessment Item Characteristics simple repetition of factssimple repetition of facts the knowledge of processes for dealing the knowledge of processes for dealing

with factswith facts student’s awareness of criteria, student’s awareness of criteria,

methods, and processes.methods, and processes.

(Measured (Measured Progress, 2006) Progress, 2006)

Workbook p. 23

This item requires students to recall the process of finding the range of a set of data.

Bloom’s Bloom’s KnowledgeKnowledge (A1) (A1) Sample ItemSample Item

Workbook p. 25

Bloom’s Bloom’s ComprehensionComprehension

Tasks:Tasks: Making inferences about general Making inferences about general

knowledge and explicitly stated information knowledge and explicitly stated information using basic reasoning skills using basic reasoning skills

Representing key or critical information (i.e. Representing key or critical information (i.e. cause and effect, characteristics, problem cause and effect, characteristics, problem and solution, generalization, sequence)and solution, generalization, sequence)

(Marzano, 2007)(Marzano, 2007)

Workbook p. 30

Bloom’s Bloom’s ComprehensionComprehension Mental Processes:Mental Processes:

Integration of new and old knowledge by the Integration of new and old knowledge by the deletion of knowledge not directly related deletion of knowledge not directly related

GeneralizationGeneralization Creation of a symbolic representation of the Creation of a symbolic representation of the

knowledge via verbatim recall of information knowledge via verbatim recall of information and sensory images of experiences (mental and sensory images of experiences (mental pictures, smell, taste, touch, sound)pictures, smell, taste, touch, sound)

(Marzano, 2007) (Marzano, 2007)

Workbook p. 30

Bloom’s Bloom’s ComprehensionComprehension

Characteristics of Assessment Characteristics of Assessment ItemsItems translate or paraphrase a communication translate or paraphrase a communication

from one form to another from one form to another derive the essential meaning of a derive the essential meaning of a

communication communication

(Measured Progress, (Measured Progress, 2006) 2006)

Workbook p. 30

Bloom’s Bloom’s ComprehensionComprehension (A2)(A2)

Sample ItemSample Item

Workbook p. 31

Bloom’s Bloom’s ApplicationApplication

Tasks:Tasks: Inferring implicit Inferring implicit procedural informationprocedural information

using basic reasoning skills using basic reasoning skills Representing key or critical information Representing key or critical information

aboutabout procedural knowledgeprocedural knowledge (i.e. cause (i.e. cause and effect, characteristics, problem and and effect, characteristics, problem and solution, generalization, sequence) solution, generalization, sequence)

Workbook p. 35

Mental Processes:Mental Processes: Integration of new and old Integration of new and old procedural procedural

knowledgeknowledge by the deletion of knowledge not by the deletion of knowledge not directly relateddirectly related

GeneralizationGeneralization Creation of a symbolic representation of the Creation of a symbolic representation of the

procedural knowledgeprocedural knowledge via verbatim recall of via verbatim recall of information and sensory images of experiences information and sensory images of experiences (mental pictures, smell, taste, touch, sound, (mental pictures, smell, taste, touch, sound, kinesthetic)kinesthetic)

Workbook p. 35

Characteristics of Assessment Characteristics of Assessment ItemsItems Use the information they know to apply Use the information they know to apply

what they have learned—they are not what they have learned—they are not told how to apply the information.told how to apply the information.

(Measured Progress, (Measured Progress, 2006) 2006)

Workbook p. 35

Bloom’s Bloom’s ApplicationApplication (A2) (A2)

Sample ItemSample Item

Workbook p. 36

Bloom’s Bloom’s AnalysisAnalysis

Task:Task: Identifying similarities and differencesIdentifying similarities and differences

Workbook p. 38

Mental Processes:Mental Processes: Specification of attributes on which items Specification of attributes on which items

being matched are to be analyzedbeing matched are to be analyzed Determination of how items are alike and Determination of how items are alike and

differentdifferent Precise explanation of similarities and Precise explanation of similarities and

differencesdifferences

Workbook p. 38

Characteristics of Assessment Characteristics of Assessment ItemsItems separate the material, situation, or separate the material, situation, or

environment into its component parts environment into its component parts focus on the relationships among these focus on the relationships among these

parts to each other and to the total parts to each other and to the total structural organizationstructural organization

(Measured Progress, 2006) (Measured Progress, 2006)

Workbook p. 38

Bloom’s Analysis (A2)Bloom’s Analysis (A2) Sample ItemSample Item

Workbook p. 39

If you have any questions, please contact If you have any questions, please contact

your school Site Trainer, or the WCSD Data your school Site Trainer, or the WCSD Data

Management System Team atManagement System Team at

EdusoftTraining@washoe.k12.nv.usEdusoftTraining@washoe.k12.nv.us

Thank you for joining us today!

State CRT/HSPE Ability Levels Correspondence to Bloom’s Taxonomy of the Cognitive Domain...

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