Portfolio C

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS ESCUELA DE IDIOMAS LICDA. EVELYN R. QUIROA

Assessment and Evaluation Defined

Assessment is the act of gathering information on a daily basis in order to understand individual students' learning and needs.

Evaluation is the culminating act of interpreting the information gathered for the purpose of making decisions or judgments about students' learning and needs, often at reporting time.

Assessment and evaluation are integral components of the teaching‐learning cycle. The main purposes are to guide and improve learning and instruction. Effectively planned assessment and evaluation can promote learning, build confidence, and develop students' understanding of themselves as learners.

Assessment data assists the teacher in planning and adapting for further instruction. As well, teachers can enhance students' understanding of their own progress by involving them in gathering their own data, and by sharing teacher‐gathered data with them. Such participation makes it possible for students to identify personal learning goals.

This curriculum advocates assessment and evaluation procedures which correspond with curriculum objectives and instructional practices, and which are sensitive to the developmental characteristics of early adolescents. Observation, conferencing, oral and written product assessment, and process (or performance) assessment may be used to gather information about student progress.

Guiding Principles

The following principles are intended to assist teachers in planning for student assessment and evaluation:

• Assessment and evaluation are essential components of the teaching‐learning process. They should be planned, continuous activities which are derived from curriculum objectives and consistent with the instructional and learning strategies.

• A variety of assessment and evaluation techniques should be used. Techniques should be selected for their appropriateness to students' learning styles and to the intended purposes. Students should be given opportunities to demonstrate the extent of their knowledge, abilities, and attitudes in a variety of ways.

• Teachers should communicate assessment and evaluation strategies and plans in advance, informing the students of the objectives and the assessment procedures relative to the objectives. Students should have opportunities for input into the evaluation process.

• Assessment and evaluation should be fair and equitable. They should be sensitive to family, classroom, school, and community situations and to cultural or gender requirements; they should be free of bias.

• Assessment and evaluation should help students. They should provide positive feedback and encourage students to participate actively in their own assessment in order to foster lifelong learning and enable them to transfer knowledge and abilities to their life experiences.

• Assessment and evaluation data and results should be communicated to students and parents/guardians regularly, in meaningful ways.

Using a variety of techniques and tools, the teacher collects assessment information about students' language development and their growth in speaking, listening, writing, and reading knowledge and abilities. The data gathered during assessment becomes the basis for an evaluation. Comparing assessment information to curriculum objectives allows the teacher to make a decision or judgment regarding the progress of a student's learning.

Types of Assessment and Evaluation

There are three types of assessment and evaluation that occur regularly throughout the school year: diagnostic, formative, and summative.

Diagnostic assessment and evaluation usually occur at the beginning of the school year and before each unit of study. The purposes are to determine students' knowledge and skills, their learning needs, and their motivational and interest levels. By examining the results of diagnostic assessment, teachers can determine where to begin instruction and what concepts or skills to emphasize. Diagnostic assessment provides information essential to teachers in selecting relevant learning objectives and in designing appropriate learning experiences for all students, individually and as group members. Keeping diagnostic instruments for comparison and further reference enables teachers and students to determine progress and future direction.

Diagnostic assessment tools such as the Writing Strategies Questionnaire and the Reading Interest/Attitude Inventory in this guide can provide support for instructional decisions.

Formative assessment and evaluation focus on the processes and products of learning. Formative assessment is continuous and is meant to inform the student, the parent/guardian, and the teacher of the student's progress toward the curriculum objectives. This type of assessment and evaluation provides information upon which instructional decisions and adaptations can be made and provides students with directions for future learning.

Involvement in constructing their own assessment instruments or in adapting ones the teacher has made allows students to focus on what they are trying to achieve, develops their thinking skills, and helps them to become reflective learners. As well, peer assessment is a useful formative evaluation technique. For peer assessment to be successful, students must be provided with assistance and the opportunity to observe a model peer assessment session. Through peer assessment students have the opportunity to become critical and creative thinkers who can clearly communicate ideas and thoughts to others. Instruments such as checklists or learning logs, and interviews or conferences provide useful data.

Summative assessment and evaluation occur most often at the end of a unit of instruction and at term or year end when students are ready to demonstrate achievement of curriculum objectives. The main purposes are to determine knowledge, skills, abilities, and attitudes that have developed over a given period of time; to summarize student progress; and to report this progress to students, parents/guardians, and teachers.

Summative judgments are based upon criteria derived from curriculum objectives. By sharing these objectives with the students and involving them in designing the evaluation instruments, teachers enable students to understand and internalize the criteria by which their progress will be determined.

Often assessment and evaluation results provide both formative and summative information. For example, summative evaluation can be used formatively to make decisions about changes to instructional strategies, curriculum topics, or learning environment. Similarly, formative evaluation assists teachers in making summative judgments about student progress and determining where further instruction is necessary for individuals or groups. The suggested assessment techniques included in various sections of this guide may be used for each type of evaluation.

The Evaluation Process

Teachers as decision makers strive to make a close match between curriculum objectives, instructional methods, and assessment techniques. The evaluation process carried out parallel to instruction is a cyclical one that involves four phases: preparation, assessment, evaluation, and reflection.

In the preparation phase, teachers decide what is to be evaluated, the type of evaluation to be used (diagnostic, formative, or summative), the criteria upon which student learning outcomes will be judged, and the most appropriate assessment techniques for gathering information on student progress. Teachers may make these decisions in collaboration with students.

During the assessment phase, teachers select appropriate tools and techniques, then collect and collate information on student progress. Teachers must determine where, when, and how assessments will be conducted, and students must be consulted and informed.

During the evaluation phase, teachers interpret the assessment information and make judgments about student progress. These judgments (or evaluation) provide information upon which teachers base decisions about student learning and report progress to students and parents/guardians. Students are encouraged to monitor their own learning by evaluating their achievements on a regular basis. Encouraging students to participate in evaluation nurtures gradual acceptance of responsibility for their own progress and helps them to understand and appreciate their growth as readers and writers.

The reflection phase allows teachers to consider the extent to which the previous phases in the evaluation process have been successful. Specifically, teachers evaluate the utility, equity, and appropriateness of the assessment techniques used. Such reflection assists teachers in making decisions concerning improvements or adaptations to subsequent instruction and evaluation.

Student Assessment and Evaluation

When implementing assessment and evaluation procedures, it is valuable to consider the characteristics of early adolescents. Developmentally, Middle Level students are at various cognitive, emotional, social, and physical levels. Assessment and evaluation must be sensitive to this range of transitions and address individual progress. It is unrealistic and damaging to expect students who are at various stages of development to perform at the same level. It is necessary to clarify, for Middle Level students, the individual nature of the curriculum and the assessment strategies used; students should recognize that they are not

being compared to their peers, but that they are setting their own learning goals in relation to curriculum objectives.

Insensitive evaluation of the early adolescent can result in the student feeling low self‐worth and wanting to give up. Regular, positive feedback is a valuable part of the learning process and helps students identify how well they have achieved individual goals and curriculum objectives. As students begin to achieve success, their sense of self‐esteem increases and the need for extrinsic rewards gives way to the development of intrinsic motivation.

Early adolescents are vulnerable to peer approval or rejection, and they harbor a strong sense of fairness and justice. Because Middle Level students find it more satisfying to strive for immediately achievable goals rather than long‐term goals, they will respond positively to a system of continuous assessment and evaluation.

Effective evaluators of Middle Level students are astute observers who use a variety of monitoring techniques to collect information about students' knowledge, skills, attitudes, values, and language competencies. Well organized, concise, and accessible records accommodate the large quantities of data likely to be collected, and assist teachers' decision making and reporting.

Some effective techniques for monitoring student progress in the areas of oracy and literacy include the following:

• Make video and audio recordings of a variety of formal and informal oral language experiences, and then assess these according to pre‐determined criteria which are based upon student needs and curriculum objectives.

• Use checklists as concise methods of collecting information, and rating scales or rubrics to assess student achievement.

• Record anecdotal comments to provide useful data based upon observation of students' oral activities.

• Interview students to determine what they believe they do well or areas in which they need to improve.

• Have students keep portfolios of their dated writing samples, and language abilities checklists and records.

• Keep anecdotal records of students' reading and writing activities and experiences. • Have students write in reader response journals. • Confer with students during the writing and reading processes, and observe them during peer

conferences.

Self‐assessment promotes students' abilities to assume more responsibility for their own learning by encouraging self‐reflection and encouraging them to identify where they believe they have been successful and where they believe they require assistance. Discussing students' self‐assessments with them allows the teacher to see how they value their own work and to ask questions that encourage students to reflect upon their experiences and set goals for new learning.

Peer assessment allows students to collaborate and learn from others. Through discussions with peers, Middle Level students can verbalize their concerns and ideas in a way that helps them clarify their thoughts and decide in which direction to proceed.

The instruments for peer and self‐assessment should be collaboratively constructed by teachers and students. It is important for teachers to discuss learning objectives with the students. Together, they can develop assessment and evaluation criteria relevant to the objectives, as well as to students' individual and group needs.

Assessment and Evaluation Strategies

Assessment data can be collected and recorded by both the teacher and the students in a variety of ways. Through observation of students, and in interviews or conferences with students, teachers can discover much about their students' knowledge, abilities, interests, and needs. As well, teachers can collect samples of students' work in portfolios and conduct performance assessments within the context of classroom activities. When a number of assessment tools are used in conjunction with one another, richer and more in‐depth data collection results. Whatever method of data collection is used, teachers should:

• meet with students regularly to discuss their progress

• adjust rating criteria as learners change and progress.

Observation

Observation occurs during students' daily reading, writing, listening, and speaking experiences. It is an unobtrusive means by which teachers (and students) can determine their progress during learning. Observations can be recorded as anecdotal notes, and on checklists or rating scales. When teachers attach the data collection sheets to a hand‐held clipboard, data can be recorded immediately and with little interruption to the student. Alternatively, adhesive note papers can be used to record data quickly and unobtrusively.

Anecdotal Records

Anecdotal records are notes written by the teacher regarding student language, behavior, or learning. They document and describe significant daily events, and relevant aspects of student activity and progress. These notes can be taken during student activities or at the end of the day. Formats for collection should be flexible and easy to use.

Guidelines for use include the following:

• Record the observation and the circumstance in which the learning experience occurs. There will be time to analyze notes at another time, perhaps at the end of the day, or after several observations about one student have been accumulated.

• Make the task of daily note taking manageable by focusing on clearly defined objectives or purposes, and by identifying only a few students to observe during a designated period of time. However, learning and progress cannot be scheduled, and it is valuable to note other observations of importance as they occur.

• Record data on loose‐leaf sheets and keep these in a three‐ring binder with a page designated for each student and organized alphabetically by students' last names or by class. This format allows the teacher to add pages as necessary.

• Write the notes on recipe cards and then file these alphabetically. • Use adhesive note papers that can be attached to the student's pages or recipe card files. • Design structured forms for collection of specific data.

• Use a combination of the above suggestions.

Teachers may choose to keep running written observations for each student or they may use a more structured approach, constructing charts that focus each observation on the collection of specific data. A combination of open‐ended notes and structured forms may also be used. It is important to date all observations recorded.

Checklists

Observation checklists, usually completed while students are engaged in specific activities or processes, are lists of specific criteria that teachers focus on at a particular time or during a particular process. Checklists are used to record whether students have acquired specific knowledge, skills, processes, abilities, and attitudes. Checklists inform teachers about where their instruction has been successful and where students need assistance or further instruction. Formats for checklists should be varied and easy to use.

Guidelines for using checklists include the following:

• Determine the observation criteria from curriculum, unit, and lesson objectives. • Review specific criteria with students before beginning the observation. • Involve students in developing some or all of the criteria whenever it will be beneficial to do so. • Choose criteria that are easily observed to prevent vagueness and increase objectivity. • Use jargon‐free language to describe criteria so that data can be used in interviews with students

and parents. • Make the observation manageable by keeping the number of criteria to less than eight and by

limiting the number of students observed to a few at one time. • Have students construct and use checklists for peer and self‐assessments. • Summarize checklist data regularly. • Use or adapt existing checklists from other sources. • Use yes‐no checklists to identify whether a specific action has been completed or if a particular

quality is present. • Use tally checklists to note the frequency of the action observed or recorded. • Construct all checklists with space for recording anecdotal notes and comments.

Rating Scales and Rubrics

Rating scales record the extent to which specific criteria have been achieved by the student or are present in the student's work. Rating scales also record the quality of the student's performance at a given time or within a given process. Rating scales are similar to checklists, and teachers can often convert checklists into rating scales by assigning number values to the various criteria listed. They can be designed as number lines or as holistic scales or rubrics. Rubrics include criteria that describe each level of the rating scale and are used to determine student progress in comparison to these expectations. All formats for rating student progress should be concise and clear.


• Determine specific assessment criteria from curriculum objectives, components of a particular activity, or student needs.

• Discuss or develop the specific criteria with students before beginning the assessment. • Choose criteria that are easily observed in order to prevent vagueness and increase objectivity.

• Select criteria that students have had the opportunity to practice. These criteria may differ from student to student, depending upon their strengths and needs.

• Use jargon‐free language to describe criteria so that data can be used effectively in interviews with students and parents.

• Make the assessment manageable by keeping the number of criteria to less than eight and by limiting the number of students observed to a few at one time.

• Use or adapt rating scales and rubrics from other sources. • Use numbered continuums to measure the degree to which students are successful at

accomplishing a skill or activity. • Use rubrics when the observation calls for a holistic rating scale. Rubrics describe the attributes of

student knowledge or achievements on a numbered continuum of possibilities.

Portfolios

Portfolios are collections of relevant work that reflect students' individual efforts, development, and progress over a designated period of time. Portfolios provide students, teachers, parents, and administrators with a broad picture of each student's growth over time, including the student's abilities, knowledge, skills, and attitudes. Students should be involved in the selection of work to be included, goal setting for personal learning, and self‐assessment. The teacher can encourage critical thinking by having students decide which of their works to include in their portfolios and explain why they chose those particular items. Instruction and assessment are integrated as students and teachers collaborate to compile relevant and individual portfolios for each student.


• Brainstorm with students to discover what they already know about portfolios. • Share samples of portfolios with students. (Teachers may need to create samples if student ones

are not available; however, samples should be as authentic as possible.) • Provide students with an overview of portfolio assessment prior to beginning their collections. • Collaborate with students to set up guidelines for the content of portfolios and establish evaluation

criteria for their portfolio collections. Consider the following: o What is the purpose of the portfolio? (Is it the primary focus of assessment or is it

supplemental? Will it be used to determine a mark or will it simply be used to inform students, teachers, and parents about student progress?)

o Who will be the audience(s) for the portfolio? o What will be included in the portfolio (e.g., writing samples only, samples of all language

processes)? o What are the criteria for selecting a piece of work for inclusion? When should those

selections be made? o Who will determine what items are included in the portfolio (e.g., the student, the

teacher, the student and teacher in consultation)? o When should items be added or removed? o How should the contents be organized and documented? Where will the portfolios be

stored? o What will be the criteria for evaluation of the portfolio? o What form will feedback to the students take (e.g., written summaries, oral interviews/

conferences)? o How will the portfolio be assessed/evaluated (e.g., list of criteria)?

• Assemble examples of work that represent a wide range of students' developing abilities, knowledge, and attitudes including samples of work from their speaking, listening, reading, writing, representing, and viewing experiences.

• Date all items for effective organization and reference. • Inform parents/guardians about the use and purposes of portfolios (e.g., send letters describing

portfolios home, display sample portfolios on meet‐the‐teacher evening to introduce parents to the concept).

• Consider the following for inclusion: o criteria for content selection o table of contents or captioned labels that briefly outline or identify the contents o samples of student writing (e.g., pre‐writing, multiple drafts, final drafts, published pieces) o sample reading logs o samples of a variety of responses from reader response journals (originals or photocopies

of originals) o evidence of student self‐reflection (e.g., summaries, structured reflection sheets) o audiotapes and videotapes of student work o photographs o collaborative projects o computer disks.

Formats for portfolio assembly should be easily organized, stored, and accessed. Some possibilities include the following:

• Keep file folders or accordion folders in classroom filing cabinet drawers, cupboards, or boxes. • Use three‐ring binders for ease of adding and removing items as students progress. • Store scrapbooks in boxes or crates.

Evaluating Student Portfolios

At the end of the term/semester/year when the portfolio is submitted for summative evaluation, it is useful to review the contents as a whole and record data using the previously set criteria. One method of recording data is to prepare a grid with the criteria listed down one side and the checklist or rating scale across the top. If there is need to assign a numerical grade, designate numbers to each set of criteria on the checklist/rating scale and convert the evaluation into a number grade. Some examples of portfolio assessment and recording forms follow. The teacher can adapt these sample forms or create new ones.

CLASS LOG #5

Date: August 6, 2011

Topic: What is evaluation?

On my fifth class, I read a document about evaluation, evaluation is a natural activity and it can be formal or informal. Evaluation takes place in education to teachers and students, even to the material and methods used by teachers and their students. Evaluation can be done to obtain feedback on the approaches, methods, innovations or changes. The document shows the kinds of qualities and leaderships skills that a teacher has (or should have) in order to teach the students and to obtain the results that the parents and school want to reach. The document explains that a teacher does not live and work in an isolated environment, which means that parents, economy, etc. play an important role in any work and evaluation process. Successful evaluation should be systematic and principled management and leadership skills should be taken into account to reach it. Carmen María Raquel Martínez Ortiz ID 076-09-8502

CARMEN MARIA RAQUEL MARTINEZ ID 076-09-8502 Assignment:

1. Read the document attached called: WHAT IS EVALUATION PART I 2. Complete the following task questions: (questions and answers)

TASK 1: 1-3 TASK 2: 1 TASK 3: 1 TASK 4: 1 TASK 6: 1, 2

TASK 8: 1,2 TASK 9: 1,2 TASK 11: 1 TASK 12: 1,2 TASK 13: 1, 2

TASK 14: 1-3 TASK 16: 1,2 TASK 17: 1,2 TASK 18: 1,2

TASK 1 1. What sort of things outside your work situation do you make informal evaluative statements about? The weather, the traffic, and people´s attitudes. SPECIFIC DATA AND YOU LOOK FOR ALTERNATIVES 2. Now think about your working day. What sort of evaluations do you make about your learners, their work, or your teaching? Learners: their behavior , their handwriting, and the way they learn. TEACHER: WHAT THE TEACHER DID OR DO. 3. How are the evaluations in 1 and 2 similar or different? They are similar because I evaluate people´s attitudes, different because I can do something about my students and my work. COMPARE ONE CLASS ACTIVITY WITH TWO SECTIONS, AND EVALUATE THE ACTIVITIES OF THE DAY IN GENERAL. TASK 2 1. Do you think that the evaluation results provide any evidence that the communicate program works? Yes, they provide evidence that the program worked. ENVIRONMENT, TEACHER AND STUDENTS TAKS 3 1. From what you have read so far, summarize what you understand to be the main limitations of using test results as a means of evaluating the strengths and weaknesses of two textbooks, one structural and the other more communicative in orientation. The main limitations of using test results as means of evaluating the strengths and weaknesses of textbooks are that the methodologies are not being evaluated, maybe is not the book but the teacher´s way to approach the students. TASK 4 1. Consider your own teaching and learning context. Make a list of any innovations you can think of that have taken place in the past or that are taking place now. I believe that the innovation that is taking place now is the use of technology in the classroom, for presentations, practice, and testing.

TASK 6 Are you completely satisfied with the textbook you use for your teaching? 1. Make a list of the strengths of this particular book and then a list of its weaknesses Strengths weaknesses Phonics the grammar explanation is vague Vocabulary (applicable) It needs more practice exercises for kids 2. What criteria did you use to identify the strengths and the weaknesses of your textbook? I considered the students age and the way it facilitates the teacher´s work TASK 8 1. Which of the characteristics do you most identify with the RD and D model? 2. The social interaction model of innovation? TASK 9 1. Have any been introduced using the social interaction approach or aspects of this approach? 2. Briefly describe the innovation and explain why do thin this approach was used. TASK 11 1. What other practical examples can you think of that require the teacher to exercise management skills? TASK 12 1. What do you think are the most important features in managing people? With down a short list. 2. What affective and other factors do you take into account when managing the classroom, for example competitiveness, motivation, personal interests, and problems? TAST 13 1. How would you describe yourself in terms of leadership styles? 2. Evaluate what style best suits your won situation. Can you explain why? TASK 14 1. What was the task and how did you maintain it? 2. How did you get individuals to work together and to create a group spirit? 3. did you have to deal with individual problems? What were they and how did you handle them? TASK 16 1. Using Figure 2 as a guide, what important factors influence your won teaching and learning context? Economy, parents, directors, etc.

2. Evaluate their relative important in that process and any problems that arise. TASK 17 Think of some change you would like in your classroom 1. What factors in your context would make change difficult to implement The syllabus (It is prepared by coordination). The aspects that the school requires to evaluate. 2. What factors would support and sustain this change? In my opinion is important to implement the grammar content. I believe that speaking and writing is important, but it is impossible to write or speak correctly if you don’t know the structure (at least that is my opinion) TASK 18 1. Write a brief outline of any evaluation in which you participated and which resulted in a change in your classroom practice. 2. Did this change influence the context? How? ESTUDIAR EL CIRCULO FIGURA 2 A CONTEXT FOR EVALUATION COMO EL CONTEXTO AFECTA LA EVALUACION Y LA EDUCACION EN SI. DIFERENCIA ENTRE OBJETIVO Y COMPETENCIAS

CLASS LOG #5

Date: August 15, 2011

Topic: Competences and Objectives

On the sixth class, we spoke about the document we read, and some of the conclusions were that we are evaluating all the time, circumstances, and every day activities. In school, we not only evaluate knowledge, but the books, and behavior of our students. As well, we are being evaluated all the time in our performance. We spoke about all the factors that we have to take in consideration at work (parents, economy, coordinators, etc.) The document showed the kinds of qualities and leaderships skills that a teacher has (or should have) in order to teach the students and to obtain the results that the parents and school want to reach. The document explains that a teacher does not live and work in an isolated environment, which means that parents, economy, etc. play an important role in any work and evaluation process. Successful evaluation should be systematic and principled management and leadership skills should be taken into account to reach it. Our second subject was competences and objectives, I understood that objective is referred to the content and competence is referred to the skill. I a few words, the objective is what the kids should achieve and the competence is the way they achieve the goal. Carmen María Raquel Martínez Ortiz ID 076-09-8502

Higher-order of thinking Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Bloom’s Taxonomy is the most widely accepted hierarchical arrangement of this sort in education and it can be viewed as a continuum of thinking skills starting with knowledge-level thinking and moving eventually to evaluation-level of thinking. A common example, used by Dr. Chuck Weiderhold of the application of the major categories in Bloom’s Taxonomy, is show below, applying the taxonomy to the Pledge of Allegiance:

Knowledge statements ask the student to recite the pledge. Example: “Say the pledge.”

Comprehension statements ask the student to explain the meaning of words contained in the pledge. Example: “Explain what indivisible, liberty, and justice mean.”

Application statements ask the student to apply understandings. Example: “Create your own pledge to something you believe in.”

Analysis statements ask the student to interpret word meanings in relation to context. Example: “Discuss the meaning of ‘and to the Republic for which it stands’ in terms of its importance to the pledge.”

Synthesis statements ask the student to apply concepts in a new setting. Example: “Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in.”

Evaluation statements ask the student to judge the relative merits of the content and concepts contained in the subject. Example: “Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements.”

(Wiederhold, C. (1997). The Q-Matrix/Cooperative Learning & Higher-Level Thinking. San Clemente, CA: Kagan Cooperative Learning.)

When we promote higher-order thinking then, we are simply promoting thinking, along with the teaching methodologies that promote such thinking, that takes place at the higher levels of the hierarchy just provided, notably application, analysis, synthesis, and evaluation.

Critical/creative/constructive thinking is closely related to higher-order thinking; they are actually inseparable. Critical/creative/constructive thinking simply means thinking processes that progress upward in the given direction. First one critically analyzes the knowledge, information, or situation. Then they creatively consider possible next-step options, and then finally, they construct a new product, decision, direction, or value. The evaluation step listed above with the Pledge of Allegiance would require this sort of thinking.

Reading Beyond the Lines

Another way to look at higher-order thinking is to look at the reading process in typical terms and then extend the terms one step to reach higher-order thinking. That is, being able to read, being literate, typically means having the ability to decode words and understand their meanings individually and collectively. Being able to read and to comprehend the reading is generally considered thinking and involves “reading the lines” and “reading between the lines.” Higher-order thinking or literacy though, is the next crucial step, often not even thought of in the reading process, that being “reading beyond the lines.” This is so crucial because it is in reading beyond the lines that reading the lines and reading between the lines have their real value.

Instructional Elements for Fostering Higher-Order Thinking in the Classroom

(Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995)

1. Remember to ask for it; that is, for discovery, invention, and artistic/literary creation.

2. Great curiosity and new ideas with enthusiasm; these can often lead to the most valuable “teachable moments.”

3. Expose learners to new twists on old patterns and invite looking at old patterns from new angles.

4. Constructively critique new ideas because they almost always require some fine-tuning.

5. Reset our expectations to the fact that there will be many more “misses” than “hits” when reaching for workable new ideas.

6. Learn to invite contrary, or opposing, positions; new possibilities are often discovered in this way and existing thoughts, patterns, and beliefs can be tested and strengthened.

Questions that Invite Higher-Order Thinking


· How is this study like another you/we have read? This question encourages students to make connections and see analogies.

· Does this story/information make you aware of any problems that need attention? This amounts to asking students to see themselves as active participants in problem identification as well as problem solving.

· What does this mean to you and how might it affect others? This pair of questions gives students a chance to express their own interests but also to empathetically consider and understand the views of, and possible consequences to, others.

· Is there anything wrong with this solution, and how else might this problem be solved? These questions are the heart of successful critical analysis.

· What more needs to be known or done to understand or do this better? This is a pointed request for creative problem solving that invites thinking “beyond the lines.”

· What is a contrary way of seeing this? Being able to examine issues from multiple points of view helps the students to clarify their thoughts.

Questioning for Quality Thinking at Each Level of Bloom’s Taxonomy

Knowledge: Identification and recall of information

Who, what, when, where, how?

Describe ___________________.

Comprehension: Organization and selection of facts and ideas

Retell ___________ in your own words.

What is the main idea of ___________________?

Application: Use of facts, rules, principles

How is __________ and example of _______________?

How is __________ related to _________________?

Why is _________________ significant?

Analysis: Separation of the whole into component parts

What are the parts or features of ________________?

Classify _______________ according to ________________.

Outline/diagram/web ____________________.

How does ______________ compare/contrast with __________________?

What evidence can you list for _____________________?

Synthesis: 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 combine _______________ with ________________?

What solutions would you suggest for __________________?

Evaluation: Development of opinions, judgments, or decisions

Do you agree with _________________?

What do you think about _______________?

What is the most important _____________?

Prioritize ________________.

How would you decide about ________________?

What criteria would you use to assess ______________________?

Head-on Approaches to Teaching Higher-Order Thinking

• “Thinking Thursdays” o Consider setting aside a given amount of time on a regular basis to try some of

these direct approaches to teaching critical and creative thinking.

• Word Creation: o Define the word “squallizmotex” and explain how your definition fits the word. o If dried grapes are called raisins, and dried beef is called beef jerky, what would

you call these items if they were dried: lemons, pineapple, watermelon, chicken.

• Unusual Uses: o Have students try to think of as many unusual uses as they can for common

objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track cassette tapes.

• Circumstances and Consequences: What would happen if . . . o school was on weekends and not during the week? o water stuck like glue? o gravity took a day off? o there were no colors? o everyone in the country could vote on every issue that is now decided by

government representatives?

• Product Improvements: o How could school desks be improved? o How could living room furniture be improved to provide better storage and even

exercise while watching television? o How can we better equip book-carrying bags to handle lunches and other needs

that you can think of?

• Systems and Social Improvements: o A sample question that could lead into plenty of higher-level discussion and a

good give-and-take of views and needs could be: “How can schools be made more fun without hurting learning?”

Higher-Order Thinking & REAP

Read-Encode-Annotate-Ponder (REAP) is a teaching method developed by M.G. Eanet & A.V. Manzo at University of Missouri- Kansas City. It is a strategy developed for students to use to improve writing, thinking, and reading. As a teaching method, it is intended to teach students a variety of ways to respond to any text. The responses are brief and poignant ways to critique or annotate what they have read. There are different types of annotations which range from simple summary (reconstructive) to highly challenging critical-creative responses (constructive).

Value of Annotating

In writing annotations the readers discriminate and synthesize ideas presented by the author, then translate it into their own language. Writing and annotations enrich reflective thinking and reading. The readers analyze the author's purpose and explore their own feelings about the

written material. Students who write about what they have learned gain from the reading process. Consequently, writing should be an integral part (a vital component) in the classroom setting. Writing serves as a catalyst in improving one's reading, thinking and comprehension abilities. Learning the routine to write after reading ignites ACTIVE THINKING before, during and after a reading selection. Annotations ensure meaningful reading and encourage clear and concise thinking and writing. Annotations enhance reader's knowledge base as well as improve thinking and writing skills.

Steps in REAP:

R: Read to discern the writer's message.

E: Encode the message by translating it into your own words.

A: Annotate by cogently writing the message in notes for yourself, or in a thought book or on an electronic response system.

P: Ponder, or further reflect on what you have read and written, through discussion and by reviewing others' response to the same materials and/or your own annotation.

Using REAP as a Rubric for Monitoring Progress Toward Higher-Order Thinking

REAP may be used as a way to monitor a student's progress toward higher-order thinking. By using examples of the various types of annotations, a teacher may compare and appraise the characteristic way in which the student responds to text. The annotation types listed above are roughly in order of difficulty. Lower numbers indicate more concrete thinking (or literalness) and higher numbers more personal and abstract patterns of response.

Annotation Types

Reconstructive... requires literal-level response to a text.

Constructive... requires reading and thinking between and beyond the lines.

------------------------------------------------------------------------

Reconstructive Responses

1. Summary response. States the basic message of the selection in brief form. In fiction, it is the basic story line; in nonfiction, it is a simple statement of the main ideas.

2. Precise response. Briefly states the author's basic idea or theme, with all unnecessary words removed. The result is a crisp, telegram like message.

3. Attention-getting or heuristic response. Restates a snappy portion of the selection that makes the reader want to respond. It is best to use the author's own words.

4. Question response. Turns the main point of the story or information into an organizing question that the selection answers.

Constructive Responses

5. Personal view or transactional response. Answers the question "How do your views and feelings compare with what you perceive the author to have said?"

6. Critical response. Supports, reject s, or questions the main idea, and tells why. The first sentence of this type of response should restate the author's position. The next sentence should state the writer's position. Additional sentences should explain how the two differ.

7. Contrary response. Attempts to state a logical alternative position, even if it is not one that the student necessarily supports.

8. Intention response. States and briefly explains what the responder thinks is the author's intention, plan, and purpose in writing the selection. This is a special version of the critical response that causes the reader/responder to try to think like the author or from the author's perspective.

9. Motivation response. States what may have caused the author to create or write the story or selection. This is another special version of critical responding. It is an attempt to discover the author's personal agenda and hence areas of writing or unwitting biases.

10. Discovery response. States one or more practical questions that need to be answered before the story or facts can be judged for accuracy or worth. This type of response to text is the mode of thinking that leads to more reading and research and occasionally to a reformulated position or view.

11. Creative response. Suggests different and perhaps better solutions or views and/or connections and applications to prior learning and experiences. Students usually need some guidance and/or examples to produce this type of response. Once they begin thinking in this way, the results can be remarkably constructive.

For more information about REAP, especially if you are interested in being involved with a current on-line REAP pilot study, please visit REAP Central Today

Writing to Promote Higher-Order Thinking


Advantages

http://members.aol.com/ReadShop/REAP1.html

• Writing activates the reader’s background knowledge before reading/thinking. • Writing builds anticipation of upcoming learning events. • Writing raises the reader’s level of intellectual activity. • Writing encourages meaningful comparisons of the student’s perspective with that of the

writer (in reading situations) • Writing helps students better formulate their world view. • Writing allows students to examine their perspectives on key issues. • Writing builds metacognitive as well as cognitive abilities because writing forces deeper

levels of introspection, analysis, and synthesis than any other mediational process.

Suggestions Related to Using Writing to Promote Higher-Order Thinking

• Write daily or frequently rather than sporadically. • Write for real audiences and purposes. • Allot sufficient time for stages of thought and editing to occur. • Encourage peer review • Write with an initial emphasis on thinking rather than on proofreading and editing.

Contributed by Barbara Fowler, Longview Community College.

Bloom's Revised Taxonomy divides the way people learn into three domains. One of these is the cognitive domain which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

Level 1: Remembering - exhibits previously learned material by recalling facts, terms, basic concepts and answers.

Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

Questions:

What is . . . ? How is . . . ?

Where is . . . ? When did _______ happen?

How did ______ happen? How would you explain . . . ?

Why did . . . ? How would you describe . . . ?

When did . . . ? Can you recall . . . ?

How would you show . . . ? Can you select . . . ?

Who were the main . . . ? Can you list three . . . ?

Which one . . . ? Who was . . . ?

Level 2: Understanding - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify

Questions:

How would you classify the type of . . . ?

How would you compare . . . ? contrast . . . ?

Will you state or interpret in your own words . . . ?

How would you rephrase the meaning . . . ?

What facts or ideas show . . . ?

What is the main idea of . . . ?

Which statements support . . . ?

Can you explain what is happening . . . what is meant . . .?

What can you say about . . . ?

Which is the best answer . . . ?

How would you summarize . . . ?

Level 3: Applying - solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify

Questions:

How would you use . . . ?

What examples can you find to . . . ?

How would you solve _______ using what you have learned . . . ?

How would you organize _______ to show . . . ?

How would you show your understanding of . . . ?

What approach would you use to . . . ?

How would you apply what you learned to develop . . . ?

What other way would you plan to . . . ?

What would result if . . . ?

Can you make use of the facts to . . . ?

What elements would you choose to change . . . ?

What facts would you select to show . . . ?

What questions would you ask in an interview with . . . ?

Level 4: Analyzing - examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

Questions:

What are the parts or features of . . . ?

How is _______ related to . . . ?

Why do you think . . . ?

What is the theme . . . ?

What motive is there . . . ?

Can you list the parts . . . ?

What inference can you make . . . ?

What conclusions can you draw . . . ?

How would you classify . . . ?

How would you categorize . . . ?

Can you identify the difference parts . . . ?

What evidence can you find . . . ?

What is the relationship between . . . ?

Can you make a distinction between . . . ?

What is the function of . . . ?

What ideas justify . . . ?

Level 5: Evaluating - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct

Questions:

Do you agree with the actions . . . ? with the outcomes . . . ?

What is your opinion of . . . ?

How would you prove . . . ? disprove . . . ?

Can you assess the value or importance of . . . ?

Would it be better if . . . ?

Why did they (the character) choose . . . ?

What would you recommend . . . ?

How would you rate the . . . ?

What would you cite to defend the actions . . . ?

How would you evaluate . . . ?

How could you determine . . . ?

What choice would you have made . . . ?

What would you select . . . ?

How would you prioritize . . . ?

What judgment would you make about . . . ?

Based on what you know, how would you explain . . . ?

What information would you use to support the view . . . ?

How would you justify . . . ?

What data was used to make the conclusion . . . ?

Why was it better that . . . ?

How would you prioritize the facts . . . ?

How would you compare the ideas . . . ? people . . . ?

Level 6: Creating - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change

Questions:

What changes would you make to solve . . . ?

How would you improve . . . ?

What would happen if . . . ?

Can you elaborate on the reason . . . ?

Can you propose an alternative . . . ?

Can you invent . . . ?

How would you adapt ________ to create a different . . . ?

How could you change (modify) the plot (plan) . . . ?

What could be done to minimize (maximize) . . . ?

What way would you design . . . ?

What could be combined to improve (change) . . . ?

Suppose you could _______ what would you do . . . ?

How would you test . . . ?

Can you formulate a theory for . . . ?

Can you predict the outcome if . . . ?

How would you estimate the results for . . . ?

What facts can you compile . . . ?

Can you construct a model that would change . . . ?

Can you think of an original way for the . . . ?

OBJETIVOS vs. COMPETENCIAS

Classwork

Create a Venn Diagram estableshing the

differences and similarities between objectives and competences.

TAXONOMÍA REVISADA DE BLOOM (2000) www.eduteka.org/TaxonomiaBloomCuadro.php3

Conceptos Originales • Conocimiento • Comprensión • Aplicación • Análisis • Síntesis • Evaluación

Conceptos Revisados

• Recordar: memoriza, reconoce información específica BAJO NIVEL • Comprender: Explica, parafrasea • Analizar: Clasifica, predice, modela, derivar e interpretar MEDIANO NIVEL • Evaluar: Juzga, selecciona porque…, critica, justifica y optimiza ALTO NIVEL • Crear: Propone, inventa, crea, diseña, mejora

En los años 90, un antiguo estudiante de Bloom, Lorin Anderson y David R. Krathwohl, revisaron la Taxonomía de su maestro y la publicaron en diciembre de 2000 [3]. Uno de los aspectos clave de esta revisión es el cambio de los sustantivos de la propuesta original a verbos, para significar las acciones correspondientes a cada categoría. Otro aspecto fue considerar la síntesis con un criterio más amplio y relacionarla con crear (considerando que toda síntesis es en si misma una creación); además, se modificó la secuencia en que se presentan las distintas categorías. A continuación se presentan las categorías en orden ascendente, de inferior a superior y se ilustran con la siguiente imagen:

http://www.eduteka.org/TaxonomiaBloomCuadro.php3

http://bit.ly/8knCcu

CATEGORÍA RECORDAR COMPRENDER APLICAR ANALIZAR EVALUAR CREAR Descripción: Reconocer y

traer a la memoria información relevante de la memoria de largo plazo.

Habilidad de construir significado a partir de material educativo, como la lectura o las explicaciones del docente.

Aplicación de un proceso aprendido, ya sea en una situación familiar o en una nueva.

Descomponer el conocimiento en sus partes y pensar en cómo estas se relacionan con su estructura global.

Ubicada en la cúspide de la taxonomía original de 1956, evaluar es el quinto proceso en la edición revisada. Consta de comprobación y crítica.

Nuevo en esta taxonomía. Involucra reunir cosas y hacer algo nuevo. Para llevar a cabo tareas creadoras, los aprendices generan, planifican y producen.

Verbos Indicadores de procesos cognitivos + Ejemplos

- reconocer - recordar - listar - describir - recuperar - denominar - localizar

- interpretar - ejemplificar - clasificar - resumir - inferir - comparar - explicar - parafrasear

- ejecutar - implementar - desempeñar - usar

- diferenciar - organizar - atribuir - comparar - de-construir - delinear - estructurar - integrar.

- comprobar - criticar - revisar - formular - hipótesis - experimentar - juzgar - probar - detectar - monitorear.

- generar - planear - producir - diseñar - construir - idear - trazar - elaborar.

Revised Bloom’s Taxonomy

Revised Bloom’s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome.

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Bloom’s Revised Taxonomy

• Taxonomy of Cognitive Objectives• 1950s- developed by Benjamin Bloom• Means of expressing qualitatively different kinds of

thinking• Been adapted for classroom use as a planning tool• Continues to be one of the most universally applied

models • Provides a way to organise thinking skills into six levels,

from the most basic to the more complex levels of thinking• 1990s- Lorin Anderson (former student of Bloom) revisited

the taxonomy• As a result, a number of changes were made

(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)


Change in Terms• The names of six major categories were changed from noun to

verb forms. • As the taxonomy reflects different forms of thinking and thinking

is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also

replaced by verbs and some subcategories were reorganised.• The knowledge category was renamed. Knowledge is an

outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html


BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingEvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

AnalysingAnalysingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingUnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

RememberingRememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding



The Cognitive Dimension Process

Level 1 - C1

Categories & Cognitive Processes

Alternative Names

Definition

Remember Retrieve knowledge from long-term memory

Recognizing Identifying Locating knowledge in long-term memory that is consistent with presented material

Recalling Retrieving Retrieving relevant knowledge from long-term memory

Level 2 – C2


Alternative Names

Definition

Understand Construct meaning from instructional messages, including oral, written, and graphic communication

Interpreting Clarifying Paraphrasing Representing Translating

Changing from one form of representation to another

Exemplifying Illustrating Instantiating

Finding a specific example or illustration of a concept or principle

Classifying Categorizing Subsuming

Determining that something belongs to a category

Summarizing Abstracting Generalizing

Abstracting a general theme or major point(s)

Inferring Concluding Extrapolating Interpolating Predicting

Drawing a logical conclusion from presented information

Comparing Contrasting Mapping Matching

Detecting correspondences between two ideas, objects, and the like

Explaining Constructing models

Constructing a cause and effect model of a system

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. New York. Longman Publishing.

Level 3 – C3


Alternative Names

Definition

Apply Applying a procedure to a familiar task

Executing Carrying out Applying a procedure to a familiar task

Implementing Using Applying a procedure to an unfamiliar task

Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Differentiating Discriminating Distinguishing Focusing Selecting

Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material

Organizing Finding coherence Integrating Outlining Parsing Structuring

Determining how elements fit or function within a structure

Attributing Deconstructing Determine a point of view, bias, values, or intent underlying presented material

Evaluate Make judgments based on criteria and standards

Checking Coordinating Detecting Monitoring Testing

Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented

Critiquing Judging Detecting inconsistencies between a product and external criteria; determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem


Categories &

Cognitive Processes Alternative

Names Definition

Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

Generating Hypothesizing Coming up with alternative hypotheses based on criteria

Planning Designing Devising a procedure for accomplishing some task

Producing Constructing Inventing a product

The Knowledge Dimension

Dimension Definition Factual Knowledge The basic elements students must

know to be acquainted with a discipline or solve problems in it

Conceptual Knowledge The interrelationships among the basic elements within a larger structure that enable them to function together

Procedural Knowledge How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition


Potential Activities and Products

Remembering: Potential Activities and Products

• 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.

Understanding: Potential Activities and Products

• 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 coloring 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.



Applying: Potential Activities and Products

• 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.

Analyzing: Potential Activities and Products

• 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, color and texture.



Evaluating: Potential Activities and Products

• 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...

Creating: Potential Activities and Products

• 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.



Assessment

Questions for Remembering• 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)

Questions for Understanding• 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?




Questions for Applying

• 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…?


Question for Analysing• 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...?




Questions for Evaluating• 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?


Questions for Creating• 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...?




CLASS LOG #7

Date: September 4, 2011

Topic: Blue Print

This Saturday, we spoke about blue prints. I understand and see the importance of making one. In my case, it is very difficult to do one; I will have to practice more. I have to work more in blue prints because I have never done one at work. What I liked about this class is that I learned something new and important to apply. The purpose of a blue print is to design a test, and it should be done before the test. It is made to valid the test, and to cover all the contents given during the unit. Carmen María Raquel Martínez Ortiz ID 076-09-8502

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